This alignment guide shows how KnowAtom’s integrated model of science curriculum is aligned with the New Jersey Student Learning Standards for Science (NJSLS-S).
Science Lesson
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State
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Standards
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State ID
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Grades
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Performance Expectation
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Sun Position and Shadow Patterns | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-ESS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
Earth and Moon Patterns | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-ESS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
Seasonal Patterns | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-ESS1-2 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
Seasonal Temperatures and Water Cycles | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-ESS1-2 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
Plant Structures | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-LS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
Living and Nonliving Things | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-LS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
Engineering Dams | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-LS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
Ant Behavior and Food | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-LS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
Bird Beak Structure and Function | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-LS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
Insect Anatomy - Structure and Function | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-LS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
Engineering Litter Collectors | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-LS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
Parent and Offspring Behaviors | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-LS1-2 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
Parent and Offspring Behaviors | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-LS3-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. *Students focus on animals in this unit. |
Living and Nonliving Things | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-LS3-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
Plant Structures | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-LS3-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
Sounds and Senses | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-PS4-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
Engineering Communication Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-PS4-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. |
Light | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-PS4-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. |
Making Sounds and Instruments | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-PS4-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
Materials and Light | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 1-PS4-3 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. |
Earth Events | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-ESS1-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
Controlling Erosion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-ESS2-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
Mapping Land and Water | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-ESS2-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
Water Flow | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-ESS2-3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
How Plants Grow | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-LS2-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
Flowers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-LS2-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
Butterfly Structure and Function | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-LS2-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
Engineering Hand Pollinators | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-LS2-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
Butterfly Life Cycle | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-LS2-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
Habitats | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-LS4-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
Predator-Prey Relationships | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-LS4-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
Property of Materials | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
Engineering Owl Shelters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
Matter and Properties | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
Property of Materials | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
Floating and Sinking | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
Engineering Boats | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
Engineering Owl Shelters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
Action-Reaction Forces | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
Friction | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
Engineering Owl Shelters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. |
Water Flow | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-4 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
Matter and Properties | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 2-PS1-4 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
Engineering Sound Barriers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Roller Coasters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Skyscrapers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Filtration Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Launchers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Hearing Toys | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Flood Control Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Electric Cars | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Information Transfer | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Water Prisms | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Permeable Concrete | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Library Scopes | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Sound Barriers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Roller Coasters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Filtration Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Launchers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Skyscrapers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Hearing Toys | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Water Prisms | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Flood Control Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple possible solutions to a problem, based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Electric Cars | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Information Transfer | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Permeable Concrete | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Library Scopes | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Sound Barriers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Roller Coasters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Filtration Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Launchers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Skyscrapers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Flood Control Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Electric Cars | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Information Transfer | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Hearing Toys | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Permeable Concrete | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Library Scopes | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Water Prisms | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Earth's Interacting Systems | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
Weather and Climate | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
Earth Materials and Water Flow | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
Earth's Interacting Systems | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain and combine information to describe climates in different regions of the world. |
Weather and Climate | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and combine information to describe climates in different regions of the world. |
Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and combine information to describe climates in different regions of the world. |
Heat and Evaporation | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and combine information to describe climates in different regions of the world. |
Flood Control Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
Engineering Permeable Concrete | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
Earth Materials and Water Flow | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS3-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Obtain and combine information to describe climates in different regions of the world. |
Plant Growth and Acid Rain | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
Frog Life Cycle | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
Life Cycles | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
Life Cycles | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that some animals form groups that help members survive. |
Environmental Change | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that some animals form groups that help members survive. |
Selecting Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
Heredity and Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
Ecosystem Dynamics | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
Ecosystem Dynamics | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence to support the explanation that traits can be influenced by the environment. |
Heredity and Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use evidence to support the explanation that traits can be influenced by the environment. |
Selecting Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use evidence to support the explanation that traits can be influenced by the environment. |
Fossil Organisms and their Environment | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
Changing Earth's Surface | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
Ecosystem Dynamics | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
Heredity and Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
Selecting Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
Environmental Change | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
Ecosystem Dynamics | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
Selecting Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
Fossil Organisms and their Environment | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
Environmental Change | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
Selecting Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
Forces and Levers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Windmill Forces | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Patterns in Motion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
Forces and Materials | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Engineering Skyscrapers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Engineering Launchers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Balanced vs. Unbalanced Forces | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Comparing Forces | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Energy and Collisions | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Energy Transfer and Levers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Motion in the Solar System | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
Current Electricity | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
Static Charge | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
Magnets and Motors | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
Magnets and Magnetic Fields | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
Engineering Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
Engineering Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem that can be solved by applying scientific ideas about magnets. |
Changing Earth's Surface | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
Weathering Rocks | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. *In this unit, students focus on the role of weathering in erosion, deposition, and Earth’s changing landscape. |
Plate Tectonics and Landform Patterns | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
Water Erosion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
Weathering Rocks | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
Flood Control Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
Water Erosion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
Earth's Surface Features | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data from maps to describe patterns of Earth’s features. how different kinds of rock are mechanically weathered, analyzing how the sediment caused by the weathering can then be eroded. *In this unit, students focus on patterns in the locations of volcanoes and earthquakes. |
Plate Tectonics and Landform Patterns | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS2-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Analyze and interpret data from maps to describe patterns of Earth’s features. |
Water Erosion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
Changing Earth's Surface | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
Hydroelectric Dams and the Environment | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
Flood Control Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
Engineering Permeable Concrete | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
Frog Life Cycle | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Plant and Animal Cells | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Plant Growth | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Plant Structures | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Heredity and Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Selecting Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Plant Growth and Acid Rain | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Mealworm Senses | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Mealworm Senses | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
