Science Lesson
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State
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Standards
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State ID
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Grades
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Performance Expectation
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Flood Control Engineering | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-1 | [{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 Skyscrapers | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-1 | [{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 Pick-and-Place Devices | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-1 | [{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 | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-1 | [{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 | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-1 | [{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 | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-2 | [{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 | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-2 | [{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 Pick-and-Place Devices | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-2 | [{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 | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-2 | [{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 | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-2 | [{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 | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-3 | [{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 | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
Engineering Pick-and-Place Devices | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-3 | [{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 Hearing Toys | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-3 | [{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 | NY | New York State P-12 Science Learning Standards | 3-5-ETS1-3 | [{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. |
Weather and Climate | NY | New York State P-12 Science Learning Standards | 3-ESS2-1 | [{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. |
Heat and Evaporation | NY | New York State P-12 Science Learning Standards | 3-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and combine information to describe climates in different regions around the world. |
Weather and Climate | NY | New York State P-12 Science Learning Standards | 3-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and combine information to describe climates in different regions around the world. |
Energy from the Sun | NY | New York State P-12 Science Learning Standards | 3-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and combine information to describe climates in different regions around the world. |
Heat and Evaporation | NY | New York State P-12 Science Learning Standards | 3-ESS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems. |
Weather and Climate | NY | New York State P-12 Science Learning Standards | 3-ESS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems. |
Flood Control Engineering | NY | New York State P-12 Science Learning Standards | 3-ESS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
Life Cycles | NY | New York State P-12 Science Learning Standards | 3-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
Environmental Change | NY | New York State P-12 Science Learning Standards | 3-LS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that some animals form groups that help members survive. |
Life Cycles | NY | New York State P-12 Science Learning Standards | 3-LS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an argument that some animals form groups that help members survive. |
Heredity and Traits | NY | New York State P-12 Science Learning Standards | 3-LS3-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 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 | NY | New York State P-12 Science Learning Standards | 3-LS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use evidence to support the explanation that traits can be influenced by the environment. |
Fossil Organisms and their Environment | NY | New York State P-12 Science Learning Standards | 3-LS4-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
Energy from the Sun | NY | New York State P-12 Science Learning Standards | 3-LS4-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 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 | NY | New York State P-12 Science Learning Standards | 3-LS4-2 | [{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, finding mates, and reproducing. |
Energy from the Sun | NY | New York State P-12 Science Learning Standards | 3-LS4-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=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 | NY | New York State P-12 Science Learning Standards | 3-LS4-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=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 | NY | New York State P-12 Science Learning Standards | 3-LS4-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=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 | NY | New York State P-12 Science Learning Standards | 3-LS4-4 | [{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. |
Comparing Forces | NY | New York State P-12 Science Learning Standards | 3-PS2-1 | [{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 | NY | New York State P-12 Science Learning Standards | 3-PS2-1 | [{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. |
Patterns in Motion | NY | New York State P-12 Science Learning Standards | 3-PS2-1 | [{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. |
Forces and Materials | NY | New York State P-12 Science Learning Standards | 3-PS2-1 | [{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. |
Engineering Skyscrapers | NY | New York State P-12 Science Learning Standards | 3-PS2-1 | [{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. |
Motion in the Solar System | NY | New York State P-12 Science Learning Standards | 3-PS2-2 | [{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 | NY | New York State P-12 Science Learning Standards | 3-PS2-2 | [{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. |
Static Charge | NY | New York State P-12 Science Learning Standards | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=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 | NY | New York State P-12 Science Learning Standards | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=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 | NY | New York State P-12 Science Learning Standards | 3-PS2-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=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 | NY | New York State P-12 Science Learning Standards | 3-PS2-4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem that can be solved by applying scientific ideas about magnets. |
Magnets and Magnetic Fields | NY | New York State P-12 Science Learning Standards | 3-PS2-4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Define a simple design problem that can be solved by applying scientific ideas about magnets. |
Flood Control Engineering | NY | New York State P-12 Science Learning Standards | 4-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 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. |
Heat and Evaporation | NY | New York State P-12 Science Learning Standards | 4-ESS2-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 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 | NY | New York State P-12 Science Learning Standards | 4-ESS3-2 | [{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. |
Energy from the Sun | NY | New York State P-12 Science Learning Standards | 4-LS1-1 | [{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 reproduction. |
Heredity and Traits | NY | New York State P-12 Science Learning Standards | 4-LS1-1 | [{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 reproduction. |
Patterns in Motion | NY | New York State P-12 Science Learning Standards | 4-PS3-1 | [{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. |
Windmill Forces | NY | New York State P-12 Science Learning Standards | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another. |
Engineering Hearing Toys | NY | New York State P-12 Science Learning Standards | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another. |
Engineering Water Prisms | NY | New York State P-12 Science Learning Standards | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another. |
Forces and Materials | NY | New York State P-12 Science Learning Standards | 4-PS3-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another. |
Engineering Water Prisms | NY | New York State P-12 Science Learning Standards | 4-PS4-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
Motion in the Solar System | NY | New York State P-12 Science Learning Standards | 5-ESS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from the Earth. |
Heat and Evaporation | NY | New York State P-12 Science Learning Standards | 5-ESS2-1 | [{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. |
Energy from the Sun | NY | New York State P-12 Science Learning Standards | 5-ESS2-1 | [{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 | NY | New York State P-12 Science Learning Standards | 5-ESS2-2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
Energy from the Sun | NY | New York State P-12 Science Learning Standards | 5-LS1-1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
Energy from the Sun | NY | New York State P-12 Science Learning Standards | 5-LS2-1 | [{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. |
Structure of Matter | NY | New York State P-12 Science Learning Standards | 5-PS1-1 | [{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. |
Heat and Matter | NY | New York State P-12 Science Learning Standards | 5-PS1-1 | [{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 | NY | New York State P-12 Science Learning Standards | 5-PS1-1 | [{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. |
Sound Energy and Mediums | NY | New York State P-12 Science Learning Standards | 5-PS1-1 | [{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 | NY | New York State P-12 Science Learning Standards | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Magnets and Magnetic Fields | NY | New York State P-12 Science Learning Standards | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Engineering Pick-and-Place Devices | NY | New York State P-12 Science Learning Standards | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Engineering Hearing Toys | NY | New York State P-12 Science Learning Standards | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Engineering Water Prisms | NY | New York State P-12 Science Learning Standards | 5-PS1-3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Make observations and measurements to identify materials based on their properties. |
Motion in the Solar System | NY | New York State P-12 Science Learning Standards | 5-PS2-1 | [{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 down. |
Forces and Materials | NY | New York State P-12 Science Learning Standards | 5-PS2-1 | [{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 down. |
Engineering Skyscrapers | NY | New York State P-12 Science Learning Standards | 5-PS2-1 | [{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 down. |
Energy from the Sun | NY | New York State P-12 Science Learning Standards | 5-PS3-1 | [{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. |
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.
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.
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.
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 around the world.
Obtain and combine information to describe climates in different regions around the world.
Obtain and combine information to describe climates in different regions around the world.
Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Construct an argument that some animals form groups that help members survive.
Construct an argument that some animals form groups that help members survive.
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.
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
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.
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.
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.
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.
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 an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
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 an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Define a simple design problem that can be solved by applying scientific ideas about magnets.
Define a simple design problem that can be solved by applying scientific ideas about magnets.
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
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 reproduction.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Use evidence to construct an explanation relating the speed of an object to the energy of that object.
Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from the Earth.
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 of salt 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 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 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.
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.
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.
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.