This alignment guide shows how KnowAtom’s integrated model of science curriculum is designed for Washington State K-12 Science Learning Standards (WSSLS) - NGSS.
Science Lesson
|
State
|
Standards
|
State ID
|
Grades
|
Performance Expectation
|
|---|---|---|---|---|---|
| Sun Position and Shadow Patterns | WA | Washington State K-12 Science Learning Standards | 1-ESS1-1 | 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Earth and Moon Patterns | WA | Washington State K-12 Science Learning Standards | 1-ESS1-1 | 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Seasonal Patterns | WA | Washington State K-12 Science Learning Standards | 1-ESS1-2 | 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
| Seasonal Temperatures and Water Cycles | WA | Washington State K-12 Science Learning Standards | 1-ESS1-2 | 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
| Ant Behavior and Food | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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. |
| Insect Anatomy - Structure and Function | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 1-LS1-2 | 1 |
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| Parent and Offspring Behaviors | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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. |
| Plant Structures | WA | Washington State K-12 Science Learning Standards | 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. |
| Sounds and Senses | WA | Washington State K-12 Science Learning Standards | 1-PS4-1 | 1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| Making Sounds and Instruments | WA | Washington State K-12 Science Learning Standards | 1-PS4-1 | 1 |
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| Engineering Communication Devices | WA | Washington State K-12 Science Learning Standards | 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. |
| Light | WA | Washington State K-12 Science Learning Standards | 1-PS4-2 | 1 |
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. |
| Materials and Light | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 2-ESS1-1 | 2 |
Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| Controlling Erosion | WA | Washington State K-12 Science Learning Standards | 2-ESS2-1 | 2 |
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| Mapping Land and Water | WA | Washington State K-12 Science Learning Standards | 2-ESS2-2 | 2 |
Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| Water Flow | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 2-LS2-1 | 2 |
Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
| Butterfly Life Cycle | WA | Washington State K-12 Science Learning Standards | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Engineering Hand Pollinators | WA | Washington State K-12 Science Learning Standards | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Butterfly Structure and Function | WA | Washington State K-12 Science Learning Standards | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Flowers | WA | Washington State K-12 Science Learning Standards | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Predator-Prey Relationships | WA | Washington State K-12 Science Learning Standards | 2-LS4-1 | 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
| Habitats | WA | Washington State K-12 Science Learning Standards | 2-LS4-1 | 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
| Property of Materials | WA | Washington State K-12 Science Learning Standards | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Matter and Properties | WA | Washington State K-12 Science Learning Standards | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Property of Materials | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Floating and Sinking | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Engineering Boats | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Action-Reaction Forces | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Friction | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | 2-PS1-3 | 2 |
Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. |
| Water Flow | WA | Washington State K-12 Science Learning Standards | 2-PS1-4 | 2 |
Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| Matter and Properties | WA | Washington State K-12 Science Learning Standards | 2-PS1-4 | 2 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| Engineering Electric Cars | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Sound Barriers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Roller Coasters | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Permeable Concrete | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Skyscrapers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 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 Water Prisms | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Hearing Toys | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Filtration Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Electric Cars | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Sound Barriers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Roller Coasters | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Permeable Concrete | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 3 |
Generate and compare multiple possible solutions to a problem, based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Skyscrapers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Hearing Toys | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Water Prisms | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Filtration Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 5 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Engineering Electric Cars | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Permeable Concrete | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Sound Barriers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Roller Coasters | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Hearing Toys | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Skyscrapers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Water Prisms | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Filtration Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Earth Materials and Water Flow | WA | Washington State K-12 Science Learning Standards | 3-ESS2-1 | 4 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Weather and Climate | WA | Washington State K-12 Science Learning Standards | 3-ESS2-1 | 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Earth's Interacting Systems | WA | Washington State K-12 Science Learning Standards | 3-ESS2-1 | 5 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Weather and Climate | WA | Washington State K-12 Science Learning Standards | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Heat and Evaporation | WA | Washington State K-12 Science Learning Standards | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Earth's Interacting Systems | WA | Washington State K-12 Science Learning Standards | 3-ESS2-2 | 5 |
