Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Weather and Climate | MA | MA STE Frameworks | 3-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. |
Heat and Evaporation | MA | MA STE Frameworks | 3-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. |
Weather and Climate | MA | MA STE Frameworks | 3-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. |
Energy from the Sun | MA | MA STE Frameworks | 3-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. |
Flood Control Engineering | MA | MA STE Frameworks | 3-ESS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate the merit of a design solution that reduces the damage caused by weather. |
Life Cycles | MA | MA STE Frameworks | 3-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen. |
Heredity and Traits | MA | MA STE Frameworks | 3-LS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms. |
Heredity and Traits | MA | MA STE Frameworks | 3-LS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Give examples of characteristics of living organisms that are influenced by both inheritance and the environment. |
Fossil Organisms and their Environment | MA | MA STE Frameworks | 3-LS4-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use fossils to desribe the types of orgaisms and their environents that existed long ago and compare those to living organiss and their environments. Recognize that most kids of plants and animals that once lived on Earth are no longer found anywhere. |
Heredity and Traits | MA | MA STE Frameworks | 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 within the same species may provide advantages to these individuals in their survival and reproduction. |
Energy from the Sun | MA | MA STE Frameworks | 3-LS4-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive. |
Environmental Change | MA | MA STE Frameworks | 3-LS4-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive. |
Fossil Organisms and their Environment | MA | MA STE Frameworks | 3-LS4-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive. |
Environmental Change | MA | MA STE Frameworks | 3-LS4-4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. |
Life Cycles | MA | MA STE Frameworks | 3-LS4-5 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Provide evidence to support a claim that the survival of a population is dependent upon reproduction. |
Comparing Forces | MA | MA STE Frameworks | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do no change the motion of the object and unbalanced forces that do change the motion of the object. |
Windmill Forces | MA | MA STE Frameworks | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do no change the motion of the object and unbalanced forces that do change the motion of the object. |
Forces and Materials | MA | MA STE Frameworks | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. |
Engineering Skyscrapers | MA | MA STE Frameworks | 3-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. |
Static Charge | MA | MA STE Frameworks | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other. |
Magnets and Magnetic Fields | MA | MA STE Frameworks | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other. |
Engineering Pick-and-Place Devices | MA | MA STE Frameworks | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other. |
Engineering Pick-and-Place Devices | MA | MA STE Frameworks | 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 using interactions between magnets. |
Flood Control Engineering | MA | MA STE Frameworks | 3.3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet. |
Engineering Skyscrapers | MA | MA STE Frameworks | 3.3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet. |
Engineering Pick-and-Place Devices | MA | MA STE Frameworks | 3.3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet. |
Engineering Hearing Toys | MA | MA STE Frameworks | 3.3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet. |
Engineering Water Prisms | MA | MA STE Frameworks | 3.3-5-ETS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet. |
Flood Control Engineering | MA | MA STE Frameworks | 3.3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem. |
Engineering Skyscrapers | MA | MA STE Frameworks | 3.3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem. |
Engineering Pick-and-Place Devices | MA | MA STE Frameworks | 3.3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem. |
Engineering Hearing Toys | MA | MA STE Frameworks | 3.3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem. |
Engineering Water Prisms | MA | MA STE Frameworks | 3.3-5-ETS1-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem. |
Flood Control Engineering | MA | MA STE Frameworks | 3.3-5-ETS1-4 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
Engineering Skyscrapers | MA | MA STE Frameworks | 3.3-5-ETS1-4 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
Engineering Pick-and-Place Devices | MA | MA STE Frameworks | 3.3-5-ETS1-4 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
Engineering Hearing Toys | MA | MA STE Frameworks | 3.3-5-ETS1-4 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
Engineering Water Prisms | MA | MA STE Frameworks | 3.3-5-ETS1-4 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
Flood Control Engineering | MA | MA STE Frameworks | 4-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion by water, ice, wind, and vegetation. |
Flood Control Engineering | MA | MA STE Frameworks | 4-ESS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans. |
Energy from the Sun | MA | MA STE Frameworks | 4-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. |
Heredity and Traits | MA | MA STE Frameworks | 4-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. |
Patterns in Motion | MA | MA STE Frameworks | 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. |
Windmill Forces | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy and Mediums | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Hearing Toys | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Water Prisms | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Water Prisms | MA | MA STE Frameworks | 4-PS4-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that light must reflect off an object and enter the eye for the object to be seen. |
Flood Control Engineering | MA | MA STE Frameworks | 4.3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype. |
Engineering Skyscrapers | MA | MA STE Frameworks | 4.3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype. |
Engineering Pick-and-Place Devices | MA | MA STE Frameworks | 4.3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype. |
Engineering Hearing Toys | MA | MA STE Frameworks | 4.3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype. |
Engineering Water Prisms | MA | MA STE Frameworks | 4.3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype. |
Flood Control Engineering | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
Engineering Pick-and-Place Devices | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
Engineering Skyscrapers | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
Engineering Hearing Toys | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
Engineering Water Prisms | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
Motion in the Solar System | MA | MA STE Frameworks | 5-ESS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use observations, first-hand and from various media, to argue that the sun is a star that appears larger and brighter than other stars because it is closer to Earth. |
Heat and Evaporation | MA | MA STE Frameworks | 5-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. |
Heat and Evaporation | MA | MA STE Frameworks | 5-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere. |
