Use observations or models of the sun, moon, and stars to describe patterns that can be predicted.

Use observations or models of the sun, moon, and stars to describe patterns that can be predicted.

Use observations or models of the sun, moon, and stars to describe patterns that can be predicted.

Use observations or models of the sun, moon, and stars to describe patterns that can be predicted.

Use observations or models of the sun, moon, and stars to describe patterns that can be predicted.

Observe natural objects in the sky that can be seen from Earth with the naked eye and recognize that a telescope, used as a tool, can provide greater detail of objects in the sky.

Observe natural objects in the sky that can be seen from Earth with the naked eye and recognize that a telescope, used as a tool, can provide greater detail of objects in the sky.

Analyze data to predict patterns between sunrise and sunset, and the change of seasons.

Analyze data to predict patterns between sunrise and sunset, and the change of seasons.

Analyze data to predict patterns between sunrise and sunset, and the change of seasons.

Analyze data to predict patterns between sunrise and sunset, and the change of seasons.

Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information.

Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information.

Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information.

Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions.

Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions.

Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions.

Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants).

Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants).

Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants).

Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants).

Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants).

Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants).

Illustrate and summarize the life cycle of plants.

Illustrate and summarize the life cycle of plants.

Illustrate and summarize the life cycle of plants.

Illustrate and summarize the life cycle of plants.

Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways.

Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways.

Conduct an experiment to show how plants depend on air, water, minerals from soil, and light to grow and thrive.

Conduct an experiment to show how plants depend on air, water, minerals from soil, and light to grow and thrive.

Conduct an experiment to show how plants depend on air, water, minerals from soil, and light to grow and thrive.

Obtain and communicate information to classify plants by where they grow (water, land) and the plant’s physical characteristics.

Obtain and communicate information to classify plants by where they grow (water, land) and the plant’s physical characteristics.

Obtain and communicate information to classify plants by where they grow (water, land) and the plant’s physical characteristics.

Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live.

Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live.

Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live.

Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live.

Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live.

Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live.

Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live.

Make observations to determine how sunlight warms Earth’s surfaces (sand, soil, rocks, and water).

Make observations to determine how sunlight warms Earth’s surfaces (sand, soil, rocks, and water).

Make observations to determine how sunlight warms Earth’s surfaces (sand, soil, rocks, and water).

Use a model to describe how light is required to make objects visible. Summarize how illumination could be from an external light source or by an object giving off its own light.

Use a model to describe how light is required to make objects visible. Summarize how illumination could be from an external light source or by an object giving off its own light.

Determine the effect of placing objects made with different materials (transparent, translucent, opaque, and reflective) in the path of a beam of light.

Plan and carry out an investigation to classify different kinds of materials based on patterns in their observable properties. 

Recognize that some of Earth’s natural processes are cyclical, while others have a beginning and an end. Some events happen quickly, while others occur slowly over time.

Recognize that some of Earth’s natural processes are cyclical, while others have a beginning and an end. Some events happen quickly, while others occur slowly over time.

Recognize that some of Earth’s natural processes are cyclical, while others have a beginning and an end. Some events happen quickly, while others occur slowly over time.

Recognize that some of Earth’s natural processes are cyclical, while others have a beginning and an end. Some events happen quickly, while others occur slowly over time.

Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things.

Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things.

Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things.

Observe and analyze how blowing wind and flowing water can move Earth materials (soil, rocks) from one place to another, changing the shape of a landform and affecting the habitats of living things.

Compare simple maps of different land areas to observe the shapes and kinds of land (rock, soil, sand) and water (river, stream, lake, pond).

Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid.

Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid.

Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid.

Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid.

Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid.

Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid.

Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.

Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.

Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.

Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.

Develop a simple sketch, drawing, or physical model that communicates solutions to others.

Develop a simple sketch, drawing, or physical model that communicates solutions to others.

Develop a simple sketch, drawing, or physical model that communicates solutions to others.

Develop a simple sketch, drawing, or physical model that communicates solutions to others.

Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.

Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.

Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.

Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.

Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design.

Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design.

Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design.

Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design.

Use appropriate tools to make observations, record data, and refine design ideas. 

Use appropriate tools to make observations, record data, and refine design ideas. 

Use appropriate tools to make observations, record data, and refine design ideas. 

Use appropriate tools to make observations, record data, and refine design ideas. 

Predict and explain how human life and the natural world would be different
without current technologies.

Predict and explain how human life and the natural world would be different
without current technologies.

Predict and explain how human life and the natural world would be different
without current technologies.

Predict and explain how human life and the natural world would be different
without current technologies.

Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air.

Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics.

Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics.

Use simple graphical representations to show that species have unique and diverse life cycles.

