Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Earth Materials and Water Flow | MO | Missouri Learning Standards: Science | 3.ESS2.D.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 | MO | Missouri Learning Standards: Science | 3.ESS2.D.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. |
Earth Materials and Water Flow | MO | Missouri Learning Standards: Science | 3.ESS2.D.2 | [{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. |
Engineering Permeable Concrete | MO | Missouri Learning Standards: Science | 3.ESS3.B.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
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. |
Hydroelectric Dams and the Environment | MO | Missouri Learning Standards: Science | 3.ESS3.B.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
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. |
Frog Life Cycle | MO | Missouri Learning Standards: Science | 3.LS1.B.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to compare and contrast observations on the life cycle of different plants and animals. |
Selecting Traits | MO | Missouri Learning Standards: Science | 3.LS3.A.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment. |
Mealworm Senses | MO | Missouri Learning Standards: Science | 3.LS3.A.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment. |
Selecting Traits | MO | Missouri Learning Standards: Science | 3.LS3.B.1 | [{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 and finding mates. |
Mealworm Senses | MO | Missouri Learning Standards: Science | 3.LS3.C.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 | 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. |
Selecting Traits | MO | Missouri Learning Standards: Science | 3.LS3.C.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
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. |
Selecting Traits | MO | Missouri Learning Standards: Science | 3.LS3.D.1 | [{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 types of plants and animals that live there may change. |
Properties of Matter | MO | Missouri Learning Standards: Science | 3.PS1.A.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
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. |
Water Erosion | MO | Missouri Learning Standards: Science | 3.PS1.A.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
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. |
Current Electricity | MO | Missouri Learning Standards: Science | 3.PS2.B.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
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 Electric Cars | MO | Missouri Learning Standards: Science | 3.PS2.B.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
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. |
Plate Tectonics and Landform Patterns | MO | Missouri Learning Standards: Science | 4.ESS1.C.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 | MO | Missouri Learning Standards: Science | 4.ESS1.C.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 | MO | Missouri Learning Standards: Science | 4.ESS1.C.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 | MO | Missouri Learning Standards: Science | 4.ESS2.A.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct scientific investigations or simulations to provide evidence how natural processes (e.g. weathering and erosion) shape Earth's surfaces. |
Water Erosion | MO | Missouri Learning Standards: Science | 4.ESS2.A.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct scientific investigations or simulations to provide evidence how natural processes (e.g. weathering and erosion) shape Earth's surfaces. |
Plate Tectonics and Landform Patterns | MO | Missouri Learning Standards: Science | 4.ESS2.B.1 | [{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. |
Hydroelectric Dams and the Environment | MO | Missouri Learning Standards: Science | 4.ESS3.A.1 | [{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. |
Hydroelectric Dams and the Environment | MO | Missouri Learning Standards: Science | 4.ETSI.A.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 | MO | Missouri Learning Standards: Science | 4.ETSI.A.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 | MO | Missouri Learning Standards: Science | 4.ETSI.A.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 | MO | Missouri Learning Standards: Science | 4.ETSI.A.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 | MO | Missouri Learning Standards: Science | 4.ETSI.B.1 | [{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 | MO | Missouri Learning Standards: Science | 4.ETSI.B.1 | [{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. |
Hydroelectric Dams and the Environment | MO | Missouri Learning Standards: Science | 4.ETSI.B.1 | [{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 | MO | Missouri Learning Standards: Science | 4.ETSI.B.1 | [{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 | MO | Missouri Learning Standards: Science | 4.ETSI.C.1 | [{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 | MO | Missouri Learning Standards: Science | 4.ETSI.C.1 | [{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. |
Hydroelectric Dams and the Environment | MO | Missouri Learning Standards: Science | 4.ETSI.C.1 | [{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 Launchers | MO | Missouri Learning Standards: Science | 4.ETSI.C.1 | [{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. |
Selecting Traits | MO | Missouri Learning Standards: Science | 4.LS1.A.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, behavior, and plant reproduction. |
Plant Structures | MO | Missouri Learning Standards: Science | 4.LS1.A.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, behavior, and plant reproduction. |
Mealworm Senses | MO | Missouri Learning Standards: Science | 4.LS1.D.1 | [{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 | MO | Missouri Learning Standards: Science | 4.PS2.A.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
Balanced vs. Unbalanced Forces | MO | Missouri Learning Standards: Science | 4.PS2.A.2 | [{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. |
Properties of Matter | MO | Missouri Learning Standards: Science | 4.PS2.B.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct a fair test to compare and contrast the forces (measured by a spring scale in Newtons) required to overcome friction when an object moves over different surfaces (i.e. rough/smooth). |
Engineering Launchers | MO | Missouri Learning Standards: Science | 4.PS2.B.2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Predict how changes in either the amount of force applied to an object or the mass of the object affects the motion (speed and direction) of the object. |
Energy Transfer and Levers | MO | Missouri Learning Standards: Science | 4.PS2.B.2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Predict how changes in either the amount of force applied to an object or the mass of the object affects the motion (speed and direction) of the object. |
Engineering Electric Cars | MO | Missouri Learning Standards: Science | 4.PS2.B.2 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Predict how changes in either the amount of force applied to an object or the mass of the object affects the motion (speed and direction) of the object. |
Waves and Energy | MO | Missouri Learning Standards: Science | 4.PS3.A.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
Waves and Energy | MO | Missouri Learning Standards: Science | 4.PS3.B.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Provide evidence to construct an explanation of an energy transformation(e.g. temperature change, light, sound, motion, and magnetic effects). |
