New York State P-12 Science Learning Standards

This alignment guide shows how KnowAtom’s K-8 hands-on integrated model of science curriculum is aligned with New York State P-12 Science Learning Standards.

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Phenomena Based Lessons Aligned to New York State P-12 Science Learning Standards

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Science Lesson	State	Standards	State ID	Grades	Performance Expectation
Earth and Moon Patterns	NY	New York State P-12 Science Learning Standards	1-ESS1-1	1	Use observations of the sun, moon, and stars to describe patterns that can be predicted.
Sun Position and Shadow Patterns	NY	New York State P-12 Science Learning Standards	1-ESS1-1	1	Use observations of the sun, moon, and stars to describe patterns that can be predicted.
Seasonal Temperatures and Water Cycles	NY	New York State P-12 Science Learning Standards	1-ESS1-2	1	Make observations at different times of year to relate the amount of daylight to the time of year.
Seasonal Patterns	NY	New York State P-12 Science Learning Standards	1-ESS1-2	1	Make observations at different times of year to relate the amount of daylight to the time of year.
Living and Nonliving Things	NY	New York State P-12 Science Learning Standards	1-LS1-1	1	Use tools and 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.
Plant Structures	NY	New York State P-12 Science Learning Standards	1-LS1-1	1	Use tools and 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	NY	New York State P-12 Science Learning Standards	1-LS1-1	1	Use tools and 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	NY	New York State P-12 Science Learning Standards	1-LS1-1	1	Use tools and 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	NY	New York State P-12 Science Learning Standards	1-LS1-1	1	Use tools and 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	NY	New York State P-12 Science Learning Standards	1-LS1-1	1	Use tools and 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	NY	New York State P-12 Science Learning Standards	1-LS1-1	1	Use tools and 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	NY	New York State P-12 Science Learning Standards	1-LS1-2	1	Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
Plant Structures	NY	New York State P-12 Science Learning Standards	1-LS3-1	1	Make observations to construct an evidence-based account that young plants and animals are similar, but not exactly like, their parents.
Living and Nonliving Things	NY	New York State P-12 Science Learning Standards	1-LS3-1	1	Make observations to construct an evidence-based account that young plants and animals are similar, but not exactly like, their parents.
Parent and Offspring Behaviors	NY	New York State P-12 Science Learning Standards	1-LS3-1	1	Make observations to construct an evidence-based account that young plants and animals are similar, but not exactly like, their parents.
Making Sounds and Instruments	NY	New York State P-12 Science Learning Standards	1-PS4-1	1	Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
Sounds and Senses	NY	New York State P-12 Science Learning Standards	1-PS4-1	1	Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
Light	NY	New York State P-12 Science Learning Standards	1-PS4-2	1	Make observations (firsthand or from media) to construct an evidence-based account that objects can be seen only when illuminated.
Materials and Light	NY	New York State P-12 Science Learning Standards	1-PS4-3	1	Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Engineering Communication Devices	NY	New York State P-12 Science Learning Standards	1-PS4-4	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.
Earth Events	NY	New York State P-12 Science Learning Standards	2-ESS1-1	2	Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
Controlling Erosion	NY	New York State P-12 Science Learning Standards	2-ESS2-1	2	Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
Mapping Land and Water	NY	New York State P-12 Science Learning Standards	2-ESS2-2	2	Develop a model to represent the shapes and kinds of land and bodies of water in an area.
Water Flow	NY	New York State P-12 Science Learning Standards	2-ESS2-3	2	Obtain information to identify where water is found on Earth and that it can be solid or liquid.
How Plants Grow	NY	New York State P-12 Science Learning Standards	2-LS2-1	2	Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Flowers	NY	New York State P-12 Science Learning Standards	2-LS2-2	2	Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Butterfly Life Cycle	NY	New York State P-12 Science Learning Standards	2-LS2-2	2	Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Butterfly Structure and Function	NY	New York State P-12 Science Learning Standards	2-LS2-2	2	Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Engineering Hand Pollinators	NY	New York State P-12 Science Learning Standards	2-LS2-2	2	Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Habitats	NY	New York State P-12 Science Learning Standards	2-LS4-1	2	Make observations of plants and animals to compare the diversity of life in different habitats.
Predator-Prey Relationships	NY	New York State P-12 Science Learning Standards	2-LS4-1	2	Make observations of plants and animals to compare the diversity of life in different habitats.
Matter and Properties	NY	New York State P-12 Science Learning Standards	2-PS1-1	2	Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
Property of Materials	NY	New York State P-12 Science Learning Standards	2-PS1-1	2	Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
Engineering Owl Shelters	NY	New York State P-12 Science Learning Standards	2-PS1-1	2	Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
Property of Materials	NY	New York State P-12 Science Learning Standards	2-PS1-2	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	NY	New York State P-12 Science Learning Standards	2-PS1-2	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	NY	New York State P-12 Science Learning Standards	2-PS1-2	2	Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
Friction	NY	New York State P-12 Science Learning Standards	2-PS1-2	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	NY	New York State P-12 Science Learning Standards	2-PS1-2	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	NY	New York State P-12 Science Learning Standards	2-PS1-2	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	NY	New York State P-12 Science Learning Standards	2-PS1-3	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.
Matter and Properties	NY	New York State P-12 Science Learning Standards	2-PS1-4	2	Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
Water Flow	NY	New York State P-12 Science Learning Standards	2-PS1-4	2	Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
Flood Control Engineering	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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 Skyscrapers	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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 Pick-and-Place Devices	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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 Hearing Toys	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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 Water Prisms	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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 Permeable Concrete	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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 Roller Coasters	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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 Library Scopes	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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 Electric Cars	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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 Sound Barriers	NY	New York State P-12 Science Learning Standards	3-5-ETS1-1	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.
Flood Control Engineering	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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 Skyscrapers	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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 Pick-and-Place Devices	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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 Permeable Concrete	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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 Electric Cars	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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 Filtration Devices	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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 Library Scopes	NY	New York State P-12 Science Learning Standards	3-5-ETS1-2	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.
Flood Control Engineering	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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 Skyscrapers	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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 Pick-and-Place Devices	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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 Water Prisms	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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 Electric Cars	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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 Filtration Devices	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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 Sound Barriers	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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 Library Scopes	NY	New York State P-12 Science Learning Standards	3-5-ETS1-3	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.
Weather and Climate	NY	New York State P-12 Science Learning Standards	3-ESS2-1	3	Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Earth Materials and Water Flow	NY	New York State P-12 Science Learning Standards	3-ESS2-1	4	Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Earth's Interacting Systems	NY	New York State P-12 Science Learning Standards	3-ESS2-1	5	Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Heat and Evaporation	NY	New York State P-12 Science Learning Standards	3-ESS2-2	3	Obtain and combine information to describe climates in different regions around the world.
Weather and Climate	NY	New York State P-12 Science Learning Standards	3-ESS2-2	3	Obtain and combine information to describe climates in different regions around the world.
Energy from the Sun	NY	New York State P-12 Science Learning Standards	3-ESS2-2	3	Obtain and combine information to describe climates in different regions around the world.
Earth's Interacting Systems	NY	New York State P-12 Science Learning Standards	3-ESS2-2	5	Obtain and combine information to describe climates in different regions around the world.
Earth's Water	NY	New York State P-12 Science Learning Standards	3-ESS2-2	5	Obtain and combine information to describe climates in different regions around the world.
Earth Materials and Water Flow	NY	New York State P-12 Science Learning Standards	3-ESS2-3	4	Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
Heat and Evaporation	NY	New York State P-12 Science Learning Standards	3-ESS2-3	3	Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
Weather and Climate	NY	New York State P-12 Science Learning Standards	3-ESS2-3	3	Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
Flood Control Engineering	NY	New York State P-12 Science Learning Standards	3-ESS3-1	3	Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Engineering Permeable Concrete	NY	New York State P-12 Science Learning Standards	3-ESS3-1	4	Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Life Cycles	NY	New York State P-12 Science Learning Standards	3-LS1-1	3	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	NY	New York State P-12 Science Learning Standards	3-LS1-1	4	Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Plant Growth and Acid Rain	NY	New York State P-12 Science Learning Standards	3-LS1-1	5	Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Environmental Change	NY	New York State P-12 Science Learning Standards	3-LS2-1	3	Construct an argument that some animals form groups that help members survive.
