This alignment guide shows how KnowAtom’s integrated model of science curriculum is designed for the Vermont Science Standards (NGSS).
Science Lesson
|
State
|
Standards
|
State ID
|
Grades
|
Performance Expectation
|
|---|---|---|---|---|---|
| Earth and Moon Patterns | VT | Vermont Science Standards (NGSS) | 1-ESS1-1 | 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Sun Position and Shadow Patterns | VT | Vermont Science Standards (NGSS) | 1-ESS1-1 | 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Seasonal Temperatures and Water Cycles | VT | Vermont Science Standards (NGSS) | 1-ESS1-2 | 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
| Seasonal Patterns | VT | Vermont Science Standards (NGSS) | 1-ESS1-2 | 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
| Insect Anatomy - Structure and Function | VT | Vermont Science Standards (NGSS) | 1-LS1-1 | 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| Engineering Litter Collectors | VT | Vermont Science Standards (NGSS) | 1-LS1-1 | 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| Plant Structures | VT | Vermont Science Standards (NGSS) | 1-LS1-1 | 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| Living and Nonliving Things | VT | Vermont Science Standards (NGSS) | 1-LS1-1 | 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| Engineering Dams | VT | Vermont Science Standards (NGSS) | 1-LS1-1 | 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| Ant Behavior and Food | VT | Vermont Science Standards (NGSS) | 1-LS1-1 | 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| Bird Beak Structure and Function | VT | Vermont Science Standards (NGSS) | 1-LS1-1 | 1 |
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| Parent and Offspring Behaviors | VT | Vermont Science Standards (NGSS) | 1-LS1-2 | 1 |
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| Plant Structures | VT | Vermont Science Standards (NGSS) | 1-LS3-1 | 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| Parent and Offspring Behaviors | VT | Vermont Science Standards (NGSS) | 1-LS3-1 | 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. *Students focus on animals in this unit. |
| Living and Nonliving Things | VT | Vermont Science Standards (NGSS) | 1-LS3-1 | 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| Engineering Communication Devices | VT | Vermont Science Standards (NGSS) | 1-PS4-1 | 1 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. |
| Making Sounds and Instruments | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 1-PS4-1 | 1 |
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. |
| Sounds and Senses | VT | Vermont Science Standards (NGSS) | 1-PS4-1 | 1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| Materials and Light | VT | Vermont Science Standards (NGSS) | 1-PS4-3 | 1 |
Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. |
| Earth Events | VT | Vermont Science Standards (NGSS) | 2-ESS1-1 | 2 |
Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| Controlling Erosion | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 2-ESS2-2 | 2 |
Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| Water Flow | VT | Vermont Science Standards (NGSS) | 2-ESS2-3 | 2 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| How Plants Grow | VT | Vermont Science Standards (NGSS) | 2-LS2-1 | 2 |
Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
| Butterfly Structure and Function | VT | Vermont Science Standards (NGSS) | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Flowers | VT | Vermont Science Standards (NGSS) | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Butterfly Life Cycle | VT | Vermont Science Standards (NGSS) | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Engineering Hand Pollinators | VT | Vermont Science Standards (NGSS) | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Predator-Prey Relationships | VT | Vermont Science Standards (NGSS) | 2-LS4-1 | 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
| Habitats | VT | Vermont Science Standards (NGSS) | 2-LS4-1 | 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
| Engineering Owl Shelters | VT | Vermont Science Standards (NGSS) | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Matter and Properties | VT | Vermont Science Standards (NGSS) | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Property of Materials | VT | Vermont Science Standards (NGSS) | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Engineering Owl Shelters | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Property of Materials | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 2-PS1-4 | 2 |
Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| Engineering Filtration Devices | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 Hearing Toys | VT | Vermont Science Standards (NGSS) | 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 Library Scopes | VT | Vermont Science Standards (NGSS) | 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 Pick-and-Place Devices | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 Information Transfer | VT | Vermont Science Standards (NGSS) | 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 Permeable Concrete | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 Roller Coasters | VT | Vermont Science Standards (NGSS) | 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 Skyscrapers | VT | Vermont Science Standards (NGSS) | 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. |
| Flood Control Engineering | VT | Vermont Science Standards (NGSS) | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Electric Cars | VT | Vermont Science Standards (NGSS) | 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 Filtration Devices | VT | Vermont Science Standards (NGSS) | 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 Launchers | VT | Vermont Science Standards (NGSS) | 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 Skyscrapers | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 Information Transfer | VT | Vermont Science Standards (NGSS) | 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 Permeable Concrete | VT | Vermont Science Standards (NGSS) | 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 Library Scopes | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 Electric Cars | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 Launchers | VT | Vermont Science Standards (NGSS) | 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 Skyscrapers | VT | Vermont Science Standards (NGSS) | 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 Library Scopes | VT | Vermont Science Standards (NGSS) | 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 Water Prisms | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 Information Transfer | VT | Vermont Science Standards (NGSS) | 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 Permeable Concrete | VT | Vermont Science Standards (NGSS) | 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 Sound Barriers | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Flood Control Engineering | VT | Vermont Science Standards (NGSS) | 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 Electric Cars | VT | Vermont Science Standards (NGSS) | 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. |