Engineering Information Transfer | MO | Missouri Learning Standards: Science | 4.PS3.B.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Provide evidence to construct an explanation of an energy transformation(e.g. temperature change, light, sound, motion, and magnetic effects). |
Pitch and Volume | MO | Missouri Learning Standards: Science | 4.PS3.B.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Provide evidence to construct an explanation of an energy transformation(e.g. temperature change, light, sound, motion, and magnetic effects). |
Engineering Launchers | MO | Missouri Learning Standards: Science | 4.PS3.B.2 | [{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 | MO | Missouri Learning Standards: Science | 4.PS3.B.2 | [{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. |
Energy Transfer and Levers | MO | Missouri Learning Standards: Science | 4.PS3.B.2 | [{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 | MO | Missouri Learning Standards: Science | 4.PS3.B.2 | [{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. |
Energy and Collisions | MO | Missouri Learning Standards: Science | 4.PS3.C.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use models to explain that simple machines change the amount of effort force and/or direction of force. |
Balanced vs. Unbalanced Forces | MO | Missouri Learning Standards: Science | 4.PS3.C.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Use models to explain that simple machines change the amount of effort force and/or direction of force. |
Pitch and Volume | MO | Missouri Learning Standards: Science | 4.PS4.A.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 or wavelength and that waves can cause objects to move. |
Waves and Energy | MO | Missouri Learning Standards: Science | 4.PS4.A.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 or wavelength and that waves can cause objects to move. |
Balanced vs. Unbalanced Forces | MO | Missouri Learning Standards: Science | 5.ESS1.A.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that relative distances from Earth affects the apparent brightness of the sun compared to other stars. |
Earth Materials and Water Flow | MO | Missouri Learning Standards: Science | 5.ESS2.A.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. |
Plate Tectonics and Landform Patterns | MO | Missouri Learning Standards: Science | 5.ESS2.A.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. |
Engineering Permeable Concrete | MO | Missouri Learning Standards: Science | 5.ESS2.C.1 | [{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. |
Earth Materials and Water Flow | MO | Missouri Learning Standards: Science | 5.ESS2.C.1 | [{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. |
Earth Materials and Water Flow | MO | Missouri Learning Standards: Science | 5.ESS3.C.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. |
Engineering Permeable Concrete | MO | Missouri Learning Standards: Science | 5.ESS3.C.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. |
Hydroelectric Dams and the Environment | MO | Missouri Learning Standards: Science | 5.ESS3.C.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. |
Frog Life Cycle | MO | Missouri Learning Standards: Science | 5.LS1.A.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Compare and contrast the major organs/organ systems (e.g. support, reproductive, digestive, transport/circulatory, excretory, response) that perform similar functions for animals belonging to different vertebrate classes. |
Food Webs | MO | Missouri Learning Standards: Science | 5.LS1.C.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that plants get the materials (i.e. carbon dioxide, water, sunlight) they need for growth chiefly from air and water. |
Plant Structures | MO | Missouri Learning Standards: Science | 5.LS1.C.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Support an argument that plants get the materials (i.e. carbon dioxide, water, sunlight) they need for growth chiefly from air and water. |
Food Webs | MO | Missouri Learning Standards: Science | 5.LS2.B.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Current Electricity | MO | Missouri Learning Standards: Science | 5.PS1.A.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. |
Properties of Matter | MO | Missouri Learning Standards: Science | 5.PS1.A.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 | MO | Missouri Learning Standards: Science | 5.PS1.A.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. |
Water Erosion | MO | Missouri Learning Standards: Science | 5.PS1.B.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
Plan and conduct investigations to separate the components of a mixture/solution by their physical properties (i.e., sorting, filtration, magnets, screening). |
Water Erosion | MO | Missouri Learning Standards: Science | 5.PS1.B.2 | [{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. |
Balanced vs. Unbalanced Forces | MO | Missouri Learning Standards: Science | 5.PS2.B.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 toward the planet's center. |
Forces and Levers | MO | Missouri Learning Standards: Science | 5.PS2.B.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 toward the planet's center. |
Food Webs | MO | Missouri Learning Standards: Science | 5.PS3.D.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. |
Engineering Information Transfer | MO | Missouri Learning Standards: Science | 5.PS4.A.1 | [{id=111674358584, createdAt=1681899835616, updatedAt=1681899838563, 1='{type=string, value=4}'}] 4 |
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.
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.
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.
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.
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.
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.
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.
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.
Plan and conduct scientific investigations or simulations to provide evidence how natural processes (e.g. weathering and erosion) shape Earth's surfaces.
Plan and conduct scientific investigations or simulations to provide evidence how natural processes (e.g. weathering and erosion) shape Earth's surfaces.
Analyze and interpret data from maps to describe patterns of Earth’s features.
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
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.
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.
Plan and conduct a fair test to compare and contrast the forces (measured by a spring scale in Newtons) required to overcome friction when an object moves over different surfaces (i.e. rough/smooth).
Predict how changes in either the amount of force applied to an object or the mass of the object affects the motion (speed and direction) of the object.
Predict how changes in either the amount of force applied to an object or the mass of the object affects the motion (speed and direction) of the object.
Predict how changes in either the amount of force applied to an object or the mass of the object affects the motion (speed and direction) of the 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.
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.
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Compare and contrast the major organs/organ systems (e.g. support, reproductive, digestive, transport/circulatory, excretory, response) that perform similar functions for animals belonging to different vertebrate classes.
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 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).
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 toward the planet's center.
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.