Energy and Collisions | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth. |
Patterns in Motion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. *Students are introduced to the relationship between energy and speed in this unit. |
Engineering Sound Barriers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Library Scopes | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Friction and Motion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Roller Coasters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Windmill Forces | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.*Students are introduced to energy transfer in this unit by focusing on moving substances. They will explore other forms of energy transfer in later units. |
Forces and Levers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Electrical Currents and Circuits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Water Prisms | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Waves and Energy | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Pitch and Volume | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Information Transfer | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy and Mediums | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Hearing Toys | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Launchers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Current Electricity | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Electric Cars | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Energy Transfer and Levers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Magnets and Motors | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy and Materials | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Energy and Collisions | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
Engineering Roller Coasters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Electrical Currents and Circuits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Launchers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Electric Cars | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Information Transfer | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Magnets and Motors | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Waves and Energy | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS4-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
Sound Energy | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS4-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
Engineering Library Scopes | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS4-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
Engineering Information Transfer | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS4-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
Engineering Water Prisms | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS4-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
Engineering Information Transfer | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS4-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple solutions that use patterns to transfer information. |
Scaling the Sun Earth Moon System | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
Balanced vs. Unbalanced Forces | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
Motion in the Solar System | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
Balanced vs. Unbalanced Forces | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth. |
Patterns | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
Environmental Change | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Weathering Rocks | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth's Water | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth's Interacting Systems | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Heat and Evaporation | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth Materials and Water Flow | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Fossil Organisms and their Environment | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth's Water | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
Heat and Evaporation | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
Earth Materials and Water Flow | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
Hydroelectric Dams and the Environment | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
Engineering Filtration Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
Engineering Library Scopes | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
Food Webs | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
Plant Growth | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
Plant Structures | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
Plant Growth and Acid Rain | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
Fossil Organisms and their Environment | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Energy and Matter in Food Webs | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Decomposition | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Ecosystem Dynamics | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Current Electricity | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Electrical Currents and Circuits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Waves and Energy | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Pitch and Volume | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Sound Energy and Mediums | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Engineering Sound Barriers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Heat and Matter | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Sound Energy and Materials | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Sound Energy | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Static Charge | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Conservation of Matter | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Structure of Matter | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Properties of Matter | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Conservation of Matter | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. |
Current Electricity | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Engineering Water Prisms | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Pitch and Volume | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Engineering Information Transfer | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Engineering Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Engineering Hearing Toys | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Engineering Sound Barriers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Engineering Library Scopes | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Properties of Minerals | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Electrical Currents and Circuits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Engineering Electric Cars | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Magnets and Motors | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Sound Energy and Materials | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Static Charge | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Magnets and Magnetic Fields | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Plate Tectonics and Landform Patterns | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Water Erosion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
Weathering Rocks | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
Conservation of Matter | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
Motion in the Solar System | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Engineering Roller Coasters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Forces and Materials | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Forces and Levers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Energy Transfer and Levers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Engineering Launchers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Engineering Skyscrapers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Scaling the Sun Earth Moon System | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Balanced vs. Unbalanced Forces | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Food Webs | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
Energy and Matter in Food Webs | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
Engineering Boats | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
Engineering Dams | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
Windy Weather | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool |
Controlling Erosion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
Engineering Communication Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
Sunlight and Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
Engineering Litter Collectors | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-1 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
Engineering Marble Movers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
Engineering Hand Pollinators | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
Engineering Owl Shelters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-1 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
Who Scientists Are | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
Engineering Boats | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
Windy Weather | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-2 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem |
Controlling Erosion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
Engineering Communication Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-2 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
Sunlight and Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-2 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
Engineering Litter Collectors | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-2 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
Engineering Hand Pollinators | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
Engineering Marble Movers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-2 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
Engineering Owl Shelters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-2 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
Engineering Dams | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-2 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
Who Scientists Are | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-2 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
Engineering Boats | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
Engineering Communication Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-3 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
Engineering Dams | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-3 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
Sunlight and Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-3 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
Engineering Litter Collectors | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-3 | [{id=111674358580, createdAt=1681899818338, updatedAt=1681899820544, 1='{type=string, value=1}'}] 1 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
Controlling Erosion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
Engineering Hand Pollinators | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
Engineering Marble Movers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-3 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
Engineering Owl Shelters | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-3 | [{id=111674358581, createdAt=1681899819948, updatedAt=1681899821915, 1='{type=string, value=2}'}] 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
Who Scientists Are | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-2-ETS1-3 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
Windy Weather | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS2-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Use and share observations of local weather conditions to describe patterns over time |
Heat and Water | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS2-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Use and share observations of local weather conditions to describe patterns over time. |
The Water Cycle | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS2-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Use and share observations of local weather conditions to describe patterns over time. |
Weather and Seasons | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS2-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Use and share observations of local weather conditions to describe patterns over time. |
Weather Patterns | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS2-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Use and share observations of local weather conditions to describe patterns over time. |
Who Scientists Are | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS2-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Use and share observations of local weather conditions to describe patterns over time. |
Growing Plants | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS2-2 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |
Animal Habitats | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS3-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live |
Living Things in Their Habitat | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS3-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live |
Extreme Weather | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS3-2 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
Windy Weather | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS3-2 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
Who Scientists Are | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS3-2 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
Earth and Human Activity | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS3-3 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
Human Shelter | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-ESS3-3 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
Characteristics of Living Things | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-LS1-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
Living, Nonliving, and Once-Living | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | K-LS1-1 | [{id=111674358579, createdAt=1681899815574, updatedAt=1681899818274, 1='{type=string, value=K}'}] K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
Growing Plants | NJ |