| Earth's Interacting Systems | VT | Vermont Science Standards (NGSS) | 3-ESS2-1 | 5 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Earth Materials and Water Flow | VT | Vermont Science Standards (NGSS) | 3-ESS2-1 | 4 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Weather and Climate | VT | Vermont Science Standards (NGSS) | 3-ESS2-1 | 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Earth's Interacting Systems | VT | Vermont Science Standards (NGSS) | 3-ESS2-2 | 5 |
Obtain and combine information to describe climates in different regions of the world. |
| Weather and Climate | VT | Vermont Science Standards (NGSS) | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Energy from the Sun | VT | Vermont Science Standards (NGSS) | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Heat and Evaporation | VT | Vermont Science Standards (NGSS) | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Engineering Permeable Concrete | VT | Vermont Science Standards (NGSS) | 3-ESS3-1 | 4 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Flood Control Engineering | VT | Vermont Science Standards (NGSS) | 3-ESS3-1 | 3 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Earth Materials and Water Flow | VT | Vermont Science Standards (NGSS) | 3-ESS3-3 | 4 |
Obtain and combine information to describe climates in different regions of the world. |
| Frog Life Cycle | VT | Vermont Science Standards (NGSS) | 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. |
| Life Cycles | VT | Vermont Science Standards (NGSS) | 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. |
| Plant Growth and Acid Rain | VT | Vermont Science Standards (NGSS) | 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. |
| Life Cycles | VT | Vermont Science Standards (NGSS) | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Environmental Change | VT | Vermont Science Standards (NGSS) | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Heredity and Traits | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Selecting Traits | VT | Vermont Science Standards (NGSS) | 3-LS3-2 | 4 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Ecosystem Dynamics | VT | Vermont Science Standards (NGSS) | 3-LS3-2 | 5 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Heredity and Traits | VT | Vermont Science Standards (NGSS) | 3-LS3-2 | 3 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Changing Earth's Surface | VT | Vermont Science Standards (NGSS) | 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. |
| Fossil Organisms and their Environment | VT | Vermont Science Standards (NGSS) | 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. |
| Selecting Traits | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Heredity and Traits | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Fossil Organisms and their Environment | VT | Vermont Science Standards (NGSS) | 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. |
| Ecosystem Dynamics | VT | Arkansas K-12 Science 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Energy from the Sun | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 3-LS4-4 | 4 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
| Environmental Change | VT | Vermont Science Standards (NGSS) | 3-LS4-4 | 3 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
| Engineering Launchers | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Comparing Forces | VT | Vermont Science Standards (NGSS) | 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. |
| Energy and Collisions | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Windmill Forces | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 3-PS2-1 | 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
| Forces and Materials | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Magnets and Motors | VT | Vermont Science Standards (NGSS) | 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. |
| Magnets and Magnetic Fields | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Current Electricity | VT | Vermont Science Standards (NGSS) | 3-PS2-3 | 4 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Static Charge | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 3-PS2-4 | 3 |
Define a simple design problem that can be solved by applying scientific ideas about magnets. |
| Changing Earth's Surface | VT | Vermont Science Standards (NGSS) | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Weathering Rocks | VT | Vermont Science Standards (NGSS) | 4-ESS1-1 | 5 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. *In this unit, students focus on the role of weathering in erosion, deposition, and Earth’s changing landscape. |
| Plate Tectonics and Landform Patterns | VT | Vermont Science Standards (NGSS) | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Water Erosion | VT | Vermont Science Standards (NGSS) | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Weathering Rocks | VT | Vermont Science Standards (NGSS) | 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. |
| Water Erosion | VT | Vermont Science Standards (NGSS) | 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. |
| Flood Control Engineering | VT | Vermont Science Standards (NGSS) | 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. |
| Earth's Surface Features | VT | Vermont Science Standards (NGSS) | 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. |
| Plate Tectonics and Landform Patterns | VT | Vermont Science Standards (NGSS) | 4-ESS2-2 | 4 |
Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Water Erosion | VT | Vermont Science Standards (NGSS) | 4-ESS3-1 | 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Changing Earth's Surface | VT | Vermont Science Standards (NGSS) | 4-ESS3-1 | 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Hydroelectric Dams and the Environment | VT | Vermont Science Standards (NGSS) | 4-ESS3-1 | 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Engineering Permeable Concrete | VT | Vermont Science Standards (NGSS) | 4-ESS3-2 | 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Flood Control Engineering | VT | Vermont Science Standards (NGSS) | 4-ESS3-2 | 3 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Frog Life Cycle | VT | Vermont Science Standards (NGSS) | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant and Animal Cells | VT | Vermont Science Standards (NGSS) | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant Growth | VT | Vermont Science Standards (NGSS) | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant Structures | VT | Vermont Science Standards (NGSS) | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Mealworm Senses | VT | Vermont Science Standards (NGSS) | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Heredity and Traits | VT | Vermont Science Standards (NGSS) | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Selecting Traits | VT | Vermont Science Standards (NGSS) | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant Growth and Acid Rain | VT | Vermont Science Standards (NGSS) | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Energy from the Sun | VT | Vermont Science Standards (NGSS) | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Mealworm Senses | VT | Vermont Science Standards (NGSS) | 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 ways. |
