Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Weather and Climate | MO | Missouri Learning Standards: Science | 3.ESS2.D.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
Flood Control Engineering | MO | Missouri Learning Standards: Science | 3.ESS2.D.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
Energy from the Sun | MO | Missouri Learning Standards: Science | 3.ESS2.D.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and combine information to describe climates in different regions of the world. |
Flood Control Engineering | MO | Missouri Learning Standards: Science | 3.ESS2.D.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and combine information to describe climates in different regions of the world. |
Weather and Climate | MO | Missouri Learning Standards: Science | 3.ESS2.D.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and combine information to describe climates in different regions of the world. |
Flood Control Engineering | MO | Missouri Learning Standards: Science | 3.ESS3.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make a claim about the merit of an existing design solution (e.g. levies, tornado shelters, sea walls, etc.) that reduces the impacts of a weather-related hazard. |
Engineering Skyscrapers | MO | Missouri Learning Standards: Science | 3.ETS1.A.1 | [{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 Hearing Toys | MO | Missouri Learning Standards: Science | 3.ETS1.A.1 | [{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 | MO | Missouri Learning Standards: Science | 3.ETS1.A.1 | [{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 | MO | Missouri Learning Standards: Science | 3.ETS1.A.1 | [{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 Hearing Toys | MO | Missouri Learning Standards: Science | 3.ETS1.B.1 | [{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 | MO | Missouri Learning Standards: Science | 3.ETS1.B.1 | [{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 | MO | Missouri Learning Standards: Science | 3.ETS1.B.1 | [{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 | MO | Missouri Learning Standards: Science | 3.ETS1.B.1 | [{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 Hearing Toys | MO | Missouri Learning Standards: Science | 3.ETS1.C.1 | [{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 | MO | Missouri Learning Standards: Science | 3.ETS1.C.1 | [{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. |
Flood Control Engineering | MO | Missouri Learning Standards: Science | 3.ETS1.C.1 | [{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 | MO | Missouri Learning Standards: Science | 3.ETS1.C.1 | [{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. |
Life Cycles | MO | Missouri Learning Standards: Science | 3.LS1.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to compare and contrast observations on the life cycle of different plants and animals. |
Heredity and Traits | MO | Missouri Learning Standards: Science | 3.LS3.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment. |
Heredity and Traits | MO | Missouri Learning Standards: Science | 3.LS3.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and finding mates. |
Environmental Change | MO | Missouri Learning Standards: Science | 3.LS3.C.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument with evidence that in a particular ecosystem some organisms — based on structural adaptations or behaviors — can survive well, some survive less well, and some cannot survive at all. |
Fossil Organisms and their Environment | MO | Missouri Learning Standards: Science | 3.LS3.D.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. |
Environmental Change | MO | Missouri Learning Standards: Science | 3.LS3.D.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. |
Structure of Matter | MO | Missouri Learning Standards: Science | 3.PS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Predict and investigate that water can change from a liquid to a solid (freeze), and back again (melt), or from a liquid to a gas (evaporation), and back again (condensation) as the result of temperature changes. |
Heat and Evaporation | MO | Missouri Learning Standards: Science | 3.PS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Predict and investigate that water can change from a liquid to a solid (freeze), and back again (melt), or from a liquid to a gas (evaporation), and back again (condensation) as the result of temperature changes. |
Heat and Matter | MO | Missouri Learning Standards: Science | 3.PS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Predict and investigate that water can change from a liquid to a solid (freeze), and back again (melt), or from a liquid to a gas (evaporation), and back again (condensation) as the result of temperature changes. |
Heat and Evaporation | MO | Missouri Learning Standards: Science | 3.PS1.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
Heat and Matter | MO | Missouri Learning Standards: Science | 3.PS1.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
Magnets and Magnetic Fields | MO | Missouri Learning Standards: Science | 3.PS2.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct investigations to determine the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other. |
Engineering Pick-and-Place Devices | MO | Missouri Learning Standards: Science | 3.PS2.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct investigations to determine the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other. |
Static Charge | MO | Missouri Learning Standards: Science | 3.PS2.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct investigations to determine the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other. |
Flood Control Engineering | MO | Missouri Learning Standards: Science | 4.ESS2.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct scientific investigations or simulations to provide evidence how natural processes (e.g. weathering and erosion) shape Earth's surfaces. |
Flood Control Engineering | MO | Missouri Learning Standards: Science | 4.ESS3.A.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. |
Fossil Organisms and their Environment | MO | Missouri Learning Standards: Science | 4.LS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction. |
Energy from the Sun | MO | Missouri Learning Standards: Science | 4.LS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction. |
Life Cycles | MO | Missouri Learning Standards: Science | 4.LS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction. |