Life Cycles	NY	New York State P-12 Science Learning Standards	3-LS2-1	3	Construct an argument that some animals form groups that help members survive.
Heredity and Traits	NY	New York State P-12 Science Learning Standards	3-LS3-1	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	NY	New York State P-12 Science Learning Standards	3-LS3-1	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.
Selecting Traits	NY	New York State P-12 Science Learning Standards	3-LS3-1	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	NY	New York State P-12 Science Learning Standards	3-LS3-2	3	Use evidence to support the explanation that traits can be influenced by the environment.
Ecosystem Dynamics	NY	New York State P-12 Science Learning Standards	3-LS3-2	5	Use evidence to support the explanation that traits can be influenced by the environment.
Selecting Traits	NY	New York State P-12 Science Learning Standards	3-LS3-2	4	Use evidence to support the explanation that traits can be influenced by the environment.
Fossil Organisms and their Environment	NY	New York State P-12 Science Learning Standards	3-LS4-1	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	NY	New York State P-12 Science Learning Standards	3-LS4-1	4	Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Energy from the Sun	NY	New York State P-12 Science Learning Standards	3-LS4-1	3	Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Heredity and Traits	NY	New York State P-12 Science Learning Standards	3-LS4-2	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	NY	New York State P-12 Science Learning Standards	3-LS4-2	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.
Ecosystem Dynamics	NY	New York State P-12 Science Learning Standards	3-LS4-2	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.
Energy from the Sun	NY	New York State P-12 Science Learning Standards	3-LS4-3	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	NY	New York State P-12 Science Learning Standards	3-LS4-3	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.
Fossil Organisms and their Environment	NY	New York State P-12 Science Learning Standards	3-LS4-3	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.
Selecting Traits	NY	New York State P-12 Science Learning Standards	3-LS4-3	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.
Ecosystem Dynamics	NY	New York State P-12 Science Learning Standards	3-LS4-3	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.
Environmental Change	NY	New York State P-12 Science Learning Standards	3-LS4-4	3	Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Selecting Traits	NY	New York State P-12 Science Learning Standards	3-LS4-4	4	Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Plant Growth and Acid Rain	NY	New York State P-12 Science Learning Standards	3-LS4-4	5	Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Ecosystem Dynamics	NY	New York State P-12 Science Learning Standards	3-LS4-4	5	Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Comparing Forces	NY	New York State P-12 Science Learning Standards	3-PS2-1	3	Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Windmill Forces	NY	New York State P-12 Science Learning Standards	3-PS2-1	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	NY	New York State P-12 Science Learning Standards	3-PS2-1	3	Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Forces and Materials	NY	New York State P-12 Science Learning Standards	3-PS2-1	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	NY	New York State P-12 Science Learning Standards	3-PS2-1	3	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	NY	New York State P-12 Science Learning Standards	3-PS2-1	4	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	NY	New York State P-12 Science Learning Standards	3-PS2-1	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	NY	New York State P-12 Science Learning Standards	3-PS2-1	4	Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Engineering Launchers	NY	New York State P-12 Science Learning Standards	3-PS2-1	4	Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Forces and Levers	NY	New York State P-12 Science Learning Standards	3-PS2-1	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	NY	New York State P-12 Science Learning Standards	3-PS2-2	3	Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Windmill Forces	NY	New York State P-12 Science Learning Standards	3-PS2-2	3	Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Static Charge	NY	New York State P-12 Science Learning Standards	3-PS2-3	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 Magnetic Fields	NY	New York State P-12 Science Learning Standards	3-PS2-3	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	NY	New York State P-12 Science Learning Standards	3-PS2-3	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	NY	New York State P-12 Science Learning Standards	3-PS2-3	5	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	NY	New York State P-12 Science Learning Standards	3-PS2-4	3	Define a simple design problem that can be solved by applying scientific ideas about magnets.
Magnets and Magnetic Fields	NY	New York State P-12 Science Learning Standards	3-PS2-4	3	Define a simple design problem that can be solved by applying scientific ideas about magnets.
Water Erosion	NY	New York State P-12 Science Learning Standards	4-ESS1-1	4	Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landforms over time.
Changing Earth's Surface	NY	New York State P-12 Science Learning Standards	4-ESS1-1	4	Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landforms over time.
Weathering Rocks	NY	New York State P-12 Science Learning Standards	4-ESS1-1	5	Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landforms over time.
Plate Tectonics and Landform Patterns	NY	New York State P-12 Science Learning Standards	4-ESS1-1	4	Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landforms over time.
Flood Control Engineering	NY	New York State P-12 Science Learning Standards	4-ESS2-1	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	NY	New York State P-12 Science Learning Standards	4-ESS2-1	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.
Weathering Rocks	NY	New York State P-12 Science Learning Standards	4-ESS2-1	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.
Heat and Evaporation	NY	New York State P-12 Science Learning Standards	4-ESS2-1	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.
Changing Earth's Surface	NY	New York State P-12 Science Learning Standards	4-ESS2-1	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.
Plate Tectonics and Landform Patterns	NY	New York State P-12 Science Learning Standards	4-ESS2-2	4	Analyze and interpret data from maps to describe patterns of Earth’s features.
Earth's Surface Features	NY	New York State P-12 Science Learning Standards	4-ESS2-2	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.
Water Erosion	NY	New York State P-12 Science Learning Standards	4-ESS3-1	4	Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment.
Changing Earth's Surface	NY	New York State P-12 Science Learning Standards	4-ESS3-1	4	Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment.
Hydroelectric Dams and the Environment	NY	New York State P-12 Science Learning Standards	4-ESS3-1	4	Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment.
Flood Control Engineering	NY	New York State P-12 Science Learning Standards	4-ESS3-2	3	Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Engineering Permeable Concrete	NY	New York State P-12 Science Learning Standards	4-ESS3-2	4	Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Energy from the Sun	NY	New York State P-12 Science Learning Standards	4-LS1-1	3	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Plant and Animal Cells	NY	New York State P-12 Science Learning Standards	4-LS1-1	5	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Plant Growth	NY	New York State P-12 Science Learning Standards	4-LS1-1	5	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Plant Growth and Acid Rain	NY	New York State P-12 Science Learning Standards	4-LS1-1	5	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Plant Structures	NY	New York State P-12 Science Learning Standards	4-LS1-1	4	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Frog Life Cycle	NY	New York State P-12 Science Learning Standards	4-LS1-1	4	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Mealworm Senses	NY	New York State P-12 Science Learning Standards	4-LS1-1	4	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Selecting Traits	NY	New York State P-12 Science Learning Standards	4-LS1-1	4	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Heredity and Traits	NY	New York State P-12 Science Learning Standards	4-LS1-1	3	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Mealworm Senses	NY	New York State P-12 Science Learning Standards	4-LS1-2	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 way.
Patterns in Motion	NY	New York State P-12 Science Learning Standards	4-PS3-1	3	Use evidence to construct an explanation relating the speed of an object to the energy of that object.
Energy and Collisions	NY	New York State P-12 Science Learning Standards	4-PS3-1	4	Use evidence to construct an explanation relating the speed of an object to the energy of that object.
Windmill Forces	NY	New York State P-12 Science Learning Standards	4-PS3-2	3	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Engineering Hearing Toys	NY	New York State P-12 Science Learning Standards	4-PS3-2	3	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Engineering Water Prisms	NY	New York State P-12 Science Learning Standards	4-PS3-2	3	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Friction and Motion	NY	New York State P-12 Science Learning Standards	4-PS3-2	5	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Engineering Roller Coasters	NY	New York State P-12 Science Learning Standards	4-PS3-2	5	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Electrical Currents and Circuits	NY	New York State P-12 Science Learning Standards	4-PS3-2	5	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Magnets and Motors	NY	New York State P-12 Science Learning Standards	4-PS3-2	5	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Sound Energy	NY	New York State P-12 Science Learning Standards	4-PS3-2	5	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Sound Energy and Materials	NY	New York State P-12 Science Learning Standards	4-PS3-2	5	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Engineering Sound Barriers	NY	New York State P-12 Science Learning Standards	4-PS3-2	5	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Engineering Library Scopes	NY	New York State P-12 Science Learning Standards	4-PS3-2	5	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Energy Transfer and Levers	NY	New York State P-12 Science Learning Standards	4-PS3-2	4	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Engineering Launchers	NY	New York State P-12 Science Learning Standards	4-PS3-2	4	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Current Electricity	NY	New York State P-12 Science Learning Standards	4-PS3-2	4	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Engineering Electric Cars	NY	New York State P-12 Science Learning Standards	4-PS3-2	4	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Waves and Energy	NY	New York State P-12 Science Learning Standards	4-PS3-2	4	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Pitch and Volume	NY	New York State P-12 Science Learning Standards	4-PS3-2	4	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Engineering Information Transfer	NY	New York State P-12 Science Learning Standards	4-PS3-2	4	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Forces and Levers	NY	New York State P-12 Science Learning Standards	4-PS3-2	4	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Forces and Materials	NY	New York State P-12 Science Learning Standards	4-PS3-2	3	Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Energy and Collisions	NY	New York State P-12 Science Learning Standards	4-PS3-3	4	Ask questions and predict outcomes about the changes in energy that occur when objects collide.