| Patterns in Motion | VT | Vermont Science Standards (NGSS) | 4-PS3-1 | 3 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. *Students are introduced to the relationship between energy and speed in this unit. |
| Energy and Collisions | VT | Vermont Science Standards (NGSS) | 4-PS3-1 | 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. |
| Engineering Launchers | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Current Electricity | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Electric Cars | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Electrical Currents and Circuits | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Water Prisms | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Magnets and Motors | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Sound Energy | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Sound Energy and Materials | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Sound Energy and Mediums | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Hearing Toys | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Information Transfer | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Forces and Levers | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Energy Transfer and Levers | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Sound Barriers | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Library Scopes | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Friction and Motion | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Roller Coasters | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Windmill Forces | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.*Students are introduced to energy transfer in this unit by focusing on moving substances. They will explore other forms of energy transfer in later units. |
| Waves and Energy | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Pitch and Volume | VT | Vermont Science Standards (NGSS) | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Energy and Collisions | VT | Vermont Science Standards (NGSS) | 4-PS3-3 | 4 |
Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| Engineering Roller Coasters | VT | Vermont Science Standards (NGSS) | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Electrical Currents and Circuits | VT | Vermont Science Standards (NGSS) | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Launchers | VT | Vermont Science Standards (NGSS) | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Magnets and Motors | VT | Vermont Science Standards (NGSS) | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Information Transfer | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Sound Energy | VT | Vermont Science Standards (NGSS) | 4-PS4-1 | 5 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| Waves and Energy | VT | Vermont Science Standards (NGSS) | 4-PS4-1 | 4 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| Engineering Water Prisms | VT | Vermont Science Standards (NGSS) | 4-PS4-2 | 3 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Information Transfer | VT | Vermont Science Standards (NGSS) | 4-PS4-2 | 4 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Library Scopes | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 4-PS4-3 | 4 |
Generate and compare multiple solutions that use patterns to transfer information. |
| Motion in the Solar System | VT | Vermont Science Standards (NGSS) | 5-ESS1-1 | 3 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Scaling the Sun Earth Moon System | VT | Vermont Science Standards (NGSS) | 5-ESS1-1 | 5 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Balanced vs. Unbalanced Forces | VT | Vermont Science Standards (NGSS) | 5-ESS1-1 | 4 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Patterns | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Weathering Rocks | VT | Vermont Science Standards (NGSS) | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth's Water | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Fossil Organisms and their Environment | VT | Vermont Science Standards (NGSS) | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Heat and Evaporation | VT | Vermont Science Standards (NGSS) | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth Materials and Water Flow | VT | Vermont Science Standards (NGSS) | 5-ESS2-1 | 4 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Environmental Change | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth's Water | VT | Vermont Science Standards (NGSS) | 5-ESS2-2 | 5 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| Heat and Evaporation | VT | Vermont Science Standards (NGSS) | 5-ESS2-2 | 3 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| Earth Materials and Water Flow | VT | Vermont Science Standards (NGSS) | 5-ESS2-2 | 4 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| Engineering Filtration Devices | VT | Vermont Science Standards (NGSS) | 5-ESS3-1 | 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Engineering Library Scopes | VT | Vermont Science Standards (NGSS) | 5-ESS3-1 | 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Hydroelectric Dams and the Environment | VT | Vermont Science Standards (NGSS) | 5-ESS3-1 | 4 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Plant Growth | VT | Vermont Science Standards (NGSS) | 5-LS1-1 | 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Structures | VT | Vermont Science Standards (NGSS) | 5-LS1-1 | 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Growth and Acid Rain | VT | Vermont Science Standards (NGSS) | 5-LS1-1 | 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Food Webs | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 5-LS1-1 | 3 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Ecosystem Dynamics | VT | Vermont Science Standards (NGSS) | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Energy and Matter in Food Webs | VT | Vermont Science Standards (NGSS) | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Decomposition | VT | Vermont Science Standards (NGSS) | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Fossil Organisms and their Environment | VT | Vermont Science Standards (NGSS) | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Energy from the Sun | VT | Vermont Science Standards (NGSS) | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Electrical Currents and Circuits | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Static Charge | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Conservation of Matter | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Structure of Matter | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Properties of Matter | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy and Mediums | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Engineering Sound Barriers | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Pitch and Volume | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Heat and Matter | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy and Materials | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Current Electricity | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Waves and Energy | VT | Vermont Science Standards (NGSS) | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Conservation of Matter | VT | Vermont Science Standards (NGSS) | 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 weight of matter is conserved. |
