K-5 Science
for Digital White Boards
Correlations to
Next Generation
Science Standards
OnBoard Academics, Inc.
Telephone: 1 800 596 3175
12 Court Street
Newburyport MA 01950
www.onboardacademics.com
FAX: 888 316 6257
Contents
Scope and Sequence……………………………….
Page 3
State Correlations……………………………………
Page 11
Page 2 of 46
K-5 Science for Digital White Boards – Scope & Sequence
Kindergarten
Code
Title
Learning Objectives
Forces and Interactions: Pushes and Pulls
SKP- 001
Forces
Students will:
 understand the different ways that objects can move (e.g. side to side, back
and forth, zigzag, straight line, round and round, etc.),
 understand that motion is the result of a force,
 understand that a force is a push or a pull,
 examine how the size of a force and the mass of an object effects motion.
SKP- 002
Changing Motion
Students will:
 understand that motion is the change in the position of an object which is
caused by a force (a push or a pull),
 recognize speed as a measure of motion and be introduced to friction as a
force which causes an object to slow down and stop.
Independent Relationships in Ecosystems: Animals, Plants, and Their Environment
SKL- 001
Living vs. Non-Living
Students will:
 compare living objects to non-living objects,
 describe the characteristics of each group,
 learn how to classify objects into either group.
SKL-002
All About Air
Students will understand the characteristics and importance of air to living and
non-living things.
SKL-003
How Plants Make Food
Students will understand that plants make food from air, water, sunlight and
nutrients from the soil (photosynthesis).
SKL-004
Food Chains
Students will:
 identify the flow of energy in a food chain,
 distinguish between a food chain and a food web,
 understand the role of organisms with in a food chain/web,
 understand the importance of maintaining balance within a food chain/web.
SKL-005
Predators and Prey
Students will:
 define predator and prey,
 match animals to their roles as either predator or prey (or both),
 understand the importance of having predators and prey in balance within an
ecosystem.
SKL-006
Habitats
Students will:
 describe animal habitats,
 understand the key elements animals need from their habitat in order to
survive,
 identify various habitats, the animals that live in them, and the basic needs
that are met by their habitats,
 understand the adaptations animals have made to survive and thrive in their
habitat.
Page 3 of 46
Kindergarten
Code
Title
Learning Objectives
Independent Relationships in Ecosystems: Animals, Plants, and Their Environment
(cont’d)
SKL-007
Seasonal Behavior
Students will understand how and why plants and animals modify their behavior
according to the season.
SKL-008
Extinct and Endangered
Animals
Students will:
 understand extinction and how species become extinct or endangered,
 identify some endangered species and understand the reasons why these
species are endangered.
SKL-009
Reduce, Reuse, and
Recycle
Students will:
 explore and understand why it is important to reduce, reuse and recycle
materials,
 explore the effects of pollution on Earth and living organisms,
 identify ways to reduce, reuse and recycle materials in their everyday lives.
Weather and Climate
SKE-001
The Sun
Students will describe the Sun, its properties, and its importance to Earth.
SKE-002
Weather
Students will:
 understand how air temperature, wind, and precipitation determine weather,
 what causes cloud formation and precipitation,
 recognize how humans and animals adapt to changes in weather that occur as
a result of seasonal changes,
 learn about some different types of extreme weather.
SKE-003
Seasons
Students will:
 identify and recall the four seasons,
 describe the length and various characteristics of each season,
 understand how seasons change human and animal behavior.
Page 4 of 46
Grade 1
Code
Title
Learning Objectives
Waves: Light and Sound
S1P-001
Sounds
Students will:
 explore sounds,
 understand what causes sounds.
S1P-002
Properties of Light
Students will:
 understand that light has a source, travels in a direction, can be blocked to
make shadows, and reflect off mirrors and other surfaces,
 objects are seen when light travels from an object into the eye.
S1P-003
Observations with
Properties
Students will understand how the five senses and scientific tools are used to
describe the properties of objects.
S1P-004
Physical Properties of
Materials
Students will:
 identify and recall various physical properties of materials,
 sort objects based on their physical properties.
Structure, Function, and Information Processing
S1L-001
Physical Characteristics of
Animals
Students will:
 describe similarities and differences in the physical characteristics of animals,
 classify animals based on these characteristics.
S1L-002
Plant Parts
Students will identify the parts of a plant and their main functions.
S1L-003
Animal Adaptations: Teeth
and Diet
Students will:
 learn about the three main types of teeth (incisors, canines and molars),
 understand the specific job function of each type of tooth,
 compare a variety of animal teeth,
 predict an animal’s diet based on their teeth.
S1L-004
Seasonal Behavior
Students will understand how and why plants and animals modify their behavior
according to the season.
S1L-005
Introduction to
Classification
Students will explore the idea of grouping objects, plants, and animals by their
common characteristics.
S1L-006
Inherited Traits and
Acquired Characteristics
Students will:
 understand the meaning of traits,
 differentiate between inherited traits and acquired characteristics.