Engineering Launchers	NY	New York State P-12 Science Learning Standards	4-PS3-4	4	Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Engineering Electric Cars	NY	New York State P-12 Science Learning Standards	4-PS3-4	4	Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Engineering Information Transfer	NY	New York State P-12 Science Learning Standards	4-PS3-4	4	Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Sound Energy	NY	New York State P-12 Science Learning Standards	4-PS4-1	5	Develop a model of waves to describe patterns in terms of amplitude and wavelength and to show that waves can cause objects to move.
Waves and Energy	NY	New York State P-12 Science Learning Standards	4-PS4-1	4	Develop a model of waves to describe patterns in terms of amplitude and wavelength and to show that waves can cause objects to move.
Engineering Water Prisms	NY	New York State P-12 Science Learning Standards	4-PS4-2	3	Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Engineering Library Scopes	NY	New York State P-12 Science Learning Standards	4-PS4-2	5	Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Engineering Information Transfer	NY	New York State P-12 Science Learning Standards	4-PS4-2	4	Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Engineering Information Transfer	NY	New York State P-12 Science Learning Standards	4-PS4-3	4	Generate and compare multiple solutions that use patterns to transfer information.
Motion in the Solar System	NY	New York State P-12 Science Learning Standards	5-ESS1-1	3	Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from the Earth.
Scaling the Sun Earth Moon System	NY	New York State P-12 Science Learning Standards	5-ESS1-1	5	Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from the Earth.
Balanced vs. Unbalanced Forces	NY	New York State P-12 Science Learning Standards	5-ESS1-1	4	Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from the Earth.
Patterns	NY	New York State P-12 Science Learning Standards	5-ESS1-2	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.
Balanced vs. Unbalanced Forces	NY	New York State P-12 Science Learning Standards	5-ESS1-2	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.
Heat and Evaporation	NY	New York State P-12 Science Learning Standards	5-ESS2-1	3	Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Energy from the Sun	NY	New York State P-12 Science Learning Standards	5-ESS2-1	3	Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Earth's Water	NY	New York State P-12 Science Learning Standards	5-ESS2-1	5	Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Earth's Interacting Systems	NY	New York State P-12 Science Learning Standards	5-ESS2-1	5	Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Earth Materials and Water Flow	NY	New York State P-12 Science Learning Standards	5-ESS2-1	4	Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Heat and Evaporation	NY	New York State P-12 Science Learning Standards	5-ESS2-2	3	Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Earth's Water	NY	New York State P-12 Science Learning Standards	5-ESS2-2	5	Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Earth Materials and Water Flow	NY	New York State P-12 Science Learning Standards	5-ESS2-2	4	Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Engineering Filtration Devices	NY	New York State P-12 Science Learning Standards	5-ESS3-1	5	Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.
Hydroelectric Dams and the Environment	NY	New York State P-12 Science Learning Standards	5-ESS3-1	4	Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.
Engineering Permeable Concrete	NY	New York State P-12 Science Learning Standards	5-ESS3-1	4	Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.
Energy from the Sun	NY	New York State P-12 Science Learning Standards	5-LS1-1	3	Support an argument that plants get the materials they need for growth chiefly from air and water.
Plant Growth	NY	New York State P-12 Science Learning Standards	5-LS1-1	5	Support an argument that plants get the materials they need for growth chiefly from air and water.
Plant Growth and Acid Rain	NY	New York State P-12 Science Learning Standards	5-LS1-1	5	Support an argument that plants get the materials they need for growth chiefly from air and water.
Food Webs	NY	New York State P-12 Science Learning Standards	5-LS1-1	4	Support an argument that plants get the materials they need for growth chiefly from air and water.
Plant Structures	NY	New York State P-12 Science Learning Standards	5-LS1-1	4	Support an argument that plants get the materials they need for growth chiefly from air and water.
Energy from the Sun	NY	New York State P-12 Science Learning Standards	5-LS2-1	3	Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Energy and Matter in Food Webs	NY	New York State P-12 Science Learning Standards	5-LS2-1	5	Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Decomposition	NY	New York State P-12 Science Learning Standards	5-LS2-1	5	Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Ecosystem Dynamics	NY	New York State P-12 Science Learning Standards	5-LS2-1	5	Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Food Webs	NY	New York State P-12 Science Learning Standards	5-LS2-1	4	Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Structure of Matter	NY	New York State P-12 Science Learning Standards	5-PS1-1	3	Develop a model to describe that matter is made of particles too small to be seen.
Properties of Matter	NY	New York State P-12 Science Learning Standards	5-PS1-1	4	Develop a model to describe that matter is made of particles too small to be seen.
Conservation of Matter	NY	New York State P-12 Science Learning Standards	5-PS1-1	5	Develop a model to describe that matter is made of particles too small to be seen.
Heat and Matter	NY	New York State P-12 Science Learning Standards	5-PS1-1	3	Develop a model to describe that matter is made of particles too small to be seen.
Static Charge	NY	New York State P-12 Science Learning Standards	5-PS1-1	3	Develop a model to describe that matter is made of particles too small to be seen.
Sound Energy and Mediums	NY	New York State P-12 Science Learning Standards	5-PS1-1	3	Develop a model to describe that matter is made of particles too small to be seen.
Sound Energy	NY	New York State P-12 Science Learning Standards	5-PS1-1	5	Develop a model to describe that matter is made of particles too small to be seen.
Sound Energy and Materials	NY	New York State P-12 Science Learning Standards	5-PS1-1	5	Develop a model to describe that matter is made of particles too small to be seen.
Engineering Sound Barriers	NY	New York State P-12 Science Learning Standards	5-PS1-1	5	Develop a model to describe that matter is made of particles too small to be seen.
Current Electricity	NY	New York State P-12 Science Learning Standards	5-PS1-1	4	Develop a model to describe that matter is made of particles too small to be seen.
Waves and Energy	NY	New York State P-12 Science Learning Standards	5-PS1-1	4	Develop a model to describe that matter is made of particles too small to be seen.
Pitch and Volume	NY	New York State P-12 Science Learning Standards	5-PS1-1	4	Develop a model to describe that matter is made of particles too small to be seen.
Conservation of Matter	NY	New York State P-12 Science Learning Standards	5-PS1-2	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 amount of matter is conserved.
Static Charge	NY	New York State P-12 Science Learning Standards	5-PS1-3	3	Make observations and measurements to identify materials based on their properties.
Magnets and Magnetic Fields	NY	New York State P-12 Science Learning Standards	5-PS1-3	3	Make observations and measurements to identify materials based on their properties.
Engineering Pick-and-Place Devices	NY	New York State P-12 Science Learning Standards	5-PS1-3	3	Make observations and measurements to identify materials based on their properties.
Engineering Hearing Toys	NY	New York State P-12 Science Learning Standards	5-PS1-3	3	Make observations and measurements to identify materials based on their properties.
Engineering Water Prisms	NY	New York State P-12 Science Learning Standards	5-PS1-3	3	Make observations and measurements to identify materials based on their properties.
Properties of Minerals	NY	New York State P-12 Science Learning Standards	5-PS1-3	5	Make observations and measurements to identify materials based on their properties.
Electrical Currents and Circuits	NY	New York State P-12 Science Learning Standards	5-PS1-3	5	Make observations and measurements to identify materials based on their properties.
Magnets and Motors	NY	New York State P-12 Science Learning Standards	5-PS1-3	5	Make observations and measurements to identify materials based on their properties.
