Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Weather and Climate | UT | Utah Science With Engineering Education (SEEd) Standards | 3.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data to reveal patterns that indicate typical weather conditions expected during a particular season. Emphasize students gathering data in a variety of ways and representing data in tables and graphs. |
Heat and Evaporation | UT | Utah Science With Engineering Education (SEEd) Standards | 3.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and communicate information to describe climate patterns in different regions of the world. Emphasize how climate patterns can be used to predict typical weather conditions. |
Weather and Climate | UT | Utah Science With Engineering Education (SEEd) Standards | 3.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and communicate information to describe climate patterns in different regions of the world. Emphasize how climate patterns can be used to predict typical weather conditions. |
Energy from the Sun | UT | Utah Science With Engineering Education (SEEd) Standards | 3.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Obtain and communicate information to describe climate patterns in different regions of the world. Emphasize how climate patterns can be used to predict typical weather conditions. |
Flood Control Engineering | UT | Utah Science With Engineering Education (SEEd) Standards | 3.1.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Design a solution that reduces the effects of a weather-related hazard. Define the problem, identify criteria and constraints, develop possible solutions, analyze data from testing solutions, and propose modifications for optimizing a solution. |
Life Cycles | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and use models to describe changes that organisms go through during their life cycles. Emphasize that organisms have unique and diverse life cycles but follow a pattern of birth, growth, reproduction, and death. |
Heredity and Traits | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data to identify patterns of traits that plants and animals have inherited from parents. Emphasize the similarities and differences in traits between parent organisms and offspring and variation of traits in groups of similar organisms. |
Environmental Change | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation that the environment can affect the traits of an organism. |
Heredity and Traits | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation that the environment can affect the traits of an organism. |
Life Cycles | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation that the environment can affect the traits of an organism. |
Fossil Organisms and their Environment | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation showing how variations in traits and behaviors can affect the ability of an individual to survive and reproduce. |
Heredity and Traits | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation showing how variations in traits and behaviors can affect the ability of an individual to survive and reproduce. |
Energy from the Sun | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.5 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Engage in argument from evidence that in a particular habitat (system) some organisms can survive well, some survive less well, and some cannot survive at all. Emphasize that organisms and habitats form systems in which the parts depend upon each other. |
Environmental Change | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.5 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Engage in argument from evidence that in a particular habitat (system) some organisms can survive well, some survive less well, and some cannot survive at all. Emphasize that organisms and habitats form systems in which the parts depend upon each other. |
Fossil Organisms and their Environment | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.5 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Engage in argument from evidence that in a particular habitat (system) some organisms can survive well, some survive less well, and some cannot survive at all. Emphasize that organisms and habitats form systems in which the parts depend upon each other. |
Environmental Change | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.6 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Design a solution to a problem caused by a change in the environment that impacts the types of plants and animals living in that environment. Define the problem, identify criteria and constraints, and develop possible solutions. |
Comparing Forces | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Emphasize investigations where only one variable is tested at a time. |
Windmill Forces | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Emphasize investigations where only one variable is tested at a time. |
Forces and Materials | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Emphasize investigations where only one variable is tested at a time. |
Patterns in Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Emphasize investigations where only one variable is tested at a time. |
Engineering Skyscrapers | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Emphasize investigations where only one variable is tested at a time. |
Patterns in Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data from observations and measurements of an object's motion to identify patterns in its motion that can be used to predict future motion. |
Comparing Forces | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data from observations and measurements of an object's motion to identify patterns in its motion that can be used to predict future motion. |
Forces and Materials | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation that the gravitational force exerted by Earth causes objects to be directed downward, toward the center of the spherical Earth. Emphasize that "downward" is a local description depending on one's position on Earth. |
Engineering Skyscrapers | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation that the gravitational force exerted by Earth causes objects to be directed downward, toward the center of the spherical Earth. Emphasize that "downward" is a local description depending on one's position on Earth. |
Static Charge | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to plan and carry out an investigation cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Emphasize how static electricity and magnets can cause objects to move without touching. |
Engineering Pick-and-Place Devices | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to plan and carry out an investigation cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Emphasize how static electricity and magnets can cause objects to move without touching. |
Magnets and Magnetic Fields | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to plan and carry out an investigation cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Emphasize how static electricity and magnets can cause objects to move without touching. |
Engineering Pick-and-Place Devices | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.5 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Design a solution to a problem in which a device functions by using scientific ideas about magnets. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. |