S1L-007
Traits and Offspring
Students will:
 distinguish between a trait and a behavior,
 describe the similarities and differences in the appearance and behaviors of
some parents and their offspring.
Page 5 of 46
Grade 1
Code
Title
Learning Objectives
Space Systems: Patterns and Cycles
S1E-001
Day and Night
Students will:
 understand that the spinning of Earth around an imaginary axis (rotation)
results in day and night,
 compare shadows at various time of the day,
 analyze models displaying sunlight on Earth in a 24-hour period.
S1E-002
Seasons
Students will:
 identify and recall the four seasons,
 describe the length and characteristics of each season,
 understand how seasons change human and animal behavior.
S1E-003
Patterns in the Night Sky
Students will:
 understand that stars form unchanging patterns in the sky,
 understand that some groups of stars form distinct patterns (constellations),
 understand that Earth’s rotation causes changes in the perceived position of
constellations in the night sky.
Page 6 of 46
Grade 2
Code
Title
Learning Objectives
Structure and Properties of Matter
S2P-001
Observations with
Properties
Students will understand how the five senses and scientific tools are used to
describe properties of objects.
S2P-002
Physical Properties of
Materials
Students will:
 identify and recall various physical properties of materials,
 sort objects based on their physical properties.
S2P-003
States of Water
Students will:
 compare the three states of water (liquid, solid, gas),,
 understand how water transforms from one state to another,
 understand that evaporation has occurred when liquid water changes into a
gas (water vapor), or a when a puddle disappears on a hot day,
 understand that condensation has occurred when water vapor changes back
into a liquid, as when a window steams up.
S2P-004
Changes of Matter
Students will:
 understand that some changes of matter are reversible while others are not,
 understand how water can change from a solid to a liquid to a gas and back,
 understand some common chemical reactions,
 understand that some chemical reactions are not easily reversible.
Interdependent Relationship in Ecosystems
S2L-001
How Plants Make Food
Students will understand that plants make food from air, water, sunlight and
nutrients from the soil (photosynthesis).
S2L-002
Plant Life Cycle
Students will describe the life cycle of a plant from seed through maturation.
S2L-003
Plant Parts
Students will:
 identify the parts of a plant,
 describe the primary function of each plant part.
S2L-004
Habitats
Students will:
 describe habitats,
 understand the key elements animals need from their habitat in order to
survive,
 identify various habitats, the animals that live in them, and the basic needs
that are met by their habitats,
 understand the adaptations animals have made to survive and thrive in their
habitat.
Page 7 of 46
Grade 2
Code
Title
Learning Objectives
Earth’s Systems: Processes that Shape the Earth
S2E-001
The Changing Earth
Students will:
 recognize that Earth’s surface is constantly changing due to the effect of events
such as erosion, weathering, volcanoes, and earthquakes,
 explore the impact of these events on Earth’s surface,
 explore the steps that can be taken to prevent erosion.
S2E-002
Landforms
Students will:
 identify characteristics of various landforms,
 classify landforms based on their characteristics,
 recognize some common global landforms.
S2E-003
Water Cycle
Students will:
 understand how water cycles from Earth to the atmosphere and back,
 understand evaporation, transpiration, condensation, and precipitation,
 label a diagram of the water cycle with the above terms,
 describe the changes in the states of water that occur within the cycle.
S2E-004
Clouds
Students will:
 understand how clouds form as a result of evaporation and condensation,
 identify various types of clouds,
 understand where various types of clouds appear in the sky,
 understand what various clouds indicate in terms of weather.
S2E-005
Soil
Students will:
 understand what soil is and how it is formed,
 understand the factors that cause or prevent soil erosion,
 identify soil layers and the general properties of each layer.
Page 8 of 46
Grade K-2
Code
Title
Learning Objectives
Engineering Design
SKD-001
New K-2 Engineering
Lesson
Coming soon!
SKD-002
New K-2 Engineering
Lesson
Coming soon!
SKD-003
New K-2 Engineering
Lesson
Coming soon!
SKD-004
Scientific Experiments
Students will:
 identify and comprehend the steps of a scientific experiment,
 understand them meaning of these terms: question, guess (hypothesis),
experiment, observe, and conclude,
 incorporate scientific steps within a virtual experiment.
SKD-005
Bar Graphs
Students will:
 practice simple data collection,
 understand how to display data in a bar graph,
 answer questions about data using a bar graph.
SKD-006
Levers and Balances
Students will:
 identify the parts of a lever (bar and fulcrum),
 explore the factors that make a lever balance.
SKD-007
Floating and Sinking
Students will:
 explore why some substances float while others sink,
 conduct virtual experiments to observe which factors can affect floating and
sinking.
Page 9 of 46
Grade 3
Code
Title
Learning Objectives
Forces and Interactions
S3P-001
Ways Objects can Move
Students will:
 understand the different ways an object can move (e.g., side to side, back
and forth, zigzag, straight line, round and round),
 understand that motion is the result of a force,
 understand that a force is a push or a pull,
 understand that friction is a force that resists motion.