Sound Energy and Materials	NY	New York State P-12 Science Learning Standards	5-PS1-3	5	Make observations and measurements to identify materials based on their properties.
Engineering Sound Barriers	NY	New York State P-12 Science Learning Standards	5-PS1-3	5	Make observations and measurements to identify materials based on their properties.
Engineering Library Scopes	NY	New York State P-12 Science Learning Standards	5-PS1-3	5	Make observations and measurements to identify materials based on their properties.
Current Electricity	NY	New York State P-12 Science Learning Standards	5-PS1-3	4	Make observations and measurements to identify materials based on their properties.
Engineering Electric Cars	NY	New York State P-12 Science Learning Standards	5-PS1-3	4	Make observations and measurements to identify materials based on their properties.
Pitch and Volume	NY	New York State P-12 Science Learning Standards	5-PS1-3	4	Make observations and measurements to identify materials based on their properties.
Engineering Information Transfer	NY	New York State P-12 Science Learning Standards	5-PS1-3	4	Make observations and measurements to identify materials based on their properties.
Conservation of Matter	NY	New York State P-12 Science Learning Standards	5-PS1-4	5	Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Water Erosion	NY	New York State P-12 Science Learning Standards	5-PS1-4	4	Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Weathering Rocks	NY	New York State P-12 Science Learning Standards	5-PS1-4	5	Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Motion in the Solar System	NY	New York State P-12 Science Learning Standards	5-PS2-1	3	Support an argument that the gravitational force exerted by Earth on objects is directed down.
Forces and Materials	NY	New York State P-12 Science Learning Standards	5-PS2-1	3	Support an argument that the gravitational force exerted by Earth on objects is directed down.
Engineering Skyscrapers	NY	New York State P-12 Science Learning Standards	5-PS2-1	3	Support an argument that the gravitational force exerted by Earth on objects is directed down.
Scaling the Sun Earth Moon System	NY	New York State P-12 Science Learning Standards	5-PS2-1	5	Support an argument that the gravitational force exerted by Earth on objects is directed down.
Balanced vs. Unbalanced Forces	NY	New York State P-12 Science Learning Standards	5-PS2-1	4	Support an argument that the gravitational force exerted by Earth on objects is directed down.
Engineering Roller Coasters	NY	New York State P-12 Science Learning Standards	5-PS2-1	5	Support an argument that the gravitational force exerted by Earth on objects is directed down.
Energy Transfer and Levers	NY	New York State P-12 Science Learning Standards	5-PS2-1	4	Support an argument that the gravitational force exerted by Earth on objects is directed down.
Engineering Launchers	NY	New York State P-12 Science Learning Standards	5-PS2-1	4	Support an argument that the gravitational force exerted by Earth on objects is directed down.
Forces and Levers	NY	New York State P-12 Science Learning Standards	5-PS2-1	4	Support an argument that the gravitational force exerted by Earth on objects is directed down.
Energy from the Sun	NY	New York State P-12 Science Learning Standards	5-PS3-1	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	NY	New York State P-12 Science Learning Standards	5-PS3-1	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.
Food Webs	NY	New York State P-12 Science Learning Standards	5-PS3-1	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.
Controlling Erosion	NY	New York State P-12 Science Learning Standards	K-2-ETS1-1	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.
Sunlight and Engineering	NY	New York State P-12 Science Learning Standards	K-2-ETS1-1	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	NY	New York State P-12 Science Learning Standards	K-2-ETS1-1	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 Marble Movers	NY	New York State P-12 Science Learning Standards	K-2-ETS1-1	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 Owl Shelters	NY	New York State P-12 Science Learning Standards	K-2-ETS1-1	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 Boats	NY	New York State P-12 Science Learning Standards	K-2-ETS1-1	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 Litter Collectors	NY	New York State P-12 Science Learning Standards	K-2-ETS1-1	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 Dams	NY	New York State P-12 Science Learning Standards	K-2-ETS1-1	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 Communication Devices	NY	New York State P-12 Science Learning Standards	K-2-ETS1-1	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.
Controlling Erosion	NY	New York State P-12 Science Learning Standards	K-2-ETS1-2	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.
Sunlight and Engineering	NY	New York State P-12 Science Learning Standards	K-2-ETS1-2	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 Hand Pollinators	NY	New York State P-12 Science Learning Standards	K-2-ETS1-2	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	NY	New York State P-12 Science Learning Standards	K-2-ETS1-2	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	NY	New York State P-12 Science Learning Standards	K-2-ETS1-2	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 Boats	NY	New York State P-12 Science Learning Standards	K-2-ETS1-2	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 Litter Collectors	NY	New York State P-12 Science Learning Standards	K-2-ETS1-2	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 Dams	NY	New York State P-12 Science Learning Standards	K-2-ETS1-2	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 Communication Devices	NY	New York State P-12 Science Learning Standards	K-2-ETS1-2	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.
Controlling Erosion	NY	New York State P-12 Science Learning Standards	K-2-ETS1-3	2	Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Sunlight and Engineering	NY	New York State P-12 Science Learning Standards	K-2-ETS1-3	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 Hand Pollinators	NY	New York State P-12 Science Learning Standards	K-2-ETS1-3	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 Marble Movers	NY	New York State P-12 Science Learning Standards	K-2-ETS1-3	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	NY	New York State P-12 Science Learning Standards	K-2-ETS1-3	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 Boats	NY	New York State P-12 Science Learning Standards	K-2-ETS1-3	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 Litter Collectors	NY	New York State P-12 Science Learning Standards	K-2-ETS1-3	1	Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Engineering Dams	NY	New York State P-12 Science Learning Standards	K-2-ETS1-3	1	Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Engineering Communication Devices	NY	New York State P-12 Science Learning Standards	K-2-ETS1-3	1	Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Who Scientists Are	NY	New York State P-12 Science Learning Standards	K-ESS2-1	K	Use and share observations of local weather conditions to describe patterns over time.
Windy Weather	NY	New York State P-12 Science Learning Standards	K-ESS2-1	K	Use and share observations of local weather conditions to describe patterns over time.
Heat and Water	NY	New York State P-12 Science Learning Standards	K-ESS2-1	K	Use and share observations of local weather conditions to describe patterns over time.
The Water Cycle	NY	New York State P-12 Science Learning Standards	K-ESS2-1	K	Use and share observations of local weather conditions to describe patterns over time.
Weather Patterns	NY	New York State P-12 Science Learning Standards	K-ESS2-1	K	Use and share observations of local weather conditions to describe patterns over time.
Weather and Seasons	NY	New York State P-12 Science Learning Standards	K-ESS2-1	K	Use and share observations of local weather conditions to describe patterns over time.
Growing Plants	NY	New York State P-12 Science Learning Standards	K-ESS2-2	K	Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
Germinating Seeds	NY	New York State P-12 Science Learning Standards	K-ESS2-2	K	Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
Animal Habitats	NY	New York State P-12 Science Learning Standards	K-ESS3-1	K	Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Living Things in Their Habitat	NY	New York State P-12 Science Learning Standards	K-ESS3-1	K	Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Earth and Human Activity	NY	New York State P-12 Science Learning Standards	K-ESS3-1	K	Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Human Shelter	NY	New York State P-12 Science Learning Standards	K-ESS3-1	K	Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Who Scientists Are	NY	New York State P-12 Science Learning Standards	K-ESS3-2	K	Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
Extreme Weather	NY	New York State P-12 Science Learning Standards	K-ESS3-2	K	Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
Windy Weather	NY	New York State P-12 Science Learning Standards	K-ESS3-2	K	Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
Human Shelter	NY	New York State P-12 Science Learning Standards	K-ESS3-3	K	Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Earth and Human Activity	NY	New York State P-12 Science Learning Standards	K-ESS3-3	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	NY	New York State P-12 Science Learning Standards	K-LS1-1	K	Use observations to describe patterns of what plants and animals (including humans) need to survive.
Living, Nonliving, and Once-Living	NY	New York State P-12 Science Learning Standards	K-LS1-1	K	Use observations to describe patterns of what plants and animals (including humans) need to survive.
Parts of Plants	NY	New York State P-12 Science Learning Standards	K-LS1-1	K	Use observations to describe patterns of what plants and animals (including humans) need to survive.
