Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Earth's Interacting Systems | LA | Louisiana Student Standards for Science | 3-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
Earth's Interacting Systems | LA | Louisiana Student Standards for Science | 3-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain and combine information to describe climates in different regions of the world. |
Earth's Water | LA | Louisiana Student Standards for Science | 3-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 | Obtain and combine information to describe climates in different regions of the world. |
Engineering Filtration Devices | LA | Louisiana Student Standards for Science | 3-ESS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
Plant Growth and Acid Rain | LA | Louisiana Student Standards for Science | 3-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
Ecosystem Dynamics | LA | Louisiana Student Standards for Science | 3-LS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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 | LA | Louisiana Student Standards for Science | 3-LS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence to support the explanation that traits can be influenced by the environment. |
Magnets and Motors | LA | Louisiana Student Standards for Science | 3-PS2-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
Weathering Rocks | LA | Louisiana Student Standards for Science | 4-ESS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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. |
Weathering Rocks | LA | Louisiana Student Standards for Science | 4-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and conduct investigations on the effects of water, ice, and vegetation on the relative rate of weathering and erosion. |
Earth's Surface Features | LA | Louisiana Student Standards for Science | 4-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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. |
Plant and Animal Cells | LA | Louisiana Student Standards for Science | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Plant Growth | LA | Louisiana Student Standards for Science | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Plant Growth and Acid Rain | LA | Louisiana Student Standards for Science | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Friction and Motion | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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 | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Magnets and Motors | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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 | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Sound Barriers | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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 | LA | Louisiana Student Standards for Science | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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 | LA | Louisiana Student Standards for Science | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Electrical Currents and Circuits | LA | Louisiana Student Standards for Science | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Magnets and Motors | LA | Louisiana Student Standards for Science | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Sound Energy | LA | Louisiana Student Standards for Science | 4-PS4-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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 | LA | Louisiana Student Standards for Science | 4-PS4-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
Scaling the Sun Earth Moon System | LA | Louisiana Student Standards for Science | 5-ESS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. |
Patterns | LA | Louisiana Student Standards for Science | 5-ESS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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. |
Weathering Rocks | LA | Louisiana Student Standards for Science | 5-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth's Water | LA | Louisiana Student Standards for Science | 5-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth's Interacting Systems | LA | Louisiana Student Standards for Science | 5-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth's Water | LA | Louisiana Student Standards for Science | 5-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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. |
Engineering Filtration Devices | LA | Louisiana Student Standards for Science | 5-ESS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and compare multiple solutions about ways individual communities can use science to protect the Earth’s resources and environment. |
Engineering Library Scopes | LA | Louisiana Student Standards for Science | 5-ESS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Generate and compare multiple solutions about ways individual communities can use science to protect the Earth’s resources and environment. |
Plant Growth | LA | Louisiana Student Standards for Science | 5-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions about how air and water affect the growth of plants. |
Plant Growth and Acid Rain | LA | Louisiana Student Standards for Science | 5-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions about how air and water affect the growth of plants. |
Energy and Matter in Food Webs | LA | Louisiana Student Standards for Science | 5-LS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Decomposition | LA | Louisiana Student Standards for Science | 5-LS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Ecosystem Dynamics | LA | Louisiana Student Standards for Science | 5-LS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Conservation of Matter | LA | Louisiana Student Standards for Science | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Electrical Currents and Circuits | LA | Louisiana Student Standards for Science | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Sound Energy | LA | Louisiana Student Standards for Science | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Sound Energy and Materials | LA | Louisiana Student Standards for Science | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Engineering Sound Barriers | LA | Louisiana Student Standards for Science | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Conservation of Matter | LA | Louisiana Student Standards for Science | 5-PS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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. |
Properties of Minerals | LA | Louisiana Student Standards for Science | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Electrical Currents and Circuits | LA | Louisiana Student Standards for Science | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Magnets and Motors | LA | Louisiana Student Standards for Science | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Sound Energy and Materials | LA | Louisiana Student Standards for Science | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Engineering Sound Barriers | LA | Louisiana Student Standards for Science | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Engineering Library Scopes | LA | Louisiana Student Standards for Science | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Conservation of Matter | LA | Louisiana Student Standards for Science | 5-PS1-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
Weathering Rocks | LA | Louisiana Student Standards for Science | 5-PS1-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
Scaling the Sun Earth Moon System | LA | Louisiana Student Standards for Science | 5-PS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Engineering Roller Coasters | LA | Louisiana Student Standards for Science | 5-PS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Energy and Matter in Food Webs | LA | Louisiana Student Standards for Science | 5-PS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 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. |
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.
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.
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.
Plan and conduct investigations on the effects of water, ice, and vegetation on the relative rate of weathering and erosion.
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.
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.
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.
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 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.
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.
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.
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.
Ask questions about how air and water affect the growth of plants.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
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.
Develop a model to describe that matter is made of particles too small to be seen.
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.
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.
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.
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.
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.