Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Earth's Interacting Systems | MA | MA STE Frameworks | 3-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. |
Earth's Interacting Systems | MA | MA STE Frameworks | 3-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Plant Growth and Acid Rain | MA | MA STE Frameworks | 3-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Ecosystem Dynamics | MA | MA STE Frameworks | 3-LS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
Ecosystem Dynamics | MA | MA STE Frameworks | 3-LS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Ecosystem Dynamics | MA | MA STE Frameworks | 3-LS4-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Ecosystem Dynamics | MA | MA STE Frameworks | 3-LS4-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive. |
Ecosystem Dynamics | MA | MA STE Frameworks | 3-LS4-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Plant Growth and Acid Rain | MA | MA STE Frameworks | 3-LS4-5 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Provide evidence to support a claim that the survival of a population is dependent upon reproduction. |
Friction and Motion | MA | MA STE Frameworks | 3-PS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Roller Coasters | MA | MA STE Frameworks | 3.3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Sound Barriers | MA | MA STE Frameworks | 3.3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Library Scopes | MA | MA STE Frameworks | 3.3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Filtration Devices | MA | MA STE Frameworks | 3.3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Filtration Devices | MA | MA STE Frameworks | 3.3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Roller Coasters | MA | MA STE Frameworks | 3.3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Sound Barriers | MA | MA STE Frameworks | 3.3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Library Scopes | MA | MA STE Frameworks | 3.3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Filtration Devices | MA | MA STE Frameworks | 3.3-5-ETS1-4 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
Engineering Library Scopes | MA | MA STE Frameworks | 3.3-5-ETS1-4 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
Engineering Roller Coasters | MA | MA STE Frameworks | 3.3-5-ETS1-4 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
Engineering Sound Barriers | MA | MA STE Frameworks | 3.3-5-ETS1-4 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution. |
Weathering Rocks | MA | MA STE Frameworks | 4-ESS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape over long periods of time. |
Weathering Rocks | MA | MA STE Frameworks | 4-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Earth's Surface Features | MA | MA STE Frameworks | 4-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans. |
Plant and Animal Cells | MA | MA STE Frameworks | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. |
Plant Growth | MA | MA STE Frameworks | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. |
Plant Growth and Acid Rain | MA | MA STE Frameworks | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. |
Engineering Roller Coasters | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Electrical Currents and Circuits | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Magnets and Motors | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy and Materials | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Sound Barriers | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Library Scopes | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Friction and Motion | MA | MA STE Frameworks | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Roller Coasters | MA | MA STE Frameworks | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound. |
Electrical Currents and Circuits | MA | MA STE Frameworks | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound. |
Magnets and Motors | MA | MA STE Frameworks | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound. |
Sound Energy | MA | MA STE Frameworks | 4-PS4-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model of a simple mechanical wave (including sound) to communicate that waves (a) are regular patterns of motion along which energy travels and (b) can cause objects to move. |
Engineering Library Scopes | MA | MA STE Frameworks | 4-PS4-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that light must reflect off an object and enter the eye for the object to be seen. |
Engineering Filtration Devices | MA | MA STE Frameworks | 4.3-5-ETS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Roller Coasters | MA | MA STE Frameworks | 4.3-5-ETS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Sound Barriers | MA | MA STE Frameworks | 4.3-5-ETS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Filtration Devices | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
Engineering Roller Coasters | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
Engineering Sound Barriers | MA | MA STE Frameworks | 4.3-5-ETS1-5 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem. |
Scaling the Sun Earth Moon System | MA | MA STE Frameworks | 5-ESS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Patterns | MA | MA STE Frameworks | 5-ESS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use a model to communicate Earth’s relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year. |
Earth's Water | MA | MA STE Frameworks | 5-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. |
Earth's Interacting Systems | MA | MA STE Frameworks | 5-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. |
Earth's Water | MA | MA STE Frameworks | 5-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and groundwater; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere. |
Engineering Filtration Devices | MA | MA STE Frameworks | 5-ESS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process. |
Engineering Library Scopes | MA | MA STE Frameworks | 5-ESS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process. |
Engineering Filtration Devices | MA | MA STE Frameworks | 5-ESS3-2 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Test a simple system designed to filter particulates out of water and propose one change to the design to improve it. |
Engineering Roller Coasters | MA | MA STE Frameworks | 5-ETS3-1 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Sound Barriers | MA | MA STE Frameworks | 5-ETS3-1 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Library Scopes | MA | MA STE Frameworks | 5-ETS3-1 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Roller Coasters | MA | MA STE Frameworks | 5-ETS3-2 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device. |
Engineering Sound Barriers | MA | MA STE Frameworks | 5-ETS3-2 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device. |
Engineering Library Scopes | MA | MA STE Frameworks | 5-ETS3-2 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device. |
Plant Growth | MA | MA STE Frameworks | 5-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. |
Plant Growth and Acid Rain | MA | MA STE Frameworks | 5-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. |
Energy and Matter in Food Webs | MA | MA STE Frameworks | 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 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 food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. |
Decomposition | MA | MA STE Frameworks | 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 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 food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. |
Decomposition | MA | MA STE Frameworks | 5-LS2-2 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials. |
Conservation of Matter | MA | MA STE Frameworks | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. |
Sound Energy | MA | MA STE Frameworks | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. |
Sound Energy and Materials | MA | MA STE Frameworks | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. |
Engineering Sound Barriers | MA | MA STE Frameworks | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. |
Conservation of Matter | MA | MA STE Frameworks | 5-PS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Measure and graph the weights (masses) of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight (mass) of matter is conserved. |
Properties of Minerals | MA | MA STE Frameworks | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Electrical Currents and Circuits | MA | MA STE Frameworks | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Motors | MA | MA STE Frameworks | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Sound Energy and Materials | MA | MA STE Frameworks | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Sound Barriers | MA | MA STE Frameworks | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Library Scopes | MA | MA STE Frameworks | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Conservation of Matter | MA | MA STE Frameworks | 5-PS1-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties (a chemical reaction) or not (a mixture). |
Weathering Rocks | MA | MA STE Frameworks | 5-PS1-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties (a chemical reaction) or not (a mixture). |
Scaling the Sun Earth Moon System | MA | MA STE Frameworks | 5-PS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. |
Engineering Roller Coasters | MA | MA STE Frameworks | 5-PS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. |
Energy and Matter in Food Webs | MA | MA STE Frameworks | 5-PS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Engineering Filtration Devices | MA | MA STE Frameworks | 5.3-5-ETS3-1 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Filtration Devices | MA | MA STE Frameworks | 5.3-5-ETS3-2 (MA) | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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.
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 exists 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 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.
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 not change the motion of the object and unbalanced forces that do change the motion of the object.
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 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 given 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.
Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape over long periods of time.
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.
Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans.
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.
Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction.
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.
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.
Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound.
Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound.
Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound.
Develop a model of a simple mechanical wave (including sound) to communicate that waves (a) are regular patterns of motion along which energy travels and (b) can cause objects to move.
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.
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 communicate Earth’s relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year.
Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation.
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 groundwater; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere.
Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process.
Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process.
Test a simple system designed to filter particulates out of water and propose one change to the design to improve it.
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.
Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction.
Ask testable questions about 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 food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil.
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 food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil.
Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.
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 gases, and phase changes between gas and liquid and between liquid and solid.
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 gases, and phase changes between gas and liquid and between liquid and solid.
Measure and graph the weights (masses) of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight (mass) of matter is conserved.
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.
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.
Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties (a chemical reaction) or not (a mixture).
Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties (a chemical reaction) or not (a mixture).
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.