Use simple graphical representations to show that species have unique and diverse life cycles.

Use simple graphical representations to show that species have unique and diverse life cycles.

Use simple graphical representations to show that species have unique and diverse life cycles.

Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation).

Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation).

Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation).

Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation).

Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation).

Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation).

Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

Analyze the push or the pull that occurs when objects collide or are connected.

Analyze the push or the pull that occurs when objects collide or are connected.

Analyze the push or the pull that occurs when objects collide or are connected.

Evaluate the effects of different strengths and directions of a push or a pull on the motion of an object.

Evaluate the effects of different strengths and directions of a push or a pull on the motion of an object.

Recognize the effect of multiple pushes and pulls on an object's movement or non-movement.

Recognize the effect of multiple pushes and pulls on an object's movement or non-movement.

Recognize the effect of multiple pushes and pulls on an object's movement or non-movement.

Demonstrate how a stronger push or pull makes things go faster and how faster speeds during a collision can cause a bigger change in the shape of the colliding objects.

Demonstrate how a stronger push or pull makes things go faster and how faster speeds during a collision can cause a bigger change in the shape of the colliding objects.

Demonstrate how a stronger push or pull makes things go faster and how faster speeds during a collision can cause a bigger change in the shape of the colliding objects.

Make observations and conduct experiments to provide evidence that friction produces heat and reduces or increases the motion of an object.

Make observations and conduct experiments to provide evidence that friction produces heat and reduces or increases the motion of an object.

Make observations and conduct experiments to provide evidence that friction produces heat and reduces or increases the motion of an object.

Plan and conduct investigations to demonstrate the cause and effect relationship between vibrating materials (tuning forks, water, bells) and sound.

Use tools and materials to design and build a device to understand that light and sound travel in waves and can send signals over a distance.

Use tools and materials to design and build a device to understand that light and sound travel in waves and can send signals over a distance.

Observe and demonstrate that waves move in regular patterns of motion by disturbing the surface of shallow and deep water.

Use data to categorize the planets in the solar system as inner or outer planets according to their physical properties.

Explain the cycle of water on Earth.

Explain the cycle of water on Earth.

Explain the cycle of water on Earth.

Associate major cloud types (cumulus, cumulonimbus, cirrus, stratus, nimbostratus) with weather conditions.

Associate major cloud types (cumulus, cumulonimbus, cirrus, stratus, nimbostratus) with weather conditions.

Associate major cloud types (cumulus, cumulonimbus, cirrus, stratus, nimbostratus) with weather conditions.

Use tables, graphs, and tools to describe precipitation, temperature, and wind (direction and speed) to determine local weather and climate.

Use tables, graphs, and tools to describe precipitation, temperature, and wind (direction and speed) to determine local weather and climate.

Incorporate weather data to describe major climates (polar, temperate, tropical) in different regions of the world.

Incorporate weather data to describe major climates (polar, temperate, tropical) in different regions of the world.

Explain how natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) impact humans and the environment.

Explain how natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) impact humans and the environment.

Explain how natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) impact humans and the environment.

Explain how natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) impact humans and the environment.

Design solutions to reduce the impact of natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) on the environment.

Design solutions to reduce the impact of natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) on the environment.

Design solutions to reduce the impact of natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) on the environment.

Design solutions to reduce the impact of natural hazards (fires, landslides, earthquakes, volcanic eruptions, floods) on the environment.

Design a solution to a real-world problem that includes specified criteria for constraints. 

Design a solution to a real-world problem that includes specified criteria for constraints. 

Design a solution to a real-world problem that includes specified criteria for constraints. 

Design a solution to a real-world problem that includes specified criteria for constraints. 

Apply evidence or research to support a design solution.

Apply evidence or research to support a design solution.

Apply evidence or research to support a design solution.

Apply evidence or research to support a design solution.

Identify and demonstrate how technology can be used for different purposes.

Identify and demonstrate how technology can be used for different purposes.

Identify and demonstrate how technology can be used for different purposes.

Identify and demonstrate how technology can be used for different purposes.

Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Construct an argument to explain why some animals benefit from forming groups.

Construct an argument to explain why some animals benefit from forming groups.

Construct an argument to explain why some animals benefit from forming groups.

Explain the cause-and-effect relationship between a naturally changing environment and an organism's ability to survive.

Explain the cause-and-effect relationship between a naturally changing environment and an organism's ability to survive.

Explain the cause-and-effect relationship between a naturally changing environment and an organism's ability to survive.

Explain the cause-and-effect relationship between a naturally changing environment and an organism's ability to survive.

Explain the cause-and-effect relationship between a naturally changing environment and an organism's ability to survive.