S3P-002
Forces and Motion
Students will:
 recognize that a change in speed and direction is caused by a force,
 understand that a force is a push or a pull,
 recognize that the greater the force, the greater the change,
 recognize that the more massive an object is, the smaller the change,
 recognize that some things move too slowly or too quickly to observe.
S3P-003
Magnets
Students will recognize magnets and learn to describe the poles, properties and
uses of magnets.
S3P-004
Static Electricity
Students will:
 understand the nature of static electricity,
 understand that static electricity is caused by positive and negative charges,
 understand that “like” charges repel and “unlike” charges attract each other.
Interdependent Relationships in Ecosystems
S3L-001
Fossils
Students will:
 understand the nature of a fossil and how fossils are formed,
 understand what fossils can teach us about organism development and
Earth’s history,
 examine a variety of fossils,
 create strategies for identifying a fossil’s organism or its modern-day
relative(s).
S3L-002
Extinction
Students will understand the concept of extinction, and how species become
endangered or extinct.
S3L-003
Earth’s History through
Rocks, Fossils and Tree
Rings
Students will learn how fossils, rocks, and tree rings help us to understand—and
help provide a timeline for— Earth’s history.
S3L-004
Adaptations
Students will:
 understand how adaptations occur,
 understand how adaptations are reinforced in a population over time as a
result of natural selection,
 identify and be able to describe adaptations that allow animal and plant
species to survive and thrive in their various environments,
 learn how to distinguish between structural and behavioral adaptations.
S3L-005
Dinosaurs
Students will:
 identify the common characteristics of dinosaurs,
 compare and contrast different types of dinosaurs,
 understand the current theories of extinction.
Page 10 of 46
Grade 3
Code
Title
Learning Objectives
Inheritance and Variation of Traits: Life Cycles and Traits
S3L-006
Plant Life Cycle
Students will describe the life cycle of a plant from seed through maturation.
S3L-007
Animal Life Cycle
Students will:
 recognize that animals have life cycles,
 observe changes that occur over an animal’s life cycle.
S3L-008
Metamorphosis
Students will:
 study the life cycles of butterflies and frogs through metamorphosis,
 identify other metamorphic animals.
S3L-009
Inherited Traits and
Acquired Characteristics
Students will:
 understand the meaning of traits,
 differentiate between inherited traits and acquired characteristics.
S3L-010
Traits and Offspring
Students will:
 distinguish between a trait and a behavior,
 describe the similarities and differences in the appearance and behaviors of
some parents and their offspring.
S3L-011
Traits in Our Classroom
Students will understand how various traits can be passed from parent to offspring.
S3L-012
Using Senses to Survive
Students will:
 explore ways that animals (including humans) use their five senses to interact
with their environment in order to survive,
 learn that some animals possesses specialized senses such as echolocation
and infrared vision.
S3L-004
Adaptations
Students will:
 understand how adaptations occur,
 understand how adaptations are reinforced in a population over time as a
result of natural selection,
 identify and be able to describe adaptations that allow animal and plant
species to survive and thrive in their various environments,
 learn how to distinguish between structural and behavioral adaptations.
Weather and Climate
S3E-001
Weather and Climate
Students will:
 differentiate between weather and climate,
 identify the five major types of climate in the world,
 understand how elevation, latitude, ocean currents, wind, and topography
help determine a region’s climate.
S3E-002
Hurricanes
Students will:
 understand how hurricanes form,
 understand when and where hurricanes occur in the world,
 understand the scale that is used to measure hurricanes.
S3E-003
Landslides
Students will:
 understand the causes and effects of landslides,
 explore ways to prevent and protect against landslides.
Page 11 of 46
Grade 4
Code
Title
Learning Objectives
Energy
S4P-001
Energy and Work
Students will:
 understand that energy has the ability to cause motion or to create change,
 understand that work is done when an object moves a distance or when
something undergoes a chemical change,
 recognize different forms of energy,
 understand that energy is often transformed between different forms of
energy.
S4P-002
Transferring Energy
Students will explore ways in which energy can be transformed from one form to
another.
S4P-003
Electric Circuits
Students will:
 understand the elements needed to create an electric circuit,
 identify the different features of series and parallel circuits.
S4P-004
Conductors and Insulators
Students will:
 review the parts of a simple circuit,
 understand the meaning of the conductor and insulator,
 identify whether particular solids and fluids are conductors or insulators using
virtual experiments,
 understand why conductors conduct electricity and insulators do not,
 recognize that good conductors of electricity tend to be good conductors of
heat.
S4P-005
Renewable and NonRenewable Energy
Students will:
 compare and contrast renewable and non-renewable energy,
 understand what fossil fuels are and how they are formed,
 study how electricity can be generated from a variety of energy sources,
 examine the benefits and drawbacks of different energy sources.