Obtain and combine information to describe climates in different regions of the world. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 3-ESS3-1 | 3 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Engineering Permeable Concrete | WA | Washington State K-12 Science Learning Standards | 3-ESS3-1 | 4 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Earth Materials and Water Flow | WA | Washington State K-12 Science Learning Standards | 3-ESS3-3 | 4 |
Obtain and combine information to describe climates in different regions of the world. |
| Plant Growth and Acid Rain | WA | Washington State K-12 Science Learning Standards | 3-LS1-1 | 5 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| Frog Life Cycle | WA | Washington State K-12 Science Learning Standards | 3-LS1-1 | 4 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| Life Cycles | WA | Washington State K-12 Science Learning Standards | 3-LS1-1 | 3 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| Life Cycles | WA | Washington State K-12 Science Learning Standards | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Environmental Change | WA | Washington State K-12 Science Learning Standards | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 3-LS3-1 | 4 |
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
| Heredity and Traits | WA | Washington State K-12 Science Learning Standards | 3-LS3-1 | 3 |
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
| Ecosystem Dynamics | WA | Arkansas K-12 Science Standards | 3-LS3-1 | 5 |
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
| Ecosystem Dynamics | WA | Washington State K-12 Science Learning Standards | 3-LS3-2 | 5 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Heredity and Traits | WA | Washington State K-12 Science Learning Standards | 3-LS3-2 | 3 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 3-LS3-2 | 4 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Fossil Organisms and their Environment | WA | Washington State K-12 Science Learning Standards | 3-LS4-1 | 3 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| Changing Earth's Surface | WA | Washington State K-12 Science Learning Standards | 3-LS4-1 | 4 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| Ecosystem Dynamics | WA | Washington State K-12 Science Learning Standards | 3-LS4-2 | 5 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| Heredity and Traits | WA | Washington State K-12 Science Learning Standards | 3-LS4-2 | 3 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 3-LS4-2 | 4 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 3-LS4-3 | 3 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| Ecosystem Dynamics | WA | Washington State K-12 Science Learning Standards | 3-LS4-3 | 5 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| Environmental Change | WA | Washington State K-12 Science Learning Standards | 3-LS4-3 | 3 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 3-LS4-3 | 4 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| Fossil Organisms and their Environment | WA | Washington State K-12 Science Learning Standards | 3-LS4-3 | 3 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 3-LS4-4 | 4 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
| Environmental Change | WA | Washington State K-12 Science Learning Standards | 3-LS4-4 | 3 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
| Forces and Levers | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 4 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Windmill Forces | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Patterns in Motion | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Engineering Skyscrapers | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Balanced vs. Unbalanced Forces | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Energy Transfer and Levers | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Comparing Forces | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Energy and Collisions | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Motion in the Solar System | WA | Washington State K-12 Science Learning Standards | 3-PS2-2 | 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
| Current Electricity | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Magnets and Motors | WA | Washington State K-12 Science Learning Standards | 3-PS2-3 | 5 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Magnets and Magnetic Fields | WA | Washington State K-12 Science Learning Standards | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 3-PS2-4 | 3 |
Define a simple design problem that can be solved by applying scientific ideas about magnets. |
| Plate Tectonics and Landform Patterns | WA | Washington State K-12 Science Learning Standards | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Water Erosion | WA | Washington State K-12 Science Learning Standards | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Changing Earth's Surface | WA | Washington State K-12 Science Learning Standards | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Weathering Rocks | WA | Washington State K-12 Science Learning Standards | 4-ESS1-1 | 5 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. *In this unit, students focus on the role of weathering in erosion, deposition, and Earth’s changing landscape. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 4-ESS2-1 | 3 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| Water Erosion | WA | Washington State K-12 Science Learning Standards | 4-ESS2-1 | 4 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| Weathering Rocks | WA | Washington State K-12 Science Learning Standards | 4-ESS2-1 | 5 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| Plate Tectonics and Landform Patterns | WA | Washington State K-12 Science Learning Standards | 4-ESS2-2 | 4 |
Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Earth's Surface Features | WA | Washington State K-12 Science Learning Standards | 4-ESS2-2 | 5 |
Analyze and interpret data from maps to describe patterns of Earth’s features. how different kinds of rock are mechanically weathered, analyzing how the sediment caused by the weathering can then be eroded. *In this unit, students focus on patterns in the locations of volcanoes and earthquakes. |
| Hydroelectric Dams and the Environment | WA | Washington State K-12 Science Learning Standards | 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. |