Heredity and Traits | MO | Missouri Learning Standards: Science | 4.LS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction. |
Patterns in Motion | MO | Missouri Learning Standards: Science | 4.PS2.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
Windmill Forces | MO | Missouri Learning Standards: Science | 4.PS2.A.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
Windmill Forces | MO | Missouri Learning Standards: Science | 4.PS3.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
Sound Energy and Mediums | MO | Missouri Learning Standards: Science | 4.PS3.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Provide evidence to construct an explanation of an energy transformation(e.g. temperature change, light, sound, motion, and magnetic effects). |
Engineering Water Prisms | MO | Missouri Learning Standards: Science | 4.PS3.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Provide evidence to construct an explanation of an energy transformation(e.g. temperature change, light, sound, motion, and magnetic effects). |
Engineering Hearing Toys | MO | Missouri Learning Standards: Science | 4.PS3.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Provide evidence to construct an explanation of an energy transformation(e.g. temperature change, light, sound, motion, and magnetic effects). |
Forces and Materials | MO | Missouri Learning Standards: Science | 4.PS3.B.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Pick-and-Place Devices | MO | Missouri Learning Standards: Science | 4.PS3.B.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Water Prisms | MO | Missouri Learning Standards: Science | 4.PS3.B.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Skyscrapers | MO | Missouri Learning Standards: Science | 4.PS3.B.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Windmill Forces | MO | Missouri Learning Standards: Science | 4.PS3.C.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use models to explain that simple machines change the amount of effort force and/or direction of force. |
Patterns in Motion | MO | Missouri Learning Standards: Science | 4.PS3.C.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use models to explain that simple machines change the amount of effort force and/or direction of force. |
Sound Energy and Mediums | MO | Missouri Learning Standards: Science | 4.PS4.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model of waves to describe patterns in terms of amplitude or wavelength and that waves can cause objects to move. |
Engineering Hearing Toys | MO | Missouri Learning Standards: Science | 4.PS4.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model of waves to describe patterns in terms of amplitude or wavelength and that waves can cause objects to move. |
Motion in the Solar System | MO | Missouri Learning Standards: Science | 5.ESS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that relative distances from Earth affects the apparent brightness of the sun compared to other stars. |
Weather and Climate | MO | Missouri Learning Standards: Science | 5.ESS2.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Environmental Change | MO | Missouri Learning Standards: Science | 5.ESS2.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Fossil Organisms and their Environment | MO | Missouri Learning Standards: Science | 5.ESS2.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Heat and Evaporation | MO | Missouri Learning Standards: Science | 5.ESS2.C.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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. |
Weather and Climate | MO | Missouri Learning Standards: Science | 5.ESS2.C.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
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. |
Energy from the Sun | MO | Missouri Learning Standards: Science | 5.LS1.C.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that plants get the materials (i.e. carbon dioxide, water, sunlight) they need for growth chiefly from air and water. |
Fossil Organisms and their Environment | MO | Missouri Learning Standards: Science | 5.LS2.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Energy from the Sun | MO | Missouri Learning Standards: Science | 5.LS2.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Environmental Change | MO | Missouri Learning Standards: Science | 5.LS2.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Motion in the Solar System | MO | Missouri Learning Standards: Science | 5.PS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Static Charge | MO | Missouri Learning Standards: Science | 5.PS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Structure of Matter | MO | Missouri Learning Standards: Science | 5.PS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Engineering Hearing Toys | MO | Missouri Learning Standards: Science | 5.PS1.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
Magnets and Magnetic Fields | MO | Missouri Learning Standards: Science | 5.PS1.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct investigations to separate the components of a mixture/solution by their physical properties (i.e., sorting, filtration, magnets, screening). |
Engineering Hearing Toys | MO | Missouri Learning Standards: Science | 5.PS1.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct investigations to separate the components of a mixture/solution by their physical properties (i.e., sorting, filtration, magnets, screening). |
Motion in the Solar System | MO | Missouri Learning Standards: Science | 5.PS2.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed toward the planet's center. |
Forces and Materials | MO | Missouri Learning Standards: Science | 5.PS2.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed toward the planet's center. |
Engineering Skyscrapers | MO | Missouri Learning Standards: Science | 5.PS2.B.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed toward the planet's center. |
Energy from the Sun | MO | Missouri Learning Standards: Science | 5.PS3.D.1 | [{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, motion, and to maintain body warmth) was once energy from the sun. |
Engineering Water Prisms | MO | Missouri Learning Standards: Science | 5.PS4.A.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that objects can be seen only when light is reflected off them or when they produce their own light. |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Obtain and combine information to describe climates in different regions of the world.
