Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Earth's Interacting Systems | UT | Utah Science With Engineering Education (SEEd) Standards | 3.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Plant Growth | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Plant Growth and Acid Rain | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Plant Growth and Acid Rain | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an explanation that the environment can affect the traits of an organism. |
Ecosystem Dynamics | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an explanation that the environment can affect the traits of an organism. |
Ecosystem Dynamics | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an explanation showing how variations in traits and behaviors can affect the ability of an individual to survive and reproduce. |
Ecosystem Dynamics | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.5 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Ecosystem Dynamics | UT | Utah Science With Engineering Education (SEEd) Standards | 3.2.6 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Friction and Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Scaling the Sun Earth Moon System | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Roller Coasters | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Electrical Currents and Circuits | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Motors | UT | Utah Science With Engineering Education (SEEd) Standards | 3.3.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Plant Growth and Acid Rain | UT | Utah Science With Engineering Education (SEEd) Standards | 4.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
Weathering Rocks | UT | Utah Science With Engineering Education (SEEd) Standards | 4.1.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Friction and Motion | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Roller Coasters | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Electrical Currents and Circuits | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Magnets and Motors | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Sound Barriers | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Library Scopes | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Materials | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Roller Coasters | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Design a device that converts energy from one form to another. 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 identifying the initial and final forms of energy. |
Electrical Currents and Circuits | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Design a device that converts energy from one form to another. 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 identifying the initial and final forms of energy. |
Engineering Sound Barriers | UT | Utah Science With Engineering Education (SEEd) Standards | 4.2.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Design a device that converts energy from one form to another. 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 identifying the initial and final forms of energy. |
Sound Energy | UT | Utah Science With Engineering Education (SEEd) Standards | 4.3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop and use a model to describe the regular patterns of waves. Emphasize patterns in terms of amplitude and wavelength. |
Sound Energy and Materials | UT | Utah Science With Engineering Education (SEEd) Standards | 4.3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop and use a model to describe the regular patterns of waves. Emphasize patterns in terms of amplitude and wavelength. |
Engineering Library Scopes | UT | Utah Science With Engineering Education (SEEd) Standards | 4.3.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Earth's Surface Features | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Analyze and interpret data to describe patterns of Earth's features. Emphasize most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans while major mountain chains may be found inside continents or near their edges. |
Earth's Interacting Systems | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Earth's Water | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Weathering Rocks | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Weathering Rocks | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Earth's Interacting Systems | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Engineering Filtration Devices | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Earth's Interacting Systems | UT | Utah Science With Engineering Education (SEEd) Standards | 5.1.5 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Conservation of Matter | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Materials | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Engineering Sound Barriers | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Electrical Currents and Circuits | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Properties of Minerals | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Magnets and Motors | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Engineering Library Scopes | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Engineering Sound Barriers | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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 Materials | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Electrical Currents and Circuits | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. |
Conservation of Matter | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out investigations to determine the effect of combining two or more substances. Emphasize whether a new substance is or is not created by the formation of a new substance with different properties. |
Weathering Rocks | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Plan and carry out investigations to determine the effect of combining two or more substances. Emphasize whether a new substance is or is not created by the formation of a new substance with different properties. |
Conservation of Matter | UT | Utah Science With Engineering Education (SEEd) Standards | 5.2.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Use mathematics and computational thinking to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved. |
Plant Growth and Acid Rain | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Plant Growth | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Energy and Matter in Food Webs | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Energy and Matter in Food Webs | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain, evaluate, and communicate information that animals obtain energy and matter from the food they eat for body repair, growth, and motion and to maintain body warmth. Emphasize that the energy used by animals was once energy from the Sun. |
Decomposition | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.2 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Obtain, evaluate, and communicate information that animals obtain energy and matter from the food they eat for body repair, growth, and motion and to maintain body warmth. Emphasize that the energy used by animals was once energy from the Sun. |
Decomposition | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Ecosystem Dynamics | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Energy and Matter in Food Webs | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.3 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
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. |
Engineering Filtration Devices | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate design solutions whose primary function is to conserve Earth's environments and resources. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. |
Engineering Library Scopes | UT | Utah Science With Engineering Education (SEEd) Standards | 5.3.4 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Evaluate design solutions whose primary function is to conserve Earth's environments and resources. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. |
Patterns | UT | Utah Science With Engineering Education (SEEd) Standards | 6.1.1 | [{id=111674358585, createdAt=1681899838675, updatedAt=1681899841076, 1='{type=string, value=5}'}] 5 |
Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons. |
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.
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 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.
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.
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.
Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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.
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.
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.
Design a device that converts energy from one form to another. 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 identifying the initial and final forms of energy.
Design a device that converts energy from one form to another. 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 identifying the initial and final forms of energy.
Design a device that converts energy from one form to another. 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 identifying the initial and final forms of energy.
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 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.
Analyze and interpret data to describe patterns of Earth's features. Emphasize most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans while major mountain chains may be found inside continents or near their edges.
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.
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.
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.
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.
Plan and carry out investigations to determine the effect of combining two or more substances. Emphasize whether a new substance is or is not created by the formation of a new substance with different properties.
Plan and carry out investigations to determine the effect of combining two or more substances. Emphasize whether a new substance is or is not created by the formation of a new substance with different properties.
Use mathematics and computational thinking to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved.
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.
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.
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.
Obtain, evaluate, and communicate information that animals obtain energy and matter from the food they eat for body repair, growth, and motion and to maintain body warmth. Emphasize that the energy used by animals was once energy from the Sun.
Obtain, evaluate, and communicate information that animals obtain energy and matter from the food they eat for body repair, growth, and motion and to maintain body warmth. Emphasize that the energy used by animals was once energy from the Sun.
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 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 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.
Evaluate design solutions whose primary function is to conserve Earth's environments and resources. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution.
Evaluate design solutions whose primary function is to conserve Earth's environments and resources. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution.
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.