This alignment guide shows how KnowAtom’s integrated model of science curriculum is designed for the Michigan K-12 Science Standards (NGSS)
Science Lesson
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State
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Standards
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State ID
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Grades
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Performance Expectation
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Engineering Launchers | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Electric Cars | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Information Transfer | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Permeable Concrete | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Engineering Launchers | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Electric Cars | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Information Transfer | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Permeable Concrete | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
Engineering Launchers | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Electric Cars | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Information Transfer | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Permeable Concrete | MI | Michigan K-12 Science Standards (NGSS) | 3-5-ETS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Earth Materials and Water Flow | MI | Michigan K-12 Science Standards (NGSS) | 3-ESS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
Engineering Permeable Concrete | MI | Michigan K-12 Science Standards (NGSS) | 3-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
Earth Materials and Water Flow | MI | Michigan K-12 Science Standards (NGSS) | 3-ESS3-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Obtain and combine information to describe climates in different regions of the world. |
Frog Life Cycle | MI | Michigan K-12 Science Standards (NGSS) | 3-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
Selecting Traits | MI | Michigan K-12 Science Standards (NGSS) | 3-LS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
Selecting Traits | MI | Michigan K-12 Science Standards (NGSS) | 3-LS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use evidence to support the explanation that traits can be influenced by the environment. |
Changing Earth's Surface | MI | Michigan K-12 Science Standards (NGSS) | 3-LS4-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
Selecting Traits | MI | Michigan K-12 Science Standards (NGSS) | 3-LS4-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
Selecting Traits | MI | Michigan K-12 Science Standards (NGSS) | 3-LS4-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
Selecting Traits | MI | Michigan K-12 Science Standards (NGSS) | 3-LS4-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
Energy and Collisions | MI | Michigan K-12 Science Standards (NGSS) | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Energy Transfer and Levers | MI | Michigan K-12 Science Standards (NGSS) | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Engineering Launchers | MI | Michigan K-12 Science Standards (NGSS) | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Balanced vs. Unbalanced Forces | MI | Michigan K-12 Science Standards (NGSS) | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Forces and Levers | MI | Michigan K-12 Science Standards (NGSS) | 3-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Current Electricity | MI | Michigan K-12 Science Standards (NGSS) | 3-PS2-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
Plate Tectonics and Landform Patterns | MI | Michigan K-12 Science Standards (NGSS) | 4-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
Changing Earth's Surface | MI | Michigan K-12 Science Standards (NGSS) | 4-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
Water Erosion | MI | Michigan K-12 Science Standards (NGSS) | 4-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
Water Erosion | MI | Michigan K-12 Science Standards (NGSS) | 4-ESS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
Plate Tectonics and Landform Patterns | MI | Michigan K-12 Science Standards (NGSS) | 4-ESS2-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Analyze and interpret data from maps to describe patterns of Earth’s features. |
Water Erosion | MI | Michigan K-12 Science Standards (NGSS) | 4-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
Changing Earth's Surface | MI | Michigan K-12 Science Standards (NGSS) | 4-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
Hydroelectric Dams and the Environment | MI | Michigan K-12 Science Standards (NGSS) | 4-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
Engineering Permeable Concrete | MI | Michigan K-12 Science Standards (NGSS) | 4-ESS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
Plant Structures | MI | Michigan K-12 Science Standards (NGSS) | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Selecting Traits | MI | Michigan K-12 Science Standards (NGSS) | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Frog Life Cycle | MI | Michigan K-12 Science Standards (NGSS) | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Mealworm Senses | MI | Michigan K-12 Science Standards (NGSS) | 4-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Mealworm Senses | MI | Michigan K-12 Science Standards (NGSS) | 4-LS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
Energy and Collisions | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth. |
Energy Transfer and Levers | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Waves and Energy | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Pitch and Volume | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Information Transfer | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Launchers | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Current Electricity | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Electric Cars | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Forces and Levers | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Energy and Collisions | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
Engineering Launchers | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Electric Cars | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Information Transfer | MI | Michigan K-12 Science Standards (NGSS) | 4-PS3-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Waves and Energy | MI | Michigan K-12 Science Standards (NGSS) | 4-PS4-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
Engineering Information Transfer | MI | Michigan K-12 Science Standards (NGSS) | 4-PS4-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
Engineering Information Transfer | MI | Michigan K-12 Science Standards (NGSS) | 4-PS4-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Generate and compare multiple solutions that use patterns to transfer information. |
Balanced vs. Unbalanced Forces | MI | Michigan K-12 Science Standards (NGSS) | 5-ESS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
Balanced vs. Unbalanced Forces | MI | Michigan K-12 Science Standards (NGSS) | 5-ESS1-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth. |
Earth Materials and Water Flow | MI | Michigan K-12 Science Standards (NGSS) | 5-ESS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth Materials and Water Flow | MI | Michigan K-12 Science Standards (NGSS) | 5-ESS2-2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
Hydroelectric Dams and the Environment | MI | Michigan K-12 Science Standards (NGSS) | 5-ESS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
Plant Structures | MI | Michigan K-12 Science Standards (NGSS) | 5-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
Food Webs | MI | Michigan K-12 Science Standards (NGSS) | 5-LS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
Properties of Matter | MI | Michigan K-12 Science Standards (NGSS) | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Waves and Energy | MI | Michigan K-12 Science Standards (NGSS) | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Pitch and Volume | MI | Michigan K-12 Science Standards (NGSS) | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Current Electricity | MI | Michigan K-12 Science Standards (NGSS) | 5-PS1-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
Plate Tectonics and Landform Patterns | MI | Michigan K-12 Science Standards (NGSS) | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Pitch and Volume | MI | Michigan K-12 Science Standards (NGSS) | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Engineering Information Transfer | MI | Michigan K-12 Science Standards (NGSS) | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Engineering Electric Cars | MI | Michigan K-12 Science Standards (NGSS) | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Current Electricity | MI | Michigan K-12 Science Standards (NGSS) | 5-PS1-3 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and measurements to identify materials based on their properties. |
Water Erosion | MI | Michigan K-12 Science Standards (NGSS) | 5-PS1-4 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
Energy Transfer and Levers | MI | Michigan K-12 Science Standards (NGSS) | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Balanced vs. Unbalanced Forces | MI | Michigan K-12 Science Standards (NGSS) | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Engineering Launchers | MI | Michigan K-12 Science Standards (NGSS) | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Forces and Levers | MI | Michigan K-12 Science Standards (NGSS) | 5-PS2-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Food Webs | MI | Michigan K-12 Science Standards (NGSS) | 5-PS3-1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
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.
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
Analyze and interpret data from maps to describe patterns of Earth’s features.
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Ask questions and predict outcomes about the changes in energy that occur when objects collide.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Generate and compare multiple solutions that use patterns to transfer information.
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth.
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Support an argument that plants get the materials they need for growth chiefly from air and water.
Develop a model to describe that matter is made of particles too small to be seen.
Develop a model to describe that matter is made of particles too small to be seen.
Develop a model to describe that matter is made of particles too small to be seen.
Develop a model to describe that matter is made of particles too small to be seen.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Support an argument that the gravitational force exerted by Earth on objects is directed down.
Support an argument that the gravitational force exerted by Earth on objects is directed down.
Support an argument that the gravitational force exerted by Earth on objects is directed down.
Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.