Germinating Seeds	NY	New York State P-12 Science Learning Standards	K-LS1-1	K	Use observations to describe patterns of what plants and animals (including humans) need to survive.
Growing Plants	NY	New York State P-12 Science Learning Standards	K-LS1-1	K	Use observations to describe patterns of what plants and animals (including humans) need to survive.
Animal Habitats	NY	New York State P-12 Science Learning Standards	K-LS1-1	K	Use observations to describe patterns of what plants and animals (including humans) need to survive.
Living Things in Their Habitat	NY	New York State P-12 Science Learning Standards	K-LS1-1	K	Use observations to describe patterns of what plants and animals (including humans) need to survive.
Pushes and Pulls	NY	New York State P-12 Science Learning Standards	K-PS2-1	K	Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
Friction and Motion	NY	New York State P-12 Science Learning Standards	K-PS2-1	K	Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
Engineering Marble Movers	NY	New York State P-12 Science Learning Standards	K-PS2-2	K	Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
Who Scientists Are	NY	New York State P-12 Science Learning Standards	K-PS3-1	K	Make observations to determine the effects of sunlight on Earth’s surface.
The Water Cycle	NY	New York State P-12 Science Learning Standards	K-PS3-1	K	Make observations to determine the effects of sunlight on Earth’s surface.
Weather Patterns	NY	New York State P-12 Science Learning Standards	K-PS3-1	K	Make observations to determine the effects of sunlight on Earth’s surface.
Weather and Seasons	NY	New York State P-12 Science Learning Standards	K-PS3-1	K	Make observations to determine the effects of sunlight on Earth’s surface.
Sunlight and Temperature	NY	New York State P-12 Science Learning Standards	K-PS3-1	K	Make observations to determine the effects of sunlight on Earth’s surface.
Sun and Shade	NY	New York State P-12 Science Learning Standards	K-PS3-1	K	Make observations to determine the effects of sunlight on Earth’s surface.
Color and Temperature	NY	New York State P-12 Science Learning Standards	K-PS3-1	K	Make observations to determine the effects of sunlight on Earth’s surface.
Sunlight and Engineering	NY	New York State P-12 Science Learning Standards	K-PS3-1	K	Make observations to determine the effects of sunlight on Earth’s surface.
Who Scientists Are	NY	New York State P-12 Science Learning Standards	K-PS3-2	K	Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
Sunlight and Engineering	NY	New York State P-12 Science Learning Standards	K-PS3-2	K	Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
Sun-Earth-Moon System	NY	New York State P-12 Science Learning Standards	MS-ESS1-1	6	Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and moon, and seasons.
Earth-Sun-Moon System	NY	New York State P-12 Science Learning Standards	MS-ESS1-1	8	Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and moon, and seasons.
Sun Angle and Temperature	NY	New York State P-12 Science Learning Standards	MS-ESS1-1	8	Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and moon, and seasons.
Sun-Earth-Moon System	NY	New York State P-12 Science Learning Standards	MS-ESS1-2	6	Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
Earth's Place in the Solar System	NY	New York State P-12 Science Learning Standards	MS-ESS1-2	8	Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
Earth's Place in the Solar System	NY	New York State P-12 Science Learning Standards	MS-ESS1-3	8	Analyze and interpret data to determine scale properties of objects in the solar system.
Earth's Geologic History	NY	New York State P-12 Science Learning Standards	MS-ESS1-4	6	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Climate Analysis	NY	New York State P-12 Science Learning Standards	MS-ESS1-4	7	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
Fossils and Tectonic Plate Motion	NY	New York State P-12 Science Learning Standards	MS-ESS1-4	7	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
Animal Diversity	NY	New York State P-12 Science Learning Standards	MS-ESS1-4	8	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
Earth Materials	NY	New York State P-12 Science Learning Standards	MS-ESS2-1	6	Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
The Rock Cycle	NY	New York State P-12 Science Learning Standards	MS-ESS2-1	7	Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Mass and Heat Transfer	NY	New York State P-12 Science Learning Standards	MS-ESS2-1	7	Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Glacier Motion	NY	New York State P-12 Science Learning Standards	MS-ESS2-1	7	Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Groundwater Flow	NY	New York State P-12 Science Learning Standards	MS-ESS2-1	7	Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Weathering and Erosion	NY	New York State P-12 Science Learning Standards	MS-ESS2-2	6	Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying temporal and spatial scales.
Earth Materials	NY	New York State P-12 Science Learning Standards	MS-ESS2-2	6	Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying temporal and spatial scales.
The Rock Cycle	NY	New York State P-12 Science Learning Standards	MS-ESS2-2	7	Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Glacier Motion	NY	New York State P-12 Science Learning Standards	MS-ESS2-2	7	Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying temporal and spatial scales..
Climate Analysis	NY	New York State P-12 Science Learning Standards	MS-ESS2-2	7	Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying temporal and spatial scales.
Earth's Geologic History	NY	New York State P-12 Science Learning Standards	MS-ESS2-2	6	Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying temporal and spatial scales.
Earth Materials	NY	New York State P-12 Science Learning Standards	MS-ESS2-3	6	Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Earth's Geologic History	NY	New York State P-12 Science Learning Standards	MS-ESS2-3	6	Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions
Fossils and Tectonic Plate Motion	NY	New York State P-12 Science Learning Standards	MS-ESS2-3	7	Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
The Water Cycle and Earth's Systems	NY	New York State P-12 Science Learning Standards	MS-ESS2-4	6	Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Ocean Salinity and Density	NY	New York State P-12 Science Learning Standards	MS-ESS2-4	6	Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Weathering and Erosion	NY	New York State P-12 Science Learning Standards	MS-ESS2-4	6	Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Glacier Motion	NY	New York State P-12 Science Learning Standards	MS-ESS2-4	7	Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Climate Analysis	NY	New York State P-12 Science Learning Standards	MS-ESS2-4	7	Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Groundwater Flow	NY	New York State P-12 Science Learning Standards	MS-ESS2-4	7	Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Groundwater Contamination	NY	New York State P-12 Science Learning Standards	MS-ESS2-4	7	Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Sun Angle and Temperature	NY	New York State P-12 Science Learning Standards	MS-ESS2-4	8	Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Convection and Weather	NY	New York State P-12 Science Learning Standards	MS-ESS2-4	8	Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Earth’s Climate	NY	New York State P-12 Science Learning Standards	MS-ESS2-5	6	Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
Engineering Rain Harvesting Systems	NY	New York State P-12 Science Learning Standards	MS-ESS2-5	6	Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
Sun Angle and Temperature	NY	New York State P-12 Science Learning Standards	MS-ESS2-5	8	Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Convection and Weather	NY	New York State P-12 Science Learning Standards	MS-ESS2-5	8	Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
The Water Cycle and Earth's Systems	NY	New York State P-12 Science Learning Standards	MS-ESS2-6	6	Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Ocean Salinity and Density	NY	New York State P-12 Science Learning Standards	MS-ESS2-6	6	Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Earth’s Climate	NY	New York State P-12 Science Learning Standards	MS-ESS2-6	6	Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Sun Angle and Temperature	NY	New York State P-12 Science Learning Standards	MS-ESS2-6	8	Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Convection and Weather	NY	New York State P-12 Science Learning Standards	MS-ESS2-6	8	Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Groundwater Flow	NY	New York State P-12 Science Learning Standards	MS-ESS3-1	7	Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geosciences processes.
Groundwater Contamination	NY	New York State P-12 Science Learning Standards	MS-ESS3-1	7	Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geosciences processes.
Natural Resources	NY	New York State P-12 Science Learning Standards	MS-ESS3-1	7	Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geosciences processes.
Earthquake-Resistant Skyscrapers	NY	New York State P-12 Science Learning Standards	MS-ESS3-2	6	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Engineering Rain Harvesting Systems	NY	New York State P-12 Science Learning Standards	MS-ESS3-2	6	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Engineering Bridges	NY	New York State P-12 Science Learning Standards	MS-ESS3-2	6	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Engineering Shoreline Barriers	NY	New York State P-12 Science Learning Standards	MS-ESS3-2	8	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Engineering Rain Harvesting Systems	NY	New York State P-12 Science Learning Standards	MS-ESS3-3	6	Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Engineering Water Filtration Devices	NY	New York State P-12 Science Learning Standards	MS-ESS3-3	7	Apply scientific principles to design a method for monitoring and minimizing human impact on the environment.