Heredity and Traits | UT | Utah Science With Engineering Education (SEEd) Standards | 4.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Energy from the Sun | UT | Utah Science With Engineering Education (SEEd) Standards | 4.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Life Cycles | UT | Utah Science With Engineering Education (SEEd) Standards | 4.1.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Fossil Organisms and their Environment | UT | Utah Science With Engineering Education (SEEd) Standards | 4.1.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Analyze and interpret data from fossils to provide evidence of the stability and change in organisms and environments from long ago. Emphasize using the structures of fossils to make inferences about ancient organisms. |
Fossil Organisms and their Environment | UT | Utah Science With Engineering Education (SEEd) Standards | 4.1.4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Engage in argument from evidence based on patterns in rock layers and fossils found in those layers to support an explanation that environments have changed over time. Emphasize the relationship between fossils and past environments. |
Patterns in Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation to describe the cause and effect relationship between the speed of an object and the energy of that object. Emphasize using qualitative descriptions of the relationship between speed and energy like fast, slow, strong, or weak. |
Windmill Forces | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents. |
Sound Energy and Mediums | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents. |
Engineering Hearing Toys | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents. |
Engineering Water Prisms | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents. |
Sound Energy and Mediums | UT | Utah Science With Engineering Education (SEEd) Standards | 4.3.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and use a model to describe the regular patterns of waves. Emphasize patterns in terms of amplitude and wavelength. |
Engineering Water Prisms | UT | Utah Science With Engineering Education (SEEd) Standards | 4.3.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and use a model to describe how visible light waves reflected from objects enter the eye causing objects to be seen. Emphasize the reflection and movement of light. |
Heat and Evaporation | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Use mathematics and computational thinking to compare the quantity of saltwater and freshwater in various reservoirs to provide evidence for the distribution of water on Earth. Emphasize reservoirs such as oceans, lakes, rivers, glaciers, groundwater, and polar ice caps. |
Heat and Evaporation | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to plan and carry out investigations that provide evidence for the effects of weathering and the rate of erosion on the geosphere. Emphasize weathering and erosion by water, ice, wind, gravity, or vegetation. |
Weather and Climate | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to plan and carry out investigations that provide evidence for the effects of weathering and the rate of erosion on the geosphere. Emphasize weathering and erosion by water, ice, wind, gravity, or vegetation. |
Energy from the Sun | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe interactions between Earth's systems including the geosphere, biosphere, hydrosphere, and/or atmosphere. Emphasize interactions between only two systems at a time. |
Heat and Evaporation | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe interactions between Earth's systems including the geosphere, biosphere, hydrosphere, and/or atmosphere. Emphasize interactions between only two systems at a time. |
Environmental Change | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.4 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop a model to describe interactions between Earth's systems including the geosphere, biosphere, hydrosphere, and/or atmosphere. Emphasize interactions between only two systems at a time. |
Flood Control Engineering | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.5 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Design solutions to reduce the effects of naturally occurring events that impact humans. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Emphasize that humans cannot eliminate natural hazards, but they can take steps to reduce their impacts. |
Structure of Matter | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter. |
Heat and Matter | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter. |
Static Charge | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter. |
Sound Energy and Mediums | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter. |
Magnets and Magnetic Fields | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Engineering Pick-and-Place Devices | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Engineering Hearing Toys | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Engineering Water Prisms | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Static Charge | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Sound Energy and Mediums | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Energy from the Sun | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.1 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Construct an explanation that plants use air, water, and energy from sunlight to produce plant matter needed for growth. Emphasize photosynthesis at a conceptual level and that plant matter comes mostly from air and water, not from the soil. |
Environmental Change | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.3 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and use a model to describe the movement of matter among plants, animals, decomposers, and the environment. Emphasize that matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. |
Motion in the Solar System | UT | Utah Science With Engineering Education (SEEd) Standards | 6.1.2 | [{id=111674358582, createdAt=1681899821720, updatedAt=1681899824999, 1='{type=string, value=3}'}] 3 |
Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system. |
Analyze and interpret data to reveal patterns that indicate typical weather conditions expected during a particular season. Emphasize students gathering data in a variety of ways and representing data in tables and graphs.
Obtain and communicate information to describe climate patterns in different regions of the world. Emphasize how climate patterns can be used to predict typical weather conditions.
Obtain and communicate information to describe climate patterns in different regions of the world. Emphasize how climate patterns can be used to predict typical weather conditions.
Obtain and communicate information to describe climate patterns in different regions of the world. Emphasize how climate patterns can be used to predict typical weather conditions.
Design a solution that reduces the effects of a weather-related hazard. Define the problem, identify criteria and constraints, develop possible solutions, analyze data from testing solutions, and propose modifications for optimizing a solution.
Develop and use models to describe changes that organisms go through during their life cycles. Emphasize that organisms have unique and diverse life cycles but follow a pattern of birth, growth, reproduction, and death.
Analyze and interpret data to identify patterns of traits that plants and animals have inherited from parents. Emphasize the similarities and differences in traits between parent organisms and offspring and variation of traits in groups of similar organisms.
Construct an explanation that the environment can affect the traits of an organism.