Explain the cause-and-effect relationship between a naturally changing environment and an organism's ability to survive.

Infer that plant and animal adaptations help them survive in land and aquatic biomes.

Infer that plant and animal adaptations help them survive in land and aquatic biomes.

Infer that plant and animal adaptations help them survive in land and aquatic biomes.

Infer that plant and animal adaptations help them survive in land and aquatic biomes.

Infer that plant and animal adaptations help them survive in land and aquatic biomes.

Explain how changes to an environment's biodiversity influence human resources.

Explain how changes to an environment's biodiversity influence human resources.

Describe the properties of solids, liquids, and gases and identify that matter is made up of particles too small to be seen.

Describe the properties of solids, liquids, and gases and identify that matter is made up of particles too small to be seen.

Describe the properties of solids, liquids, and gases and identify that matter is made up of particles too small to be seen.

Describe the properties of solids, liquids, and gases and identify that matter is made up of particles too small to be seen.

Differentiate between changes caused by heating or cooling that can be reversed and that cannot.

Differentiate between changes caused by heating or cooling that can be reversed and that cannot.

Differentiate between changes caused by heating or cooling that can be reversed and that cannot.

Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility.

Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility.

Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility.

Explain the cause-and-effect relationship of magnets.

Explain the cause-and-effect relationship of magnets.

Explain the cause-and-effect relationship of magnets.

Solve a problem by applying the use of the interactions between two magnets.

Solve a problem by applying the use of the interactions between two magnets.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Recognize that energy is present when objects move; describe the effects of energy transfer from one object to another.

Apply scientific ideas to design, test, and refine a device that converts electrical energy to another form of energy, using open or closed simple circuits.

Apply scientific ideas to design, test, and refine a device that converts electrical energy to another form of energy, using open or closed simple circuits.

Apply scientific ideas to design, test, and refine a device that converts electrical energy to another form of energy, using open or closed simple circuits.

Apply scientific ideas to design, test, and refiane a device that converts electrical energy to another form of energy, using open or closed simple circuits.

Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet.

Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet.

Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet.

Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet.

Evaluate how magnets cause changes in the motion and position of objects, even when the objects are not touching the magnet.

Obtain information about what a fossil is and ways a fossil can provide information about the past.

Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents.

Develop and use a model to describe the regular patterns of waves. Emphasize patterns in terms of amplitude and wavelength.

Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.

Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.

Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.

Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.

Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.

Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.

Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.

Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.

Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation.

Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation.

Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation.

Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation.

Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation.

Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.

Provide examples to support the claim that organisms affect the physical characteristics of their regions.

Provide examples to support the claim that organisms affect the physical characteristics of their regions.

Provide examples to support the claim that organisms affect the physical characteristics of their regions.

Analyze and interpret data on the four layers of the Earth, including thickness, composition, and physical states of these layers.

Analyze and interpret data on the four layers of the Earth, including thickness,
composition, and physical states of these layers.

Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals).

Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.

Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.

Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.

Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.

Categorize the effectiveness of design solutions by comparing them to specified criteria for constraints.

Categorize the effectiveness of design solutions by comparing them to specified criteria for constraints.

Categorize the effectiveness of design solutions by comparing them to specified criteria for constraints.

Categorize the effectiveness of design solutions by comparing them to specified criteria for constraints.

Use appropriate tools and measurements to build a model.

Use appropriate tools and measurements to build a model.

Use appropriate tools and measurements to build a model.

Use appropriate tools and measurements to build a model.

Determine the effectiveness of multiple solutions to a design problem given the criteria and the constraints.

Determine the effectiveness of multiple solutions to a design problem given the criteria and the constraints.

Determine the effectiveness of multiple solutions to a design problem given the criteria and the constraints.

Determine the effectiveness of multiple solutions to a design problem given the criteria and the constraints.

Explain how engineers have improved existing technologies to increase their benefits, to decrease known risks, and to meet societal demands (artificial limbs, seatbelts, cell phones).

Explain how engineers have improved existing technologies to increase their benefits, to decrease known risks, and to meet societal demands (artificial limbs, seatbelts, cell phones).

Explain how engineers have improved existing technologies to increase their benefits, to decrease known risks, and to meet societal demands (artificial limbs, seatbelts, cell phones).

Explain how engineers have improved existing technologies to increase their benefits, to decrease known risks, and to meet societal demands (artificial limbs, seatbelts, cell phones).

Support an argument with evidence that plants get the materials they need for
growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.

Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.

Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis. 

Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.

Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.

Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.

Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant
materials, and waste (oxygen); and that this process is called photosynthesis.

Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.

Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.

Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.

Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.

Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.

Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.

Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.

Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.

Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.

Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.

Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.

Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.