Obtain and combine information to describe climates in different regions of the world.
Obtain and combine information to describe climates in different regions of the world.
Make a claim about the merit of an existing design solution (e.g. levies, tornado shelters, sea walls, etc.) that reduces the impacts of a weather-related hazard.
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.
Develop a model to compare and contrast observations on the life cycle of different plants and animals.
Construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment.
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and finding mates.
Construct an argument with evidence that in a particular ecosystem some organisms — based on structural adaptations or behaviors — 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 types of plants and animals that live there may change.
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Predict and investigate that water can change from a liquid to a solid (freeze), and back again (melt), or from a liquid to a gas (evaporation), and back again (condensation) as the result of temperature changes.
Predict and investigate that water can change from a liquid to a solid (freeze), and back again (melt), or from a liquid to a gas (evaporation), and back again (condensation) as the result of temperature changes.
Predict and investigate that water can change from a liquid to a solid (freeze), and back again (melt), or from a liquid to a gas (evaporation), and back again (condensation) as the result of temperature changes.
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
Plan and conduct investigations to determine the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other.
Plan and conduct investigations to determine the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other.
Plan and conduct investigations to determine the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other.
Plan and conduct scientific investigations or simulations to provide evidence how natural processes (e.g. weathering and erosion) shape Earth's surfaces.
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, behavior, and plant reproduction.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction.
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Use evidence to construct an explanation relating the speed of an object to the energy of that object.
Provide evidence to construct an explanation of an energy transformation(e.g. temperature change, light, sound, motion, and magnetic effects).
Provide evidence to construct an explanation of an energy transformation(e.g. temperature change, light, sound, motion, and magnetic effects).
Provide evidence to construct an explanation of an energy transformation(e.g. temperature change, light, sound, motion, and magnetic effects).
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.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Use models to explain that simple machines change the amount of effort force and/or direction of force.
Use models to explain that simple machines change the amount of effort force and/or direction of force.
Develop a model of waves to describe patterns in terms of amplitude or wavelength and that waves can cause objects to move.
Develop a model of waves to describe patterns in terms of amplitude or wavelength and that waves can cause objects to move.
Support an argument that relative distances from Earth affects the apparent brightness of the sun compared to other stars.
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
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.
Support an argument that plants get the materials (i.e. carbon dioxide, water, sunlight) they need for growth chiefly from air and water.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Develop a model to describe that matter is made of particles too small to be seen.
Develop a model to describe that matter is made of particles too small to be seen.
Develop a model to describe that matter is made of particles too small to be seen.
Develop a model to describe that matter is made of particles too small to be seen.
Plan and conduct investigations to separate the components of a mixture/solution by their physical properties (i.e., sorting, filtration, magnets, screening).
Plan and conduct investigations to separate the components of a mixture/solution by their physical properties (i.e., sorting, filtration, magnets, screening).
Support an argument that the gravitational force exerted by Earth on objects is directed toward the planet's center.
Support an argument that the gravitational force exerted by Earth on objects is directed toward the planet's center.
Support an argument that the gravitational force exerted by Earth on objects is directed toward the planet's center.
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.
Develop a model to describe that objects can be seen only when light is reflected off them or when they produce their own light.
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.