Engineering Greenhouses	NY	New York State P-12 Science Learning Standards	MS-ESS3-3	8	Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Greenhouse Effect	NY	New York State P-12 Science Learning Standards	MS-ESS3-4	8	Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Engineering Rain Harvesting Systems	NY	New York State P-12 Science Learning Standards	MS-ESS3-4	6	Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Climate Analysis	NY	New York State P-12 Science Learning Standards	MS-ESS3-4	7	Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Engineering Greenhouses	NY	New York State P-12 Science Learning Standards	MS-ESS3-4	8	Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Engineering Rain Harvesting Systems	NY	New York State P-12 Science Learning Standards	MS-ESS3-5	6	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Climate Analysis	NY	New York State P-12 Science Learning Standards	MS-ESS3-5	7	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Greenhouse Effect	NY	New York State P-12 Science Learning Standards	MS-ESS3-5	8	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Earth’s Climate	NY	New York State P-12 Science Learning Standards	MS-ESS3-5	6	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Engineering Thermal Control	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	6	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Rain Harvesting Systems	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	6	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Chemical Cold Pack Reactions	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	7	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Earthquake-Resistant Skyscrapers	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	6	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Bridges	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	6	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Water Filtration Devices	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	7	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Vehicles	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	7	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Speakers	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	7	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Seismograph	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	8	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Wind Turbines	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	8	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Shoreline Barriers	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	8	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Meteoroid Shields	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	8	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Greenhouses	NY	New York State P-12 Science Learning Standards	MS-ETS1-1	8	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Thermal Control	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	6	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Rain Harvesting Systems	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	6	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Chemical Cold Pack Reactions	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	7	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Earthquake-Resistant Skyscrapers	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	6	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Bridges	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	6	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Water Filtration Devices	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	7	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Vehicles	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	7	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Speakers	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	7	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Seismograph	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	8	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Wind Turbines	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	8	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Shoreline Barriers	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	8	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Meteoroid Shields	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	8	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Greenhouses	NY	New York State P-12 Science Learning Standards	MS-ETS1-2	8	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Thermal Control	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	6	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Rain Harvesting Systems	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	6	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Chemical Cold Pack Reactions	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	7	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Earthquake-Resistant Skyscrapers	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	6	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Bridges	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	6	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Water Filtration Devices	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	7	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Vehicles	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	7	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Speakers	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	7	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Seismograph	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	8	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Wind Turbines	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	8	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Shoreline Barriers	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	8	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Meteoroid Shields	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	8	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Greenhouses	NY	New York State P-12 Science Learning Standards	MS-ETS1-3	8	Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Thermal Control	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	6	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engineering Rain Harvesting Systems	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	6	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engineering Chemical Cold Pack Reactions	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	7	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Earthquake-Resistant Skyscrapers	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	6	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engineering Bridges	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	6	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engineering Water Filtration Devices	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	7	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engineering Vehicles	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	7	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engineering Speakers	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	7	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engineering Seismograph	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	8	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engineering Wind Turbines	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	8	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engineering Shoreline Barriers	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	8	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engineering Meteoroid Shields	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	8	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Engineering Greenhouses	NY	New York State P-12 Science Learning Standards	MS-ETS1-4	8	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Observing and Comparing Cells	NY	New York State P-12 Science Learning Standards	MS-LS1-1	6	Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Organ System Structure and Function	NY	New York State P-12 Science Learning Standards	MS-LS1-1	6	Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Cell Structure and Function	NY	New York State P-12 Science Learning Standards	MS-LS1-1	6	Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Living Things: Prokaryotes and Eukaryotes	NY	New York State P-12 Science Learning Standards	MS-LS1-1	7	Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Mitosis in Animal and Plant Cells	NY	New York State P-12 Science Learning Standards	MS-LS1-1	7	Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Comparing Cells	NY	New York State P-12 Science Learning Standards	MS-LS1-1	8	Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Cellular Respiration	NY	New York State P-12 Science Learning Standards	MS-LS1-1	8	Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Sucrose and Heart Rate	NY	New York State P-12 Science Learning Standards	MS-LS1-1	8	Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Animal and Plant Cell Structure and Function	NY	New York State P-12 Science Learning Standards	MS-LS1-1	7	Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Life on Earth	NY	New York State P-12 Science Learning Standards	MS-LS1-1	6	Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
The Cell Membrane	NY	New York State P-12 Science Learning Standards	MS-LS1-1	7	Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Observing and Comparing Cells	NY	New York State P-12 Science Learning Standards	MS-LS1-2	6	Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Photosynthesis	NY	New York State P-12 Science Learning Standards	MS-LS1-2	6	Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
The Cell Membrane	NY	New York State P-12 Science Learning Standards	MS-LS1-2	7	Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Comparing Cells	NY	New York State P-12 Science Learning Standards	MS-LS1-2	8	Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Animal and Plant Cell Structure and Function	NY	New York State P-12 Science Learning Standards	MS-LS1-2	7	Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Organ System Structure and Function	NY	New York State P-12 Science Learning Standards	MS-LS1-3	6	Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
Cell Structure and Function	NY	New York State P-12 Science Learning Standards	MS-LS1-3	6	Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
The Nervous System and Senses	NY	New York State P-12 Science Learning Standards	MS-LS1-3	6	Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
Sucrose and Heart Rate	NY	New York State P-12 Science Learning Standards	MS-LS1-3	8	Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
Cellular Respiration	NY	New York State P-12 Science Learning Standards	MS-LS1-3	8	Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
Reproduction and Fungi Structures	NY	New York State P-12 Science Learning Standards	MS-LS1-4	6	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Forest Food Web	NY	New York State P-12 Science Learning Standards	MS-LS1-4	6	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
The Cell Membrane	NY	New York State P-12 Science Learning Standards	MS-LS1-4	7	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Reproduction	NY	New York State P-12 Science Learning Standards	MS-LS1-4	7	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Rocky Shore Ecosystems	NY	New York State P-12 Science Learning Standards	MS-LS1-4	7	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Sea Star Structures	NY	New York State P-12 Science Learning Standards	MS-LS1-4	7	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Intertidal Zone Temperature Change	NY	New York State P-12 Science Learning Standards	MS-LS1-4	7	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Natural Selection	NY	New York State P-12 Science Learning Standards	MS-LS1-4	8	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Animal and Plant Cell Structure and Function	NY	New York State P-12 Science Learning Standards	MS-LS1-4	7	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Life on Earth	NY	New York State P-12 Science Learning Standards	MS-LS1-4	6	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Inheritance and Variation of Traits	NY	New York State P-12 Science Learning Standards	MS-LS1-4	6	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Animal Diversity	NY	New York State P-12 Science Learning Standards	MS-LS1-4	8	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Life on Earth	NY	New York State P-12 Science Learning Standards	MS-LS1-5	6	Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Photosynthesis	NY	New York State P-12 Science Learning Standards	MS-LS1-5	6	Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Natural Selection	NY	New York State P-12 Science Learning Standards	MS-LS1-5	8	Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
DNA and Proteins	NY	New York State P-12 Science Learning Standards	MS-LS1-5	8	Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
DNA and Mutations	NY	New York State P-12 Science Learning Standards	MS-LS1-5	8	Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Heredity and Traits	NY	New York State P-12 Science Learning Standards	MS-LS1-5	8	Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Drought and Tree Growth	NY	New York State P-12 Science Learning Standards	MS-LS1-5	6	Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Photosynthesis	NY	New York State P-12 Science Learning Standards	MS-LS1-6	6	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Food and Energy	NY	New York State P-12 Science Learning Standards	MS-LS1-6	7	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Rocky Shore Ecosystems	NY	New York State P-12 Science Learning Standards	MS-LS1-6	7	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Photosynthesis and Oil Spills	NY	New York State P-12 Science Learning Standards	MS-LS1-6	8	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Comparing Cells	NY	New York State P-12 Science Learning Standards	MS-LS1-6	8	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
The Cell Membrane	NY	New York State P-12 Science Learning Standards	MS-LS1-6	7	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Cellular Respiration	NY	New York State P-12 Science Learning Standards	MS-LS1-6	8	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Food and Energy	NY	New York State P-12 Science Learning Standards	MS-LS1-7	7	Develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism.
Cellular Respiration	NY	New York State P-12 Science Learning Standards	MS-LS1-7	8	Develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism.
