This alignment guide shows how KnowAtom’s integrated model of science curriculum is aligned with the New Jersey Student Learning Standards for Science (NJSLS-S).
Science Lesson
|
State
|
Standards
|
State ID
|
Grades
|
Performance Expectation
|
|---|---|---|---|---|---|
| Engineering Skyscrapers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | 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 | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | 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 | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Water Prisms | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-1 | 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 Skyscrapers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | 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 | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | 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 | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | 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 | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | 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 Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-2 | 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 | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | 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 | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Engineering Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | 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 Hearing Toys | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | 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 | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-5-ETS1-3 | 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. |
| Weather and Climate | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS2-1 | 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Weather and Climate | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Heat and Evaporation | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Flood Control Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-ESS3-1 | 3 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Life Cycles | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS1-1 | 3 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| Life Cycles | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Environmental Change | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Heredity and Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS3-1 | 3 |
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. |
| Heredity and Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS3-2 | 3 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Fossil Organisms and their Environment | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-1 | 3 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| Heredity and Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-2 | 3 |
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. |
| Environmental Change | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-3 | 3 |
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. |
| Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-3 | 3 |
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. |
| Fossil Organisms and their Environment | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-3 | 3 |
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. |
| Environmental Change | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-LS4-4 | 3 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
| Windmill Forces | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Patterns in Motion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
| Forces and Materials | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Engineering Skyscrapers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Comparing Forces | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Motion in the Solar System | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-2 | 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
| Static Charge | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Magnets and Magnetic Fields | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Engineering Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Engineering Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 3-PS2-4 | 3 |
Define a simple design problem that can be solved by applying scientific ideas about magnets. |
| Flood Control Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS2-1 | 3 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| Flood Control Engineering | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-ESS3-2 | 3 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Heredity and Traits | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Patterns in Motion | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-1 | 3 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. *Students are introduced to the relationship between energy and speed in this unit. |
| Windmill Forces | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.*Students are introduced to energy transfer in this unit by focusing on moving substances. They will explore other forms of energy transfer in later units. |
| Engineering Water Prisms | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Sound Energy and Mediums | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Hearing Toys | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Water Prisms | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 4-PS4-2 | 3 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Motion in the Solar System | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS1-1 | 3 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Environmental Change | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Heat and Evaporation | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Fossil Organisms and their Environment | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Heat and Evaporation | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-ESS2-2 | 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 | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS1-1 | 3 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Fossil Organisms and their Environment | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Sound Energy and Mediums | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Heat and Matter | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Static Charge | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Structure of Matter | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Engineering Water Prisms | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Pick-and-Place Devices | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Hearing Toys | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Static Charge | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Magnets and Magnetic Fields | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Motion in the Solar System | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Materials | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Skyscrapers | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Energy from the Sun | NJ | New Jersey Student Learning Standards for Science (NJSLS-S) | 5-PS3-1 | 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. |
This alignment guide shows how KnowAtom’s integrated model of science curriculum is aligned with the New Jersey Student Learning Standards for Science (NJSLS-S).