Waves and Information
S4P-006
Sound Waves
Students will:
 understand that sound is a vibration that travels in waves,
 understand frequency and amplitude, and how they define the pitch and
loudness or softness of a sound,
 understand how and why frequency and amplitude change the characteristics
of sound waves.
S4P-007
The Electromagnetic
Spectrum
Students will:
 understand the spectrum of wavelengths such as radio waves, microwaves,
and x-rays,
 understand that many of these waves are found in our daily lives but are
invisible to us,
 understand that we can only see what is called “the visible light spectrum”,
 compare the properties of electromagnetic waves with ocean and sound
waves.
Page 12 of 46
Grade 4
Code
Title
Learning Objectives
Structure, Function, and Information Processing
S4L-001
Properties of Light
Students will:
 understand that light has a source, travels in a direction, can be blocked to
make shadows, and can reflect off surfaces,
 understand that objects are seen when light travels from an object into the
eye.
S4L-002
Plant Parts
Students will identify the parts of a plant and their primary functions.
S4L-003
The Skeletal and Muscular
System
Students will:
 identify and describe the functions of the skeletal system and its major
bones,
 understand how the muscular system interacts with the skeletal system.
S4L-004
The Cardiovascular System
Students will:
 identify and describe the parts of the heart, including the great vessels,
 understand the function of the heart within the cardiovascular system.
S4L-005
The Respiratory System
Students will:
 describe the main parts of the respiratory system,
 understand the role of oxygen in the body.
S4L-006
The Digestive System
Students will identify and describe the parts of the digestive system and the role
each part plays in the body.
S4L-007
The Skin
Students will:
 identify the layers of the skin and their characteristics,
 understand how skin protects the body from harmful substances and
organisms,
 learn how skin keeps the body from drying out,
 learn how the skin acts as a sensing organ.
S4L-008
The Brain
Students will identify the parts of the brain and their functions.
S4L-009
The Eye
Students will:
 understand the function of the eye,
 identify the names and functions of the primary parts of the eye.
S4L-010
The Nervous System
Students will identify and describe the parts of the nervous system including the
brain, spinal cord, and nerves.
S4L-011
Using Senses to Survive
Students will:
 explore ways that animals (including humans) use their five senses to interact
with their environment in order to survive,
 learn that some animals possesses specialized senses such as echolocation
and infrared vision.
S4L-012
Light and Color
Students will:
 understand the spectrum of colors in light,
 understand the relationship between light and color,
 learn that the primary colors can be used to create other colors,
 distinguish between light and paint colors.
Page 13 of 46
Grade 4
Code
Title
Learning Objectives
Earth’s Systems: Processes that Shape Earth
S4E-001
Earth’s History through
Rocks, Fossils and Tree
Rings
Students will learn how fossils, rocks and tree rings help us to understand—and
help provide a timeline for— Earth’s history.
S4E-002
The Changing Earth
Students will recognize that Earth’s surface is constantly changing due to the
effects of events such as erosion, weathering, volcanoes, and earthquakes.
S4E-003
Earth’s Structure
Students will identify and describe Earth’s layers.
S4E-004
Rocks and the Rock Cycle
Students will:
 understand how igneous, sedimentary and metamorphic rocks are formed,
 identify examples of each type of rock,
 understand and describe the process by which rock can cycle through each of
the three types of rock (the rock cycle)
S4E-005
Plate Tectonics
Students will:
 understand plate tectonic theory,
 understand how continental drift has resulted in the current formation of
Earth’s continents,
 understand the three main types of plate boundaries (divergent, convergent,
and transform),
 understand how plate boundaries cause the formation of mountains,
volcanoes and rifts,
 understand how plate boundaries can cause earthquakes.
S4E-006
Earthquakes
Students will:
 understand what causes an earthquake,
 understand where earthquakes occur,
 understand how an earthquake’s strength is measured,
 make connections between earthquakes, volcanoes and tectonic plate
boundary locations on a map of Earth.
S4E-007
Volcanoes
Students will:
 understand why, how and where volcanoes occur,
 distinguish between composite, shield and cinder cone volcanoes,
 identify and label the main parts of a volcano.
S4E-008
Minerals
Students will:
 explore some examples of minerals,
 identify the five common properties of minerals,
 identify and record the physical properties of various minerals.
S4E-009
Contour Maps
Students will:
 understand that topographic (contour maps show the features of a region,
 understand how contour lines provide details of the elevation of features and
structures,
 learn how to interpret topographic maps,
 learn how to use topographic maps to draw cross sections and to match
topographic maps with landform cross sections.
Page 14 of 46
Grade 5
Code
Title
Learning Objectives
Structure and Properties of Matter
S5P-001
Physical and Chemical
Changes of Matter
Students will:
 understand chemical reactions,
 differentiate between chemical reactions and physical changes.
S5P-002
Mass is Conserved
Students will observe that the amount of matter stays the same during both
chemical and physical changes, even when matter appears to vanish during a
change.
