Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Environmental Change | MN | Minnesota’s K-8 Academic Standards in Science | 2E.2.1.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze data from tests of objects designed to reduce the impacts of a weather-related hazards and compare the strengths and weaknesses of how each performs. |
Weather and Climate | MN | Minnesota’s K-8 Academic Standards in Science | 2E.4.2.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and use information from multiple sources, including electronic sources, to describe climates in different regions of the world. |
Motion in the Solar System | MN | Minnesota’s K-8 Academic Standards in Science | 3E.2.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Record observations of the sun, moon, and stars and use them to describe patterns that can be predicted. |
Patterns in Motion | MN | Minnesota’s K-8 Academic Standards in Science | 3E.2.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Record observations of the sun, moon, and stars and use them to describe patterns that can be predicted. |
Weather and Climate | MN | Minnesota’s K-8 Academic Standards in Science | 3E.2.2.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Organize and electronically present collected data to identify and describe patterns in the amount of daylight in the different times of the year. |
Life Cycles | MN | Minnesota’s K-8 Academic Standards in Science | 3L.1.2.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant. |
Energy from the Sun | MN | Minnesota’s K-8 Academic Standards in Science | 3L.1.2.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant. |
Life Cycles | MN | Minnesota’s K-8 Academic Standards in Science | 3L.3.1.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop multiple models to describe how organisms have unique and diverse life cycles but all have birth, growth, reproduction, and death in common. |
Heredity and Traits | MN | Minnesota’s K-8 Academic Standards in Science | 3L.3.2.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation using evidence from various sources for how the variations incharacteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
Fossil Organisms and their Environment | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument about strategies animals use to survive. |
Environmental Change | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument about strategies animals use to survive. |
Heredity and Traits | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument about strategies animals use to survive. |
Fossil Organisms and their Environment | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.2.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Energy from the Sun | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.2.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Life Cycles | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.2.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Heredity and Traits | MN | Minnesota’s K-8 Academic Standards in Science | 3L.4.2.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Engineering Water Prisms | MN | Minnesota’s K-8 Academic Standards in Science | 3P.1.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions based on observations about why objects in darkness can be seen only when illuminated. |
Engineering Water Prisms | MN | Minnesota’s K-8 Academic Standards in Science | 3P.1.2.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct a controlled investigation to determine the effect of placing objects made with different materials in the path of a beam of light. |
Engineering Water Prisms | MN | Minnesota’s K-8 Academic Standards in Science | 3P.3.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
Heat and Evaporation | MN | Minnesota’s K-8 Academic Standards in Science | 4E.1.1.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions about how water moves through the Earth system and identify the type of question. |
Flood Control Engineering | MN | Minnesota’s K-8 Academic Standards in Science | 4E.1.1.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions about how water moves through the Earth system and identify the type of question. |
Weather and Climate | MN | Minnesota’s K-8 Academic Standards in Science | 4E.1.1.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions about how water moves through the Earth system and identify the type of question. |
Heat and Evaporation | MN | Minnesota’s K-8 Academic Standards in Science | 4E.1.2.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by the forces of water, ice, wind, or vegetation. |
Flood Control Engineering | MN | Minnesota’s K-8 Academic Standards in Science | 4E.1.2.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to improve a model or prototype to prevent erosion. |
Heat and Evaporation | MN | Minnesota’s K-8 Academic Standards in Science | 4E.2.2.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
Flood Control Engineering | MN | Minnesota’s K-8 Academic Standards in Science | 4E.2.2.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
Fossil Organisms and their Environment | MN | Minnesota’s K-8 Academic Standards in Science | 4E.3.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model based in part on student observations or data to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact. |
Energy from the Sun | MN | Minnesota’s K-8 Academic Standards in Science | 4E.3.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model based in part on student observations or data to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact. |
Weather and Climate | MN | Minnesota’s K-8 Academic Standards in Science | 4E.3.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model based in part on student observations or data to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact. |
Flood Control Engineering | MN | Minnesota’s K-8 Academic Standards in Science | 4E.3.2.2.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
Heredity and Traits | MN | Minnesota’s K-8 Academic Standards in Science | 4L.4.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct or support an argument that traits can be influenced by different environments. |
Heredity and Traits | MN | Minnesota’s K-8 Academic Standards in Science | 4L.4.2.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain information from various media sources to determine that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
Magnets and Magnetic Fields | MN | Minnesota’s K-8 Academic Standards in Science | 4P.1.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to determine cause and effect relationships of electric and magnetic interactions between two objects not in contact with each other. |
Engineering Pick-and-Place Devices | MN | Minnesota’s K-8 Academic Standards in Science | 4P.1.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to determine cause and effect relationships of electric and magnetic interactions between two objects not in contact with each other. |
Static Charge | MN | Minnesota’s K-8 Academic Standards in Science | 4P.1.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to determine cause and effect relationships of electric and magnetic interactions between two objects not in contact with each other. |
Engineering Pick-and-Place Devices | MN | Minnesota’s K-8 Academic Standards in Science | 4P.1.1.2.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem that can be solved by applying scientific ideas about magnets. |
Motion in the Solar System | MN | Minnesota’s K-8 Academic Standards in Science | 5E.4.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use evidence to support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
Energy from the Sun | MN | Minnesota’s K-8 Academic Standards in Science | 5L.1.2.1.4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water. |
Energy from the Sun | MN | Minnesota’s K-8 Academic Standards in Science | 5L.3.1.1.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Create an electronic visualization of the movement of matter among plants, animals, decomposers, and the environment. |
Environmental Change | MN | Minnesota’s K-8 Academic Standards in Science | 5L.4.1.2.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate the merit of a solution to a problem caused by changes in plant and animal populations as a result of environmental changes. |
Windmill Forces | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask investigatable questions and predict reasonable outcomes about the changes in energy, related to speed, that occur when objects interact. |
Patterns in Motion | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask investigatable questions and predict reasonable outcomes about the changes in energy, related to speed, that occur when objects interact. |
