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