S5P-003
Properties of Gases and
Liquids
Students will:
 recognize and identify the properties of gases and liquids in terms of shape,
volume and mass,
 understand why solids have a fixed shape while liquids and gases do not.
S5P-004
States and Properties of
Water
Students will:
 compare the three states of water (liquid, solid, gas),
 understand how water transforms from one state to another (the water
cycle),
 understand the properties of water such as capillary action and surface
tension.
S5P-005
Measurement
Students will:
 investigate units of measurement by measuring objects with shoes and arms,
 understand why standard units of measurement are important,
 practice measuring length, mass and volume using a ruler, a balance scale,
and a graduated cylinder,
 recognize the most appropriate units of measurement for a given object or
situation.
S5P-006
Mass and Volume
Students will:
 understand the concepts of mass and volume, and how they are measured,
 learn about the Law of Conservation of Mass,
 learn about Archimedes’s displacement method,
 distinguish between mass and weight,
 be introduced to the concept of density.
S5P-007
Density
Students will:
 understand density, and how to calculate it by dividing mass by volume,
 compare the density of a variety of objects and substances.
S5P-008
Characteristic Properties of
Matter
Students will:
 recognize that the characteristic properties of a substance are the same
regardless of the sample size,
 examine several common characteristic properties of matter.
Page 15 of 46
Grade 5
Code
Title
Learning Objectives
Matter and Energy in Organisms and Ecosystems
S5L-001
Flow of Energy and Matter
through an Ecosystem
Students will:
 identify and understand the roles of producers, consumers and decomposers
in food webs,
 identify and understand how energy and biomass pyramids are used to
represent the relationship between food web components as well as the flow
of energy and matter through an ecosystem.
S5L-002
Biotic and Abiotic Factors
Students will:
 understand the meaning of biotic and abiotic,
 identify and compare biotic and abiotic factors within an ecosystem.
S5L-003
Ecosystems
Students will:
 identify and describe the parts of an ecosystem,
 identify and describe the interaction of biotic and abiotic factors within an
ecosystem,
 identify different types of ecosystems and organisms that inhabit them,
 recognize that ecosystems can be fragile,
 recognize that changes to one element within an ecosystem can affect many
other elements within an ecosystem,
 recognize that newly introduced species can damage the balance of an
ecosystem.
S5L-004
Photosynthesis
Students will:
 understand how plants make food using water, carbon dioxide and energy
from the Sun (photosynthesis),
 understand the role of chloroplasts and chlorophyll in the “photo” and
“synthesis” parts of photosynthesis,
 learn that oxygen is a waste produce of photosynthesis.
S5L-005
Symbiosis
Students will:
 understand that organisms interact,
 understand that one or all organisms may benefit from the interaction, or
one or more organisms may be harmed by the interaction,
 understand mutualism, commensalism, and parasitism, and be able to give
examples of each relationship.
Earth’s Systems
S5E-001
The Earth System
Students will:
 identify and describe Earth’s four main spheres (lithosphere, hydrosphere,
atmosphere, and biosphere),
 understand that the study of these spheres as part of an integrated Earth
system is called Earth system science,
 recognize that Earth system science helps scientist to understand the way in
which events in one sphere are caused by—or impact—other spheres,
 be able to give examples of events which demonstrate interdependencies
between the spheres.
Page 16 of 46
Grade 5
Code
Title
Learning Objectives
Earth’s Systems (cont’d)
S5E-002
Earth’s Atmosphere
Students will:
 identify the layers of Earth’s atmosphere,
 understand the key characteristics of each layer,
 understand the importance of each atmospheric layer to life on Earth.
S5E-003
Oceanography
Students will explore Earth’s ocean properties and the creatures that live in the
ocean.
S5E-004
Water and Water Pollution
Students will:
 identify water distribution on Earth,
 identify various pollutants and their impact on water sources,
 explore ways to prevent water pollution,
 explore solutions to water pollution.
S5E-005
The Greenhouse Effect and
Climate Change
Students will:
 understand the greenhouse effect and how it helps sustain life on Earth,
 understand the potential impact of greenhouse gases on Earth’s climate,
 understand how climate change might impact humans, animals and plants,
 understand what activities contribute to the increase in the emission of
greenhouse gases,
 explore ways to reduce greenhouse gas emissions.
S5E-006
Calculating a Carbon
Footprint
S5E-007
Reduce, Reuse, and
Recycle
Students will:
 understand what a carbon footprint is and how to calculate their own carbon
footprints,
 explore ways to reduce a carbon footprint,
 complete a carbon emissions calculator.
Students will:
 explore and understand why it is important to reduce, reuse and recycle
materials,
 explore the effects of pollution on Earth and living organisms,
 identify ways to reduce, reuse and recycle materials in their everyday lives.
S5E-008
Renewable and NonRenewable Energy
Students will:
 compare and contrast renewable and non-renewable energy,
 understand what fossil fuels are and how they are formed,
 study how electricity can be generated from a variety of energy sources,
 examine the benefits and drawbacks of different energy sources.