| Water Erosion | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 4-ESS3-2 | 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 4-ESS3-2 | 3 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Heredity and Traits | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant Growth and Acid Rain | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Mealworm Senses | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Frog Life Cycle | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant and Animal Cells | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant Growth | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant Structures | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Mealworm Senses | WA | Washington State K-12 Science Learning Standards | 4-LS1-2 | 4 |
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
| Energy and Collisions | WA | Washington State K-12 Science Learning Standards | 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. |
| Patterns in Motion | WA | Washington State K-12 Science Learning Standards | 4-PS3-1 | 3 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. *Students are introduced to the relationship between energy and speed in this unit. |
| Waves and Energy | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 Information Transfer | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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. |
| Windmill Forces | WA | Washington State K-12 Science Learning Standards | 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. |
| Sound Energy and Mediums | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 Water Prisms | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 Launchers | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 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. |
| Energy and Collisions | WA | Washington State K-12 Science Learning Standards | 4-PS3-3 | 4 |
Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| Engineering Electric Cars | WA | Washington State K-12 Science Learning Standards | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Magnets and Motors | WA | Washington State K-12 Science Learning Standards | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Roller Coasters | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Waves and Energy | WA | Washington State K-12 Science Learning Standards | 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. |
| Sound Energy | WA | Washington State K-12 Science Learning Standards | 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. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 4-PS4-2 | 5 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 4-PS4-2 | 4 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Water Prisms | WA | Washington State K-12 Science Learning Standards | 4-PS4-2 | 3 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 4-PS4-3 | 4 |
Generate and compare multiple solutions that use patterns to transfer information. |
| Scaling the Sun Earth Moon System | WA | Washington State K-12 Science Learning Standards | 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 | WA | Washington State K-12 Science Learning Standards | 5-ESS1-1 | 4 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Motion in the Solar System | WA | Washington State K-12 Science Learning Standards | 5-ESS1-1 | 3 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Balanced vs. Unbalanced Forces | WA | Washington State K-12 Science Learning Standards | 5-ESS1-2 | 4 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth. |
| Patterns | WA | Washington State K-12 Science Learning Standards | 5-ESS1-2 | 5 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
| Environmental Change | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth Materials and Water Flow | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 4 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Heat and Evaporation | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Fossil Organisms and their Environment | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Weathering Rocks | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth's Water | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth's Interacting Systems | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth Materials and Water Flow | WA | Washington State K-12 Science Learning Standards | 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. |
| Heat and Evaporation | WA | Washington State K-12 Science Learning Standards | 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's Water | WA | Washington State K-12 Science Learning Standards | 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. |
| Hydroelectric Dams and the Environment | WA | Washington State K-12 Science Learning Standards | 5-ESS3-1 | 4 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 5-ESS3-1 | 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Engineering Filtration Devices | WA | Washington State K-12 Science Learning Standards | 5-ESS3-1 | 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Food Webs | WA | Washington State K-12 Science Learning Standards | 5-LS1-1 | 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Growth and Acid Rain | WA | Washington State K-12 Science Learning Standards | 5-LS1-1 | 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 5-LS1-1 | 3 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Growth | WA | Washington State K-12 Science Learning Standards | 5-LS1-1 | 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Structures | WA | Washington State K-12 Science Learning Standards | 5-LS1-1 | 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Fossil Organisms and their Environment | WA | Washington State K-12 Science Learning Standards | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Energy and Matter in Food Webs | WA | Washington State K-12 Science Learning Standards | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Decomposition | WA | Washington State K-12 Science Learning Standards | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Ecosystem Dynamics | WA | Washington State K-12 Science Learning Standards | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Waves and Energy | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy and Materials | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Engineering Sound Barriers | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Pitch and Volume | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Heat and Matter | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Current Electricity | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Structure of Matter | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Properties of Matter | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy and Mediums | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Static Charge | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Conservation of Matter | WA | Arkansas K-12 Science Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Electrical Currents and Circuits | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Conservation of Matter | WA | Washington State K-12 Science Learning Standards | 5-PS1-2 | 5 |
Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. |
| Electrical Currents and Circuits | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Sound Barriers | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Pitch and Volume | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Properties of Minerals | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Current Electricity | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Plate Tectonics and Landform Patterns | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Hearing Toys | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Water Prisms | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Magnets and Motors | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Sound Energy and Materials | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Static Charge | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Magnets and Magnetic Fields | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Electric Cars | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Conservation of Matter | WA | Washington State K-12 Science Learning Standards | 5-PS1-4 | 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Water Erosion | WA | Washington State K-12 Science Learning Standards | 5-PS1-4 | 4 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Weathering Rocks | WA | Washington State K-12 Science Learning Standards | 5-PS1-4 | 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Motion in the Solar System | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Roller Coasters | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Levers | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 4 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Materials | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Scaling the Sun Earth Moon System | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Energy Transfer and Levers | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Skyscrapers | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Balanced vs. Unbalanced Forces | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Food Webs | WA | Washington State K-12 Science Learning Standards | 5-PS3-1 | 4 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| Energy and Matter in Food Webs | WA | Washington State K-12 Science Learning Standards | 5-PS3-1 | 5 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 5-PS3-1 | 3 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| Engineering Boats | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Controlling Erosion | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Dams | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 1 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Windy Weather | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool |
| Engineering Hand Pollinators | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Sunlight and Engineering | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Litter Collectors | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 1 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Marble Movers | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | K |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 2 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Communication Devices | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| Engineering Boats | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Controlling Erosion | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Windy Weather | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem |
| Engineering Hand Pollinators | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Marble Movers | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Sunlight and Engineering | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Litter Collectors | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 1 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | K |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Dams | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 1 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Communication Devices | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 1 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
| Engineering Boats | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Controlling Erosion | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Engineering Hand Pollinators | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Engineering Marble Movers | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Sunlight and Engineering | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Engineering Litter Collectors | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 1 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Engineering Dams | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 1 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Engineering Communication Devices | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 1 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Heat and Water | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| The Water Cycle | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Weather and Seasons | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Weather Patterns | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Windy Weather | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Growing Plants | WA | Washington State K-12 Science Learning Standards | K-ESS2-2 | K |
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |
| Living Things in Their Habitat | WA | Washington State K-12 Science Learning Standards | 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 |
| Animal Habitats | WA | Washington State K-12 Science Learning Standards | 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 |
| Extreme Weather | WA | Washington State K-12 Science Learning Standards | K-ESS3-2 | K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| Windy Weather | WA | Washington State K-12 Science Learning Standards | K-ESS3-2 | K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-ESS3-2 | K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| Human Shelter | WA | Washington State K-12 Science Learning Standards | K-ESS3-3 | K |
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| Earth and Human Activity | WA | Washington State K-12 Science Learning Standards | K-ESS3-3 | K |
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| Living Things in Their Habitat | WA | Washington State K-12 Science Learning Standards | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Living, Nonliving, and Once-Living | WA | Washington State K-12 Science Learning Standards | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Parts of Plants | WA | Washington State K-12 Science Learning Standards | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Germinating Seeds | WA | Washington State K-12 Science Learning Standards | K-LS1-1 |