| Engineering Electric Cars | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Water Prisms | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Magnets and Motors | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Sound Energy and Materials | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Static Charge | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Magnets and Magnetic Fields | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Plate Tectonics and Landform Patterns | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Pick-and-Place Devices | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Hearing Toys | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Sound Barriers | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Library Scopes | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Pitch and Volume | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Information Transfer | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Properties of Minerals | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Electrical Currents and Circuits | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Current Electricity | VT | Vermont Science Standards (NGSS) | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Water Erosion | VT | Vermont Science Standards (NGSS) | 5-PS1-4 | 4 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Weathering Rocks | VT | Vermont Science Standards (NGSS) | 5-PS1-4 | 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Conservation of Matter | VT | Vermont Science Standards (NGSS) | 5-PS1-4 | 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Energy Transfer and Levers | VT | Vermont Science Standards (NGSS) | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Launchers | VT | Vermont Science Standards (NGSS) | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Skyscrapers | VT | Vermont Science Standards (NGSS) | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Balanced vs. Unbalanced Forces | VT | Vermont Science Standards (NGSS) | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Levers | VT | Vermont Science Standards (NGSS) | 5-PS2-1 | 4 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Motion in the Solar System | VT | Vermont Science Standards (NGSS) | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Roller Coasters | VT | Vermont Science Standards (NGSS) | 5-PS2-1 | 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Materials | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 5-PS2-1 | 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Energy from the Sun | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Engineering Communication Devices | VT | Vermont Science Standards (NGSS) | 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 Owl Shelters | VT | Vermont Science Standards (NGSS) | 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. |
| Who Scientists Are | VT | Vermont Science Standards (NGSS) | 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 Marble Movers | VT | Vermont Science Standards (NGSS) | 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. |
| Controlling Erosion | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 Dams | VT | Vermont Science Standards (NGSS) | 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. |
| Windy Weather | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 Litter Collectors | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 Owl Shelters | VT | Vermont Science Standards (NGSS) | 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 Dams | VT | Vermont Science Standards (NGSS) | 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. |
| Who Scientists Are | VT | Vermont Science Standards (NGSS) | 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. |
| Controlling Erosion | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Windy Weather | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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. |
| Sunlight and Engineering | VT | Vermont Science Standards (NGSS) | 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 Litter Collectors | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 perform. |
| Engineering Dams | VT | Vermont Science Standards (NGSS) | 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 perform. |
| Engineering Owl Shelters | VT | Vermont Science Standards (NGSS) | 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 perform. |
| Who Scientists Are | VT | Vermont Science Standards (NGSS) | 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 Litter Collectors | VT | Vermont Science Standards (NGSS) | 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 perform. |
| Controlling Erosion | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 perform. |
| Engineering Hand Pollinators | VT | Vermont Science Standards (NGSS) | 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 perform. |
| Engineering Marble Movers | VT | Vermont Science Standards (NGSS) | 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. |
| Sunlight and Engineering | VT | Vermont Science Standards (NGSS) | 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. |
| Who Scientists Are | VT | Vermont Science Standards (NGSS) | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Heat and Water | VT | Vermont Science Standards (NGSS) | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| The Water Cycle | VT | Vermont Science Standards (NGSS) | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Weather and Seasons | VT | Vermont Science Standards (NGSS) | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Weather Patterns | VT | Vermont Science Standards (NGSS) | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Windy Weather | VT | Vermont Science Standards (NGSS) | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time |
| Growing Plants | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | K-ESS3-1 | K |
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live |
| Living Things in Their Habitat | VT | Vermont Science Standards (NGSS) | K-ESS3-1 | K |
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live |
| Who Scientists Are | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | 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 | VT | Vermont Science Standards (NGSS) | K-ESS3-2 | K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| Earth and Human Activity | VT | Vermont Science Standards (NGSS) | 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. |
| Human Shelter | VT | Vermont Science Standards (NGSS) | 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. |
| Growing Plants | VT | Vermont Science Standards (NGSS) | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Animal Habitats | VT | Vermont Science Standards (NGSS) | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Living, Nonliving, and Once-Living | VT | Vermont Science Standards (NGSS) | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Parts of Plants | VT | Vermont Science Standards (NGSS) | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Germinating Seeds | VT | Vermont Science Standards (NGSS) | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Living Things in Their Habitat |