Space Systems: Stars and the Solar System
S5E-007
Gravity
Students will:
 understand that all objects exert a gravitational pull on each other,
 understand that the mass of an object and its proximity to another object will
increase the strength of gravitational pull,
 understand the role gravity plays on Earth,
 understand that other planets have different gravities,
 understand that without air resistance, objects of different masses will fall to
Earth at the same speed,
 understand that all objects have a center of gravity,
 be introduced to the concept of acceleration due to gravity.
Page 17 of 46
Grade 5
Code
Title
Learning Objectives
Space Systems: Stars and the Solar System (cont’d)
S5E-008
Day and Night
Students will:
 be introduced to the concept of Earth rotation in relation to the Sun,
 understand that the spinning of Earth around an imaginary axis results in day
and night,
 compare shadows at various times of day,
 analyze models displaying sunlight on Earth in a 24-hour period.
S5E-009
Solar System
Students will:
 identify the parts of the solar system,
 identify different celestial bodies in the solar system,
 examine the scale of the solar system,
 understand how gravity and inertia keep celestial bodies in orbit.
S5E-010
Planets
Students will identify the planets, their unique characteristics, and their place in
the solar system.
S5E-011
Seasons and Earth’s Tilt
and Rotation
Students will understand Earth’s revolution and tilt and how these relate to
seasons.
S5E-012
Moon Phases
Students will:
 identify the moon’s phases and the time periods in which they occur,
 understand the relationship between tides and the moon’s phases.
S5E-013
Eclipses
Students will recognize and describe lunar and solar eclipses, and understand why
they occur.
S5E-014
Stars and Galaxies
Students will:
 describe how stars are formed and the process of nuclear fusion that occurs
within a star,
 identify the stages of a star’s life cycle,
 recognize that our sun is one of approximately 100 billion stars in our galaxy,
 classify galaxies according to their shape.
S5E-015
Patterns in the Night Sky
Students will:
 understand that stars form unchanging patterns in the sky,
 understand that some groups of stars form distinct patterns (constellations),
 understand that Earth’s rotation causes changes in the perceived position of
constellations in the night sky.
Page 18 of 46
Grade 3-5
Code
Title
Learning Objectives
Engineering Design
S3D-001
New 3-5 Engineering
Lesson
Coming soon!
S3D-002
New 3-5 Engineering
Lesson
Coming soon!
S3D-003
New 3-5 Engineering
Lesson
Coming soon!
S3D-004
Introduction to Simple
Machines
Students will:
 identify the six types of simple machines,
 understand how these machines make our work easier,
 recognize simple machines in everyday objects.
S3D-005
Experiment Design and
Scientific Method
Students will:
 identify and understand the steps of the scientific method,
 understand how constants, controls, and independent and dependent
variables help give experiments scientifically valid results.
Page 19 of 46
K-5 Science for Digital White Boards Correlations
Kindergarten
K. Forces and Interactions: Pushes and Pulls
NGSS
Reference
Standard Description
Correlation
Performance Expectations
K-PS2-1
Plan and conduct an investigation to compare the effects of different strengths or different directions
of pushes and pulls on the motion of an object
SKP-001
K-PS2-2
Analyze data to determine if a design solution works as intended to change the speed or direction of
an object with a push or a pull.
SKP-002
SKD-001
Disciplinary Core Ideas
PS2.A
Forces and Motion
 Pushes and pulls can have different strengths and directions. (K-PS2-1),(K-PS2-2)
 Pushing or pulling on an object can change the speed or direction of its motion and can start or
stop it. (K-PS2-1),(K-PS2-2)
SKP-001
PS2.B
Types of Interactions
 When objects touch or collide, they push on one another and can change motion. (K-PS2-1)
PS3.C
Relationships Between Energy and Forces
 A bigger push or pull makes things speed up or slow down more quickly.
(secondary to K-PS2-1)
SKP-001
ETS1.A
Defining Engineering Problems
 A situation that people want to change or create can be approached as a problem to be solved
through engineering. Such problems may have many acceptable solutions.
(secondary to K-PS2-2)
SKD-001
Page 20 of 46
Kindergarten
K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environments
NGSS
Reference
Standard Description
Correlation
Performance Expectations
K-LS2-1
Use observations to describe patterns of what plants and animals (including humans) need to survive.
SKL- 001
SKL- 002
SKL- 003
SKL-004
K-ESS2-2
Construct an argument supported by evidence for how plants and animals (including humans) can
change the environment to meet their needs.
SKL- 006
SKL- 007
K-ESS3-1
Use a model to represent the relationship between the needs of different plants or animals (including
humans) and the places they live.
SKL- 006
K-ESS3-3
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other
living things in the local environment.