Engineering Pick-and-Place Devices | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Magnets and Magnetic Fields | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Engineering Hearing Toys | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Sound Energy and Mediums | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Engineering Water Prisms | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Static Charge | MN | Minnesota’s K-8 Academic Standards in Science | 5P.1.2.1.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. |
Forces and Materials | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Windmill Forces | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy and Mediums | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Hearing Toys | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Water Prisms | MN | Minnesota’s K-8 Academic Standards in Science | 5P.2.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Structure of Matter | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and refine a model to describe that matter is made of particles too small to be seen. |
Heat and Matter | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and refine a model to describe that matter is made of particles too small to be seen. |
Sound Energy and Mediums | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and refine a model to describe that matter is made of particles too small to be seen. |
Engineering Hearing Toys | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and refine a model to describe that matter is made of particles too small to be seen. |
Static Charge | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.1.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and refine a model to describe that matter is made of particles too small to be seen. |
Energy from the Sun | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.1.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. |
Windmill Forces | MN | Minnesota’s K-8 Academic Standards in Science | 5P.3.2.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation based on evidence relating the speed of an object to the energy of that object. |
Engineering Skyscrapers | MN | Minnesota’s K-8 Academic Standards in Science | ETS1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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 Pick-and-Place Devices | MN | Minnesota’s K-8 Academic Standards in Science | ETS1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
Flood Control Engineering | MN | Minnesota’s K-8 Academic Standards in Science | ETS1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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 Water Prisms | MN | Minnesota’s K-8 Academic Standards in Science | ETS1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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 Pick-and-Place Devices | MN | Minnesota’s K-8 Academic Standards in Science | ETS2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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 Skyscrapers | MN | Minnesota’s K-8 Academic Standards in Science | ETS2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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. |
Flood Control Engineering | MN | Minnesota’s K-8 Academic Standards in Science | ETS2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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 Water Prisms | MN | Minnesota’s K-8 Academic Standards in Science | ETS2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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. |
Flood Control Engineering | MN | Minnesota’s K-8 Academic Standards in Science | ETS3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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 Skyscrapers | MN | Minnesota’s K-8 Academic Standards in Science | ETS3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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 Pick-and-Place Devices | MN | Minnesota’s K-8 Academic Standards in Science | ETS3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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 Water Prisms | MN | Minnesota’s K-8 Academic Standards in Science | ETS3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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. |
Analyze data from tests of objects designed to reduce the impacts of a weather-related hazards and compare the strengths and weaknesses of how each performs.
Obtain and use information from multiple sources, including electronic sources, to describe climates in different regions of the world.
Record observations of the sun, moon, and stars and use them to describe patterns that can be predicted.
Record observations of the sun, moon, and stars and use them to describe patterns that can be predicted.
Organize and electronically present collected data to identify and describe patterns in the amount of daylight in the different times of the year.
Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant.
Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant.
Develop multiple models to describe how organisms have unique and diverse life cycles but all have birth, growth, reproduction, and death in common.
Construct an explanation using evidence from various sources for how the variations incharacteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Construct an argument about strategies animals use to survive.
Construct an argument about strategies animals use to survive.
Construct an argument about strategies animals use to survive.
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Ask questions based on observations about why objects in darkness can be seen only when illuminated.
Plan and conduct a controlled investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Ask questions about how water moves through the Earth system and identify the type of question.
Ask questions about how water moves through the Earth system and identify the type of question.
Ask questions about how water moves through the Earth system and identify the type of question.
Make observations and measurements to provide evidence of the effects of weathering or the rate of erosion by the forces of water, ice, wind, or vegetation.
Plan and carry out fair tests in which variables are controlled and failure points are considered to improve a model or prototype to prevent erosion.
Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Develop a model based in part on student observations or data to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact.
Develop a model based in part on student observations or data to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact.
Develop a model based in part on student observations or data to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact.
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Construct or support an argument that traits can be influenced by different environments.
Obtain information from various media sources to determine that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
Ask questions to determine cause and effect relationships of electric and magnetic interactions between two objects not in contact with each other.
Ask questions to determine cause and effect relationships of electric and magnetic interactions between two objects not in contact with each other.
Ask questions to determine cause and effect relationships of electric and magnetic interactions between two objects not in contact with each other.
Define a simple design problem that can be solved by applying scientific ideas about magnets.
Use evidence to support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.
Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water.
Create an electronic visualization of the movement of matter among plants, animals, decomposers, and the environment.
Evaluate the merit of a solution to a problem caused by changes in plant and animal populations as a result of environmental changes.
Ask investigatable questions and predict reasonable outcomes about the changes in energy, related to speed, that occur when objects interact.
Ask investigatable questions and predict reasonable outcomes about the changes in energy, related to speed, that occur when objects interact.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents.
Develop and refine a model to describe that matter is made of particles too small to be seen.
Develop and refine a model to describe that matter is made of particles too small to be seen.
Develop and refine a model to describe that matter is made of particles too small to be seen.
Develop and refine a model to describe that matter is made of particles too small to be seen.
Develop and refine a model to describe that matter is made of particles too small to be seen.
Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun.
Construct an explanation based on evidence relating the speed of an object to the energy of that object.
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.
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.