Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Flood Control Engineering | AK | K-12 Science Standards for Alaska | 3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Skyscrapers | AK | K-12 Science Standards for Alaska | 3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Pick-and-Place Devices | AK | K-12 Science Standards for Alaska | 3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Water Prisms | AK | K-12 Science Standards for Alaska | 3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Hearing Toys | AK | K-12 Science Standards for Alaska | 3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Skyscrapers | AK | K-12 Science Standards for Alaska | 3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Flood Control Engineering | AK | K-12 Science Standards for Alaska | 3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Pick-and-Place Devices | AK | K-12 Science Standards for Alaska | 3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Hearing Toys | AK | K-12 Science Standards for Alaska | 3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Water Prisms | AK | K-12 Science Standards for Alaska | 3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Flood Control Engineering | AK | K-12 Science Standards for Alaska | 3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Skyscrapers | AK | K-12 Science Standards for Alaska | 3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Pick-and-Place Devices | AK | K-12 Science Standards for Alaska | 3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Water Prisms | AK | K-12 Science Standards for Alaska | 3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Hearing Toys | AK | K-12 Science Standards for Alaska | 3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Weather and Climate | AK | K-12 Science Standards for Alaska | 3-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
Weather and Climate | AK | K-12 Science Standards for Alaska | 3-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and combine information to describe climates in different regions of the world. |
Environmental Change | AK | K-12 Science Standards for Alaska | 3-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and combine information to describe climates in different regions of the world. |
Flood Control Engineering | AK | K-12 Science Standards for Alaska | 3-ESS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
Life Cycles | AK | K-12 Science Standards for Alaska | 3-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
Heredity and Traits | AK | K-12 Science Standards for Alaska | 3-LS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that some animals form groups that help members survive. |
Fossil Organisms and their Environment | AK | K-12 Science Standards for Alaska | 3-LS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that some animals form groups that help members survive. |
Heredity and Traits | AK | K-12 Science Standards for Alaska | 3-LS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
Heredity and Traits | AK | K-12 Science Standards for Alaska | 3-LS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use evidence to support the explanation that traits can be influenced by the environment. |
Fossil Organisms and their Environment | AK | K-12 Science Standards for Alaska | 3-LS4-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
Life Cycles | AK | K-12 Science Standards for Alaska | 3-LS4-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
Environmental Change | AK | K-12 Science Standards for Alaska | 3-LS4-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
Heat and Evaporation | AK | K-12 Science Standards for Alaska | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Windmill Forces | AK | K-12 Science Standards for Alaska | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Forces and Materials | AK | K-12 Science Standards for Alaska | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Engineering Skyscrapers | AK | K-12 Science Standards for Alaska | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Comparing Forces | AK | K-12 Science Standards for Alaska | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Motion in the Solar System | AK | K-12 Science Standards for Alaska | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Patterns in Motion | AK | K-12 Science Standards for Alaska | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Heat and Evaporation | AK | K-12 Science Standards for Alaska | 3-PS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
Patterns in Motion | AK | K-12 Science Standards for Alaska | 3-PS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
Motion in the Solar System | AK | K-12 Science Standards for Alaska | 3-PS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
Magnets and Magnetic Fields | AK | K-12 Science Standards for Alaska | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
Engineering Pick-and-Place Devices | AK | K-12 Science Standards for Alaska | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
Static Charge | AK | K-12 Science Standards for Alaska | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
Engineering Pick-and-Place Devices | AK | K-12 Science Standards for Alaska | 3-PS2-4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem that can be solved by applying scientific ideas about magnets. |
Flood Control Engineering | AK | K-12 Science Standards for Alaska | 4-ESS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
Energy from the Sun | AK | K-12 Science Standards for Alaska | 4-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Heredity and Traits | AK | K-12 Science Standards for Alaska | 4-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Windmill Forces | AK | K-12 Science Standards for Alaska | 4-PS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
Sound Energy and Mediums | AK | K-12 Science Standards for Alaska | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Windmill Forces | AK | K-12 Science Standards for Alaska | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Water Prisms | AK | K-12 Science Standards for Alaska | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Hearing Toys | AK | K-12 Science Standards for Alaska | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy and Mediums | AK | K-12 Science Standards for Alaska | 4-PS4-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
Engineering Hearing Toys | AK | K-12 Science Standards for Alaska | 4-PS4-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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 | AK | K-12 Science Standards for Alaska | 4-PS4-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
Heat and Evaporation | AK | K-12 Science Standards for Alaska | 5-ESS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. |
Motion in the Solar System | AK | K-12 Science Standards for Alaska | 5-ESS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. |
Motion in the Solar System | AK | K-12 Science Standards for Alaska | 5-ESS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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. |
Heat and Evaporation | AK | K-12 Science Standards for Alaska | 5-ESS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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. |
Flood Control Engineering | AK | K-12 Science Standards for Alaska | 5-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Environmental Change | AK | K-12 Science Standards for Alaska | 5-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Weather and Climate | AK | K-12 Science Standards for Alaska | 5-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Energy from the Sun | AK | K-12 Science Standards for Alaska | 5-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
Energy from the Sun | AK | K-12 Science Standards for Alaska | 5-LS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Heat and Matter | AK | K-12 Science Standards for Alaska | 5-PS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Static Charge | AK | K-12 Science Standards for Alaska | 5-PS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Structure of Matter | AK | K-12 Science Standards for Alaska | 5-PS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Sound Energy and Mediums | AK | K-12 Science Standards for Alaska | 5-PS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Engineering Water Prisms | AK | K-12 Science Standards for Alaska | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Engineering Hearing Toys | AK | K-12 Science Standards for Alaska | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Engineering Pick-and-Place Devices | AK | K-12 Science Standards for Alaska | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Forces and Materials | AK | K-12 Science Standards for Alaska | 5-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Engineering Skyscrapers | AK | K-12 Science Standards for Alaska | 5-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Comparing Forces | AK | K-12 Science Standards for Alaska | 5-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Energy from the Sun | AK | K-12 Science Standards for Alaska | 5-PS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Obtain and combine information to describe climates in different regions of the world.
Obtain and combine information to describe climates in different regions of the world.
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Construct an argument that some animals form groups that help members survive.
Construct an argument that some animals form groups that help members survive.
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.
Use evidence to support the explanation that traits can be influenced by the environment.
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
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.
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.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Define a simple design problem that can be solved by applying scientific ideas about magnets.
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Use evidence to construct an explanation relating the speed of an object to the energy of that object.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
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.
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.
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Support an argument that plants get the materials they need for growth chiefly from air and water.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Develop a model to describe that matter is made of particles too small to be seen.
Develop a model to describe that matter is made of particles too small to be seen.
Develop a model to describe that matter is made of particles too small to be seen.
Develop a model to describe that matter is made of particles too small to be seen.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Support an argument that the gravitational force exerted by Earth on objects is directed down.
Support an argument that the gravitational force exerted by Earth on objects is directed down.
Support an argument that the gravitational force exerted by Earth on objects is directed down.
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.
Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.