SKL- 008
SKL- 009
Disciplinary Core Ideas
LS1.C
Organization for Matter and Energy Flow in Organisms
 All animals need food in order to live and grow. They obtain their food from plants or from
other animals. Plants need water and light to live and grow (K-LS1-1)
SKL- 001
SKL- 003
SKL-004
ESS2.E
Biogeology
 Plants and animals can change their environment. (K-ESS2-2)
SKL- 006
SKL- 007
ESS3.A
Natural Resources
 Living things need water, air, and resources from the land, and they live in places that have the
things they need. Humans use natural resources for everything they do. (K-ESS3-1)
SKL- 001
SKL- 002
SKL- 006
SKL- 008
SKL- 009
ESS3.C
Human Impacts on Earth Systems
 Things that people do to live comfortably can affect the world around them. But they can
make choices that reduce their impacts on the land, water, air, and other living things.
(secondary to K-ESS2-2),(K-ESS3-3)
SKL- 008
SKL- 009
ETS1.B
Developing Possible Solutions
 Designs can be conveyed through sketches, drawings, or physical models. These representations
are useful in communicating ideas for a problem’s solutions to other people.
(secondary to K-ESS3-3)
SKD-001
Page 21 of 46
Kindergarten
K. Weather and Climate
NGSS
Reference
Standard Description
Correlation
Performance Expectations
K-PS3-1
Make observations to determine the effect of sunlight on Earth’s surface.
SKE-001
K-PS3-2
Use tools and materials to design and build a structure that will reduce the warming effects of sunlight
on an area.
SKD-002
K-PS3-3
Use and share observations of local weather conditions to describe patterns over time.
SKE-002
SKE-003
K-PS3-4
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and
respond to, severe weather.
SKE-002
Disciplinary Core Ideas
PS3.B
Conservation of Energy and Energy Transfer
 Sunlight warms Earth’s surface. (K-PS3-1),(K-PS3-2)
ESS2.D
Weather and Climate
 Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular
region at a particular time. People measure these conditions to describe and record the
weather and to notice patterns over time. (K-ESS2-1)
ESS3.B
SKE-002
Natural Hazards
 Some kinds of severe weather are more likely than others in a given region. Weather scientists
forecast severe weather so that the communities can prepare for and respond to these events.
(K-ESS3-2)
ETS1.A
SKE-001
SKE-002
Defining and Delimiting an Engineering Problem
 Asking questions, making observations, and gathering information are helpful in thinking about
problems (secondary to K-ES3-2)
SKD-002
Page 22 of 46
K-2. Engineering Design
NGSS
Reference
Standard Description
Correlation
Performance Expectations
K-2-ETS-1
Ask questions, make observations, and gather information about a situation people want to change to
define a simple problem that can be solved through the development of a new or improved object or
tool.
Coming
Soon!
K-2-ETS-2
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it
function as needed to solve a given problem.
Coming
Soon!
K-2-ETS-3
Analyze data from tests of two objects designed to solve the same problem to compare the strengths
and weaknesses of how each performs.
Coming
Soon!
Disciplinary Core Ideas
ETS1.A
ETS1.B
Defining and Delimiting Engineering Problems
 A situation that people want to change or create can be approached as a problem to be solved
through engineering. (K-2-ETS1-1)
Coming
Soon!
 Asking questions, making observations, and gathering information are helpful in thinking about
problems. (K-2-ETS1-1)
Coming
Soon!
 Before beginning to design a solution, it is important to clearly understand the problem.
(K-2-ETS1-1)
Coming
Soon!
Developing Possible Solutions
 Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problem’s solutions to other people.
(K-2-ETS1-2)
ETS1.C
Coming
Soon!
Optimizing the Design Solution
 Because there is always more than one possible solution to a problem, it is useful to compare
and test designs. (K-2-ETS1-3)
Coming
Soon!
Page 23 of 46
Grade 1
1. Waves: Light and Sound
NGSS
Reference
Standard Description
Correlation
Performance Expectations
1-PS4-1
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that
sound can make materials vibrate.
S1P-001
1-PS4-2
Make observations to construct an evidence-based account that objects can be seen only when
illuminated.
S1P-002
1-PS4-3
Plan and conduct an investigation to determine the effect of placing objects made with different
materials in the path of a beam of light.
S1P-004
1-PS4-4
Use tools and materials to design and build a device that uses light or sound to solve the problem of
communicating over a distance.
SKD-003
Disciplinary Core Ideas
PS4.A
Wave Properties
 Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1)
PS4.B
PS4.C
S1P-001
Electromagnetic Radiation
 Objects can be seen if light is available to illuminate them or if they give off their own light.
(1-PS4-2)
S1P-002
 Some materials allow light to pass through them, others allow only some light through and
others block all the light and create a dark shadow on any surface beyond them, where the light
cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light
travels from place to place is developed through experiences with light sources, mirrors, and
shadows, but no attempt is made to discuss the speed of light.) (1- PS4-3)
S1P-002
S1P-004
Information Technologies and Instrumentation
 People also use a variety of devices to communicate (send and receive information) over long
distances. (1-PS4-4)
SKD-003
Page 24 of 46
Grade 1
1. Structure, Function, and Information Processing
NGSS
Reference
Standard Description
Correlation
Performance Expectations
1-LS1-1
Use materials to design a solution to a human problem by mimicking how plants and/or animals use
their external parts to help them survive, grow, and meet their needs.