Sucrose and Heart Rate	NY	New York State P-12 Science Learning Standards	MS-LS1-7	8	Develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism.
The Nervous System and Senses	NY	New York State P-12 Science Learning Standards	MS-LS1-8	6	Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate behavior and/or storage as memories.
Sucrose and Heart Rate	NY	New York State P-12 Science Learning Standards	MS-LS1-8	8	Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate behavior and/or storage as memories.
Rocky Shore Ecosystems	NY	New York State P-12 Science Learning Standards	MS-LS2-1	7	Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Food Webs	NY	New York State P-12 Science Learning Standards	MS-LS2-1	8	Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Drought and Tree Growth	NY	New York State P-12 Science Learning Standards	MS-LS2-1	6	Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Rocky Shore Ecosystems	NY	New York State P-12 Science Learning Standards	MS-LS2-2	7	Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Food Webs	NY	New York State P-12 Science Learning Standards	MS-LS2-2	8	Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Forest Food Web	NY	New York State P-12 Science Learning Standards	MS-LS2-2	6	Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Forest Food Web	NY	New York State P-12 Science Learning Standards	MS-LS2-3	6	Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Rocky Shore Ecosystems	NY	New York State P-12 Science Learning Standards	MS-LS2-3	7	Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Photosynthesis and Oil Spills	NY	New York State P-12 Science Learning Standards	MS-LS2-3	8	Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Food Webs	NY	New York State P-12 Science Learning Standards	MS-LS2-3	8	Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Rocky Shore Ecosystems	NY	New York State P-12 Science Learning Standards	MS-LS2-4	7	Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Sea Star Structures	NY	New York State P-12 Science Learning Standards	MS-LS2-4	7	Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Photosynthesis and Oil Spills	NY	New York State P-12 Science Learning Standards	MS-LS2-4	8	Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Food Webs	NY	New York State P-12 Science Learning Standards	MS-LS2-4	8	Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Intertidal Zone Temperature Change	NY	New York State P-12 Science Learning Standards	MS-LS2-4	7	Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Drought and Tree Growth	NY	New York State P-12 Science Learning Standards	MS-LS2-4	6	Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Engineering Water Filtration Devices	NY	New York State P-12 Science Learning Standards	MS-LS2-5	7	Undertake a design project that assists in maintaining diversity and ecosystem services.
Engineering Shoreline Barriers	NY	New York State P-12 Science Learning Standards	MS-LS2-5	8	Undertake a design project that assists in maintaining diversity and ecosystem services.
Chromosomes and Mutations	NY	New York State P-12 Science Learning Standards	MS-LS3-1	7	Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Heredity and Traits	NY	New York State P-12 Science Learning Standards	MS-LS3-1	8	Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Natural Selection	NY	New York State P-12 Science Learning Standards	MS-LS3-1	8	Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Animal Diversity	NY	New York State P-12 Science Learning Standards	MS-LS3-1	8	Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
DNA and Mutations	NY	New York State P-12 Science Learning Standards	MS-LS3-1	8	Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Inheritance and Variation of Traits	NY	New York State P-12 Science Learning Standards	MS-LS3-2	6	Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Reproduction and Fungi Structures	NY	New York State P-12 Science Learning Standards	MS-LS3-2	6	Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Reproduction	NY	New York State P-12 Science Learning Standards	MS-LS3-2	7	Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Heredity and Traits	NY	New York State P-12 Science Learning Standards	MS-LS3-2	8	Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Animal Diversity	NY	New York State P-12 Science Learning Standards	MS-LS3-2	8	Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Reproduction	NY	New York State P-12 Science Learning Standards	MS-LS3-2	8	Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Natural Selection	NY	New York State P-12 Science Learning Standards	MS-LS3-2	8	Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Life on Earth	NY	New York State P-12 Science Learning Standards	MS-LS4-1	6	Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Fossils and Tectonic Plate Motion	NY	New York State P-12 Science Learning Standards	MS-LS4-1	7	Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Animal Diversity	NY	New York State P-12 Science Learning Standards	MS-LS4-1	8	Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Comparing Cells	NY	New York State P-12 Science Learning Standards	MS-LS4-1	8	Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Life on Earth	NY	New York State P-12 Science Learning Standards	MS-LS4-2	6	Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
Animal Diversity	NY	New York State P-12 Science Learning Standards	MS-LS4-2	8	Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
Comparing Cells	NY	New York State P-12 Science Learning Standards	MS-LS4-2	8	Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
Animal Diversity	NY	New York State P-12 Science Learning Standards	MS-LS4-3	8	Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
Life on Earth	NY	New York State P-12 Science Learning Standards	MS-LS4-4	6	Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
Natural Selection	NY	New York State P-12 Science Learning Standards	MS-LS4-4	8	Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
DNA and Mutations	NY	New York State P-12 Science Learning Standards	MS-LS4-4	8	Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
Heredity and Traits	NY	New York State P-12 Science Learning Standards	MS-LS4-5	8	Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Natural Selection	NY	New York State P-12 Science Learning Standards	MS-LS4-5	8	Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Natural Selection	NY	New York State P-12 Science Learning Standards	MS-LS4-6	8	Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations of species over time.
Thermal Energy and Particle Motion	NY	New York State P-12 Science Learning Standards	MS-PS1-1	7	Develop models to describe the atomic composition of simple molecules and extended structures.
Atoms	NY	New York State P-12 Science Learning Standards	MS-PS1-1	6	Develop models to describe the atomic composition of simple molecules and extended structures.
The Rock Cycle	NY	New York State P-12 Science Learning Standards	MS-PS1-1	7	Develop models to describe the atomic composition of simple molecules and extended structures.
Renewable Energy	NY	New York State P-12 Science Learning Standards	MS-PS1-1	7	Develop models to describe the atomic composition of simple molecules and extended structures.
Chromosomes and Mutations	NY	New York State P-12 Science Learning Standards	MS-PS1-1	7	Develop models to describe the atomic composition of simple molecules and extended structures.
Natural Resources	NY	New York State P-12 Science Learning Standards	MS-PS1-1	7	Develop models to describe the atomic composition of simple molecules and extended structures.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-1	8	Develop models to describe the atomic composition of simple molecules and extended structures.
Polymer Structure and Function	NY	New York State P-12 Science Learning Standards	MS-PS1-1	8	Develop models to describe the atomic composition of simple molecules and extended structures.
Molecules	NY	New York State P-12 Science Learning Standards	MS-PS1-2	6	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-2	6	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-2	7	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Renewable Energy	NY	New York State P-12 Science Learning Standards	MS-PS1-2	7	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-2	8	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Polymer Structure and Function	NY	New York State P-12 Science Learning Standards	MS-PS1-2	8	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Mass and Motion	NY	New York State P-12 Science Learning Standards	MS-PS1-3	8	Gather and make sense of information to describe thatGather and make sense of information to describe that synthetic materials come from natural resources and impact society.synthetic materials come from natural resources and impact society.
Engineering Chemical Cold Pack Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-3	7	Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
Earthquake-Resistant Skyscrapers	NY	New York State P-12 Science Learning Standards	MS-PS1-3	6	Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
Natural Resources	NY	New York State P-12 Science Learning Standards	MS-PS1-3	7	Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
Polymer Structure and Function	NY	New York State P-12 Science Learning Standards	MS-PS1-3	8	Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
Thermal Energy and Particle Motion	NY	New York State P-12 Science Learning Standards	MS-PS1-4	7	Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.
Molecules	NY	New York State P-12 Science Learning Standards	MS-PS1-4	6	Develop a model that predicts and describes changes in particle motion, temperature, and the state of a pure substance when thermal energy is added or removed.
Mass and Heat Transfer	NY	New York State P-12 Science Learning Standards	MS-PS1-4	7	Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-4	8	Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-4	7	Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.
Engineering Chemical Cold Pack Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-4	7	Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.
Molecules	NY	New York State P-12 Science Learning Standards	MS-PS1-5	6	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-5	6	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-5	7	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
The Rock Cycle	NY	New York State P-12 Science Learning Standards	MS-PS1-5	7	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-5	8	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Mass and Heat Transfer	NY	New York State P-12 Science Learning Standards	MS-PS1-5	7	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Engineering Chemical Cold Pack Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-6	7	Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy during a chemical and/or physical process.
