Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Earth Materials and Water Flow | LA | Louisiana Student Standards for Science | 3-ESS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
Engineering Permeable Concrete | LA | Louisiana Student Standards for Science | 3-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
Frog Life Cycle | LA | Louisiana Student Standards for Science | 3-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
Selecting Traits | LA | Louisiana Student Standards for Science | 3-LS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
Selecting Traits | LA | Louisiana Student Standards for Science | 3-LS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use evidence to support the explanation that traits can be influenced by the environment. |
Balanced vs. Unbalanced Forces | LA | Louisiana Student Standards for Science | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Energy and Collisions | LA | Louisiana Student Standards for Science | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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 | LA | Louisiana Student Standards for Science | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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 | LA | Louisiana Student Standards for Science | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Forces and Levers | LA | Louisiana Student Standards for Science | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Water Erosion | LA | Louisiana Student Standards for Science | 4-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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 | LA | Louisiana Student Standards for Science | 4-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
Plate Tectonics and Landform Patterns | LA | Louisiana Student Standards for Science | 4-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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 | LA | Louisiana Student Standards for Science | 4-ESS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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. |
Changing Earth's Surface | LA | Louisiana Student Standards for Science | 4-ESS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | Plan and conduct investigations on the effects of water, ice, and vegetation on the relative rate of weathering and erosion. |
Plate Tectonics and Landform Patterns | LA | Louisiana Student Standards for Science | 4-ESS2-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Analyze and interpret data from maps to describe patterns of Earth’s features. |
Hydroelectric Dams and the Environment | LA | Louisiana Student Standards for Science | 4-ESS2-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | Ask questions that can be investigated and predict reasonable outcomes about how living things affect the physical characteristics of their environment. |
Water Erosion | LA | Louisiana Student Standards for Science | 4-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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 | LA | Louisiana Student Standards for Science | 4-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
Hydroelectric Dams and the Environment | LA | Louisiana Student Standards for Science | 4-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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 | LA | Louisiana Student Standards for Science | 4-ESS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
Earth Materials and Water Flow | LA | Louisiana Student Standards for Science | 4-ESS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
Plant Structures | LA | Louisiana Student Standards for Science | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Frog Life Cycle | LA | Louisiana Student Standards for Science | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Mealworm Senses | LA | Louisiana Student Standards for Science | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Selecting Traits | LA | Louisiana Student Standards for Science | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Mealworm Senses | LA | Louisiana Student Standards for Science | 4-LS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an explanation to describe how animals receive different types of information through their senses, process the information in their brains, and respond to the information in different ways. |
Energy and Collisions | LA | Louisiana Student Standards for Science | 4-PS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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. |
Energy Transfer and Levers | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Launchers | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Current Electricity | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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 | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Waves and Energy | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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 | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Information Transfer | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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 | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Energy and Collisions | LA | Louisiana Student Standards for Science | 4-PS3-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
Engineering Launchers | LA | Louisiana Student Standards for Science | 4-PS3-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Electric Cars | LA | Louisiana Student Standards for Science | 4-PS3-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Information Transfer | LA | Louisiana Student Standards for Science | 4-PS3-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Waves and Energy | LA | Louisiana Student Standards for Science | 4-PS4-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
Engineering Information Transfer | LA | Louisiana Student Standards for Science | 4-PS4-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
Balanced vs. Unbalanced Forces | LA | Louisiana Student Standards for Science | 5-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
Balanced vs. Unbalanced Forces | LA | Louisiana Student Standards for Science | 5-ESS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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. |
Earth Materials and Water Flow | LA | Louisiana Student Standards for Science | 5-ESS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth Materials and Water Flow | LA | Louisiana Student Standards for Science | 5-ESS2-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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. |
Hydroelectric Dams and the Environment | LA | Louisiana Student Standards for Science | 5-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple solutions about ways individual communities can use science to protect the Earth’s resources and environment. |
Engineering Permeable Concrete | LA | Louisiana Student Standards for Science | 5-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | Generate and compare multiple solutions about ways individual communities can use science to protect the Earth’s resources and environment. |
Food Webs | LA | Louisiana Student Standards for Science | 5-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Ask questions about how air and water affect the growth of plants. |
Plant Structures | LA | Louisiana Student Standards for Science | 5-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Ask questions about how air and water affect the growth of plants. |
Food Webs | LA | Louisiana Student Standards for Science | 5-LS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Properties of Matter | LA | Louisiana Student Standards for Science | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Current Electricity | LA | Louisiana Student Standards for Science | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Waves and Energy | LA | Louisiana Student Standards for Science | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Pitch and Volume | LA | Louisiana Student Standards for Science | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Plate Tectonics and Landform Patterns | LA | Louisiana Student Standards for Science | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Current Electricity | LA | Louisiana Student Standards for Science | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Engineering Electric Cars | LA | Louisiana Student Standards for Science | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Pitch and Volume | LA | Louisiana Student Standards for Science | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Engineering Information Transfer | LA | Louisiana Student Standards for Science | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Water Erosion | LA | Louisiana Student Standards for Science | 5-PS1-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
Balanced vs. Unbalanced Forces | LA | Louisiana Student Standards for Science | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Energy Transfer and Levers | LA | Louisiana Student Standards for Science | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Engineering Launchers | LA | Louisiana Student Standards for Science | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Forces and Levers | LA | Louisiana Student Standards for Science | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Food Webs | LA | Louisiana Student Standards for Science | 5-PS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 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. |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
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.
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.
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.
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
Analyze and interpret data from maps to describe patterns of Earth’s features.
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
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, and reproduction.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.
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, and reproduction.
Construct an explanation to describe how animals receive different types of information through their senses, process the information in their brains, and respond to the information in different ways.
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.
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.
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.
Ask questions and predict outcomes about the changes in energy that occur when objects collide.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
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 the apparent brightness of the sun and 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. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth.
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
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.
Generate and compare multiple solutions about ways individual communities can use science to protect the Earth’s resources and environment.
Ask questions about how air and water affect the growth of plants.
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.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
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.
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.