Engineering Skyscrapers | MA | MA STE Frameworks | 5-ETS3-1 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. |
Engineering Pick-and-Place Devices | MA | MA STE Frameworks | 5-ETS3-1 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. |
Engineering Hearing Toys | MA | MA STE Frameworks | 5-ETS3-1 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. |
Engineering Water Prisms | MA | MA STE Frameworks | 5-ETS3-1 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. |
Engineering Skyscrapers | MA | MA STE Frameworks | 5-ETS3-2 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device. |
Engineering Pick-and-Place Devices | MA | MA STE Frameworks | 5-ETS3-2 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device. |
Engineering Hearing Toys | MA | MA STE Frameworks | 5-ETS3-2 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device. |
Engineering Water Prisms | MA | MA STE Frameworks | 5-ETS3-2 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device. |
Energy from the Sun | MA | MA STE Frameworks | 5-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask testable questions aout the process by which plants use air water and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. |
Energy from the Sun | MA | MA STE Frameworks | 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 producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for foos, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. |
Structure of Matter | MA | MA STE Frameworks | 5-PS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. |
Heat and Matter | MA | MA STE Frameworks | 5-PS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use a particle model of matter to explain common phenomena involving gasses, and phase changes between gas and liquid and between liquid and solid. |
Static Charge | MA | MA STE Frameworks | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. |
Magnets and Magnetic Fields | MA | MA STE Frameworks | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. |
Engineering Pick-and-Place Devices | MA | MA STE Frameworks | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. |
Engineering Hearing Toys | MA | MA STE Frameworks | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. |
Engineering Water Prisms | MA | MA STE Frameworks | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. |
Motion in the Solar System | MA | MA STE Frameworks | 5-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. |
Forces and Materials | MA | MA STE Frameworks | 5-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. |
Engineering Skyscrapers | MA | MA STE Frameworks | 5-PS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. |
Energy from the Sun | MA | MA STE Frameworks | 5-PS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use a model to describe that the food animals digest (a) contains energy that was once energy from the Sun, and (b) provides energy and nutrients for life processes, including body repair, growth, motion, body warmth, and reproduction. |
Flood Control Engineering | MA | MA STE Frameworks | 5.3-5-ETS3-1 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. |
Flood Control Engineering | MA | MA STE Frameworks | 5.3-5-ETS3-2 (MA) | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device. |
Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area.
Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.
Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.
Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.
Evaluate the merit of a design solution that reduces the damage caused by weather.
Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen.
Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms.
Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Give examples of characteristics of living organisms that are influenced by both inheritance and the environment.
Use fossils to desribe the types of orgaisms and their environents that existed long ago and compare those to living organiss and their environments. Recognize that most kids of plants and animals that once lived on Earth are no longer found anywhere.
Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.
Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive.
Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive.
Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive.
Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce.
Provide evidence to support a claim that the survival of a population is dependent upon reproduction.
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do no change the motion of the object and unbalanced forces that do change the motion of the object.
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do no change the motion of the object and unbalanced forces that do change the motion of the object.
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object.
Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object.
Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other.
Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other.
Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other.
Define a simple design problem that can be solved by using interactions between magnets.
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.
Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.
Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.
Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.
Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.
Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.
Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.
Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion by water, ice, wind, and vegetation.
Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans.
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction.
Construct an argument that animals and plants have internal and external structures that support their 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 show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Develop a model to describe that light must reflect off an object and enter the eye for the object to be seen.
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.
Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.
Use observations, first-hand and from various media, to argue that the sun is a star that appears larger and brighter than other stars because it is closer to Earth.
Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation.
Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere.
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants.
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants.
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants.
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants.
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.
Ask testable questions aout the process by which plants use air water and energy from sunlight to produce sugars and plant materials needed for growth and reproduction.
Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for foos, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil.
Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid.
Use a particle model of matter to explain common phenomena involving gasses, and phase changes between gas and liquid and between liquid and solid.
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center.
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center.
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center.
Use a model to describe that the food animals digest (a) contains energy that was once energy from the Sun, and (b) provides energy and nutrients for life processes, including body repair, growth, motion, body warmth, and reproduction.
Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants.
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.
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.