Engineering Thermal Control	NY	New York State P-12 Science Learning Standards	MS-PS1-6	6	Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy during a chemical and/or physical process.
Molecules	NY	New York State P-12 Science Learning Standards	MS-PS1-7	6	Use evidence to illustrate that density is a property that can be used to identify samples of matter.
Atoms	NY	New York State P-12 Science Learning Standards	MS-PS1-7	6	Use evidence to illustrate that density is a property that can be used to identify samples of matter.
Ocean Salinity and Density	NY	New York State P-12 Science Learning Standards	MS-PS1-7	6	Use evidence to illustrate that density is a property that can be used to identify samples of matter.
Engineering Chemical Cold Pack Reactions	NY	New York State P-12 Science Learning Standards	MS-PS1-7	7	Use evidence to illustrate that density is a property that can be used to identify samples of matter.
Polymer Structure and Function	NY	New York State P-12 Science Learning Standards	MS-PS1-7	8	Use evidence to illustrate that density is a property that can be used to identify samples of matter.
Mass and Motion	NY	New York State P-12 Science Learning Standards	MS-PS2-1	8	Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
Engineering Meteoroid Shields	NY	New York State P-12 Science Learning Standards	MS-PS2-1	8	Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
Mass and Motion	NY	New York State P-12 Science Learning Standards	MS-PS2-2	8	Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Forces and Motion	NY	New York State P-12 Science Learning Standards	MS-PS2-2	7	Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Engineering Vehicles	NY	New York State P-12 Science Learning Standards	MS-PS2-2	7	Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Engineering Seismograph	NY	New York State P-12 Science Learning Standards	MS-PS2-2	8	Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Engineering Wind Turbines	NY	New York State P-12 Science Learning Standards	MS-PS2-2	8	Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Engineering Meteoroid Shields	NY	New York State P-12 Science Learning Standards	MS-PS2-2	8	Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Engineering Speakers	NY	New York State P-12 Science Learning Standards	MS-PS2-3	7	Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Electric and Magnetic Interactions	NY	New York State P-12 Science Learning Standards	MS-PS2-3	8	Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Magnetism and Energy	NY	New York State P-12 Science Learning Standards	MS-PS2-3	8	Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Energy Transformation	NY	New York State P-12 Science Learning Standards	MS-PS2-4	6	Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
Forces and Motion	NY	New York State P-12 Science Learning Standards	MS-PS2-4	K	Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
Sun-Earth-Moon System	NY	New York State P-12 Science Learning Standards	MS-PS2-4	6	Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
Glacier Motion	NY	New York State P-12 Science Learning Standards	MS-PS2-4	7	Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
Earth-Sun-Moon System	NY	New York State P-12 Science Learning Standards	MS-PS2-4	8	Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
Earth's Place in the Solar System	NY	New York State P-12 Science Learning Standards	MS-PS2-4	8	Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
Engineering Meteoroid Shields	NY	New York State P-12 Science Learning Standards	MS-PS2-4	8	Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
Climate Analysis	NY	New York State P-12 Science Learning Standards	MS-PS2-4	7	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Engineering Speakers	NY	New York State P-12 Science Learning Standards	MS-PS2-5	7	Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Electric and Magnetic Interactions	NY	New York State P-12 Science Learning Standards	MS-PS2-5	8	Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Magnetism and Energy	NY	New York State P-12 Science Learning Standards	MS-PS2-5	8	Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Mass and Motion	NY	New York State P-12 Science Learning Standards	MS-PS3-1	8	Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object aConstruct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.nd to the speed of an object.
Mass and Energy Transfer	NY	New York State P-12 Science Learning Standards	MS-PS3-1	6	Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Mass, Speed, and Kinetic Energy	NY	New York State P-12 Science Learning Standards	MS-PS3-1	7	Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Mass and Energy Transfer	NY	New York State P-12 Science Learning Standards	MS-PS3-1	6	Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Engineering Vehicles	NY	New York State P-12 Science Learning Standards	MS-PS3-1	7	Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Energy Transformation	NY	New York State P-12 Science Learning Standards	MS-PS3-2	6	Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Engineering Speakers	NY	New York State P-12 Science Learning Standards	MS-PS3-2	7	Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Magnetism and Energy	NY	New York State P-12 Science Learning Standards	MS-PS3-2	8	Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Engineering Wind Turbines	NY	New York State P-12 Science Learning Standards	MS-PS3-2	8	Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS3-3	6	Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Engineering Thermal Control	NY	New York State P-12 Science Learning Standards	MS-PS3-3	6	Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Mass and Heat Transfer	NY	New York State P-12 Science Learning Standards	MS-PS3-3	7	Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Engineering Greenhouses	NY	New York State P-12 Science Learning Standards	MS-PS3-3	8	Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Thermal Energy and Particle Motion	NY	New York State P-12 Science Learning Standards	MS-PS3-4	7	Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS3-4	6	Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS3-4	7	Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter.
Mass and Heat Transfer	NY	New York State P-12 Science Learning Standards	MS-PS3-4	7	Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter.
Intertidal Zone Temperature Change	NY	New York State P-12 Science Learning Standards	MS-PS3-4	7	Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter.
Thermal Energy and Particle Motion	NY	New York State P-12 Science Learning Standards	MS-PS3-5	7	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Energy Transformation	NY	New York State P-12 Science Learning Standards	MS-PS3-5	6	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Mass and Energy Transfer	NY	New York State P-12 Science Learning Standards	MS-PS3-5	6	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS3-5	6	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Engineering Thermal Control	NY	New York State P-12 Science Learning Standards	MS-PS3-5	6	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Chemical Reactions	NY	New York State P-12 Science Learning Standards	MS-PS3-5	7	Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Mass and Heat Transfer	NY	New York State P-12 Science Learning Standards	MS-PS3-5	7	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Intertidal Zone Temperature Change	NY	New York State P-12 Science Learning Standards	MS-PS3-5	7	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Forces and Motion	NY	New York State P-12 Science Learning Standards	MS-PS3-5	7	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Mass, Speed, and Kinetic Energy	NY	New York State P-12 Science Learning Standards	MS-PS3-5	7	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Engineering Vehicles	NY	New York State P-12 Science Learning Standards	MS-PS3-5	7	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Engineering Wind Turbines	NY	New York State P-12 Science Learning Standards	MS-PS3-5	8	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Electric and Magnetic Interactions	NY	New York State P-12 Science Learning Standards	MS-PS3-5	8	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Magnetism and Energy	NY	New York State P-12 Science Learning Standards	MS-PS3-5	8	Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Engineering Vehicles	NY	New York State P-12 Science Learning Standards	MS-PS3-6	7	Make observations to provide evidence that energy can be transferred by electric currents.
Electric and Magnetic Interactions	NY	New York State P-12 Science Learning Standards	MS-PS3-6	8	Make observations to provide evidence that energy can be transferred by electric currents.
Engineering Wind Turbines	NY	New York State P-12 Science Learning Standards	MS-PS3-6	8	Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Wave Properties and Signals	NY	New York State P-12 Science Learning Standards	MS-PS4-1	6	Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.
Engineering Seismograph	NY	New York State P-12 Science Learning Standards	MS-PS4-1	8	Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.
Mechanical Waves and Energy	NY	New York State P-12 Science Learning Standards	MS-PS4-1	8	Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.
Wave Properties and Signals	NY	New York State P-12 Science Learning Standards	MS-PS4-2	6	Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Light and Information Transfer	NY	New York State P-12 Science Learning Standards	MS-PS4-2	8	Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Mechanical Waves and Energy	NY	New York State P-12 Science Learning Standards	MS-PS4-2	8	Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Engineering Seismograph	NY	New York State P-12 Science Learning Standards	MS-PS4-2	8	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Wave Properties and Signals	NY	New York State P-12 Science Learning Standards	MS-PS4-3	6	Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
Communication Systems	NY	New York State P-12 Science Learning Standards	MS-PS4-3	7	Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
Light and Information Transfer	NY	New York State P-12 Science Learning Standards	MS-PS4-3	8	Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
Mechanical Waves and Energy	NY	New York State P-12 Science Learning Standards	MS-PS4-3	8	Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
Engineering Seismograph	NY	New York State P-12 Science Learning Standards	MS-PS4-3	8	ntegrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

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New York Science Standards

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Phenomena Based Lessons Aligned to New York State P-12 Science Learning Standards.

Science Lesson : Earth and Moon Patterns

State: NY