This alignment guide shows how KnowAtom’s integrated model of science curriculum is designed for NNew Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS)
Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Engineering Roller Coasters | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Library Scopes | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Filtration Devices | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Sound Barriers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Roller Coasters | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Library Scopes | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Filtration Devices | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Sound Barriers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Roller Coasters | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Library Scopes | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Filtration Devices | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Sound Barriers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-5-ETS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Earth's Interacting Systems | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
Earth's Interacting Systems | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain and combine information to describe climates in different regions of the world. |
Plant Growth and Acid Rain | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
Ecosystem Dynamics | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-LS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
Ecosystem Dynamics | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-LS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence to support the explanation that traits can be influenced by the environment. |
Ecosystem Dynamics | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-LS4-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
Ecosystem Dynamics | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-LS4-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
Magnets and Motors | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 3-PS2-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
Weathering Rocks | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-ESS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. *In this unit, students focus on the role of weathering in erosion, deposition, and Earth’s changing landscape. |
Weathering Rocks | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
Earth's Surface Features | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data from maps to describe patterns of Earth’s features. how different kinds of rock are mechanically weathered, analyzing how the sediment caused by the weathering can then be eroded. *In this unit, students focus on patterns in the locations of volcanoes and earthquakes. |
Plant Growth and Acid Rain | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Plant and Animal Cells | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Plant Growth | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
Friction and Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Roller Coasters | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Magnets and Motors | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Sound Energy and Materials | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Electrical Currents and Circuits | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Sound Barriers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Engineering Library Scopes | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS3-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
Magnets and Motors | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Engineering Roller Coasters | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Electrical Currents and Circuits | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS3-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
Sound Energy | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS4-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
Engineering Library Scopes | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 4-PS4-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
Scaling the Sun Earth Moon System | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-ESS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
Patterns | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-ESS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
Weathering Rocks | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth's Water | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth's Interacting Systems | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-ESS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
Earth's Water | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-ESS2-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Engineering Library Scopes | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-ESS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
Engineering Filtration Devices | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-ESS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
Plant Growth and Acid Rain | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
Plant Growth | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-LS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
Energy and Matter in Food Webs | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-LS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Decomposition | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-LS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Ecosystem Dynamics | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-LS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Engineering Sound Barriers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Sound Energy and Materials | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Sound Energy | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Conservation of Matter | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Electrical Currents and Circuits | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
Conservation of Matter | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. |
Engineering Sound Barriers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Engineering Library Scopes | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Properties of Minerals | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Electrical Currents and Circuits | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Magnets and Motors | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Sound Energy and Materials | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Make observations and measurements to identify materials based on their properties. |
Conservation of Matter | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
Weathering Rocks | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS1-4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
Engineering Roller Coasters | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Scaling the Sun Earth Moon System | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS2-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Energy and Matter in Food Webs | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | 5-PS3-1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Obtain and combine information to describe climates in different regions of the world.
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
Use evidence to support the explanation that traits can be influenced by the environment.
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. *In this unit, students focus on the role of weathering in erosion, deposition, and Earth’s changing landscape.
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
Analyze and interpret data from maps to describe patterns of Earth’s features. how different kinds of rock are mechanically weathered, analyzing how the sediment caused by the weathering can then be eroded. *In this unit, students focus on patterns in the locations of volcanoes and earthquakes.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
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.
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.
Support an argument that plants get the materials they need for growth chiefly from air and water.
Support an argument that plants get the materials 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.
Develop a model to describe that matter is made of particles too small to be seen.
Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Make observations and measurements to identify materials based on their properties.
Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Support an argument that the gravitational force exerted by Earth on objects is directed down.
Support an argument that the gravitational force exerted by Earth on objects is directed down.
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.
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.