Construct an explanation that the environment can affect the traits of an organism.
Construct an explanation that the environment can affect the traits of an organism.
Construct an explanation showing how variations in traits and behaviors can affect the ability of an individual to survive and reproduce.
Construct an explanation showing how variations in traits and behaviors can affect the ability of an individual to survive and reproduce.
Engage in argument from evidence that in a particular habitat (system) some organisms can survive well, some survive less well, and some cannot survive at all. Emphasize that organisms and habitats form systems in which the parts depend upon each other.
Engage in argument from evidence that in a particular habitat (system) some organisms can survive well, some survive less well, and some cannot survive at all. Emphasize that organisms and habitats form systems in which the parts depend upon each other.
Engage in argument from evidence that in a particular habitat (system) some organisms can survive well, some survive less well, and some cannot survive at all. Emphasize that organisms and habitats form systems in which the parts depend upon each other.
Design a solution to a problem caused by a change in the environment that impacts the types of plants and animals living in that environment. Define the problem, identify criteria and constraints, and develop possible solutions.
Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Emphasize investigations where only one variable is tested at a time.
Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Emphasize investigations where only one variable is tested at a time.
Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Emphasize investigations where only one variable is tested at a time.
Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Emphasize investigations where only one variable is tested at a time.
Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Emphasize investigations where only one variable is tested at a time.
Analyze and interpret data from observations and measurements of an object's motion to identify patterns in its motion that can be used to predict future motion.
Analyze and interpret data from observations and measurements of an object's motion to identify patterns in its motion that can be used to predict future motion.
Construct an explanation that the gravitational force exerted by Earth causes objects to be directed downward, toward the center of the spherical Earth. Emphasize that "downward" is a local description depending on one's position on Earth.
Construct an explanation that the gravitational force exerted by Earth causes objects to be directed downward, toward the center of the spherical Earth. Emphasize that "downward" is a local description depending on one's position on Earth.
Ask questions to plan and carry out an investigation cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Emphasize how static electricity and magnets can cause objects to move without touching.
Ask questions to plan and carry out an investigation cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Emphasize how static electricity and magnets can cause objects to move without touching.
Ask questions to plan and carry out an investigation cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Emphasize how static electricity and magnets can cause objects to move without touching.
Design a solution to a problem in which a device functions by using scientific ideas about magnets. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution.
Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Analyze and interpret data from fossils to provide evidence of the stability and change in organisms and environments from long ago. Emphasize using the structures of fossils to make inferences about ancient organisms.
Engage in argument from evidence based on patterns in rock layers and fossils found in those layers to support an explanation that environments have changed over time. Emphasize the relationship between fossils and past environments.
Construct an explanation to describe the cause and effect relationship between the speed of an object and the energy of that object. Emphasize using qualitative descriptions of the relationship between speed and energy like fast, slow, strong, or weak.
Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents.
Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents.
Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents.
Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents.
Develop and use a model to describe the regular patterns of waves. Emphasize patterns in terms of amplitude and wavelength.
Develop and use a model to describe how visible light waves reflected from objects enter the eye causing objects to be seen. Emphasize the reflection and movement of light.
Use mathematics and computational thinking to compare the quantity of saltwater and freshwater in various reservoirs to provide evidence for the distribution of water on Earth. Emphasize reservoirs such as oceans, lakes, rivers, glaciers, groundwater, and polar ice caps.
Ask questions to plan and carry out investigations that provide evidence for the effects of weathering and the rate of erosion on the geosphere. Emphasize weathering and erosion by water, ice, wind, gravity, or vegetation.
Ask questions to plan and carry out investigations that provide evidence for the effects of weathering and the rate of erosion on the geosphere. Emphasize weathering and erosion by water, ice, wind, gravity, or vegetation.
Develop a model to describe interactions between Earth's systems including the geosphere, biosphere, hydrosphere, and/or atmosphere. Emphasize interactions between only two systems at a time.
Develop a model to describe interactions between Earth's systems including the geosphere, biosphere, hydrosphere, and/or atmosphere. Emphasize interactions between only two systems at a time.
Develop a model to describe interactions between Earth's systems including the geosphere, biosphere, hydrosphere, and/or atmosphere. Emphasize interactions between only two systems at a time.
Design solutions to reduce the effects of naturally occurring events that impact humans. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Emphasize that humans cannot eliminate natural hazards, but they can take steps to reduce their impacts.
Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter.
Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter.
Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter.
Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter.
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances.
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances.
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances.
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances.
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances.
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances.
Construct an explanation that plants use air, water, and energy from sunlight to produce plant matter needed for growth. Emphasize photosynthesis at a conceptual level and that plant matter comes mostly from air and water, not from the soil.
Develop and use a model to describe the movement of matter among plants, animals, decomposers, and the environment. Emphasize that matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die.
Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system.
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.