SKD-003
1-LS1-2
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring
survive.
S1L-004
1-LS1-3
Make observations to construct an evidence-based account that young plants and animals are like, but
not exactly like, their parents.
S1L-007
Disciplinary Core Ideas
LS1.A
Structure and Function
 All organisms have external parts. Different animals use their body parts in different ways to
see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take
in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that
help them survive and grow. (1-LS1-1)
LS1.B
Growth and Development of Organisms
 Adult plants and animals can have young. In many kinds of animals, parents and the
offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)
LS1.D
S1L-001
S1L-002
S1L-004
Inheritance of Traits
 Young animals are very much, but not exactly, like their parents. Plants also are very much, but
not exactly, like their parents. (1-LS3-1)
LS3.B
S1L-004
S1L-007
Information Processing
 Animals have body parts that capture and convey different kinds of information needed for
growth and survival. Animals respond to these inputs with behaviors that help them survive.
Plants also respond to some external inputs. (1-LS1-1)
LS3.A
S1L-001
S1L-002
S1L-003
S1L-007
Variation of Traits
 Individuals of the same kind of plant or animal are recognizable as similar but can also vary in
many ways. (1-LS3-1)
S1L-006
S1L-007
Page 25 of 46
Grade 1
1. Space Systems: Patterns and Cycles
NGSS
Reference
Standard Description
Correlation
Performance Expectations
1-ESS1-1
Use observations of the sun, moon, and stars to describe patterns that can be predicted.
S1E-001
S1E-002
S1E-003
1-ESS1-2
Make observations at different times of the year to relate the amount of daylight to the time of year.
S1E-002
Disciplinary Core Ideas
ESS1.A
The Universe and its Stars
 Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and
predicted. (1- ESS1-1)
ESS1.B
S1E-001
S1E-002
S1E-003
Earth and the Solar System
 Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
(1-ESS1-2)
S1E-001
S1E-002
Page 26 of 46
K-2. Engineering Design
NGSS
Reference
Standard Description
Correlation
Performance Expectations
K-2-ETS-1
Ask questions, make observations, and gather information about a situation people want to change to
define a simple problem that can be solved through the development of a new or improved object or
tool.
Coming
Soon!
K-2-ETS-2
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it
function as needed to solve a given problem.
Coming
Soon!
K-2-ETS-3
Analyze data from tests of two objects designed to solve the same problem to compare the strengths
and weaknesses of how each performs.
Coming
Soon!
Disciplinary Core Ideas
ETS1.A
ETS1.B
Defining and Delimiting Engineering Problems
 A situation that people want to change or create can be approached as a problem to be solved
through engineering. (K-2-ETS1-1)
Coming
Soon!
 Asking questions, making observations, and gathering information are helpful in thinking about
problems. (K-2-ETS1-1)
Coming
Soon!
 Before beginning to design a solution, it is important to clearly understand the problem.
(K-2-ETS1-1)
Coming
Soon!
Developing Possible Solutions
 Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problem’s solutions to other people.
(K-2-ETS1-2)
ETS1.C
Coming
Soon!
Optimizing the Design Solution
 Because there is always more than one possible solution to a problem, it is useful to compare
and test designs. (K-2-ETS1-3)
Coming
Soon!
Page 27 of 46
Grade 2
2. Structure and Properties of Matter
NGSS
Reference
Standard Description
Correlation
Performance Expectations
2-PS4-1
Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties.
S2P-002
2-PS4-2
Analyze data obtained from testing different materials to determine which materials have the
properties that are best suited for an intended purpose.
S2P-002
2-PS4-3
Make observations to construct an evidence-based account of how an object made of a small set of
pieces can be disassembled and made into a new object.
SKD-003
2-PS4-4
Construct an argument with evidence that some changes caused by heating or cooling can be reversed
and some cannot.
S2P-004
Disciplinary Core Ideas
PS1.A
PS1.B
Structure and Properties of Matter
 Different kinds of matter exist and many of them can be either solid or liquid, depending on
temperature. Matter can be described and classified by its observable properties. (2-PS1-1)
S2P-002
S2P-003
 Different properties are suited to different purposes. (2-PS1-2),(2-PS1-3)
S2P-002
 A great variety of objects can be built up from a small set of pieces. (2-PS1-3)
SKD-003
Chemical Reactions
 Heating or cooling a substance may cause changes that can be observed. Sometimes these
changes are reversible, and sometimes they are not. (2-PS1-4)
S2P-003
S2P-004
Page 28 of 46
Grade 2
2. Interdependent Relationships in Ecosystems
NGSS
Reference
Standard Description
Correlation
Performance Expectations
2-LS2-1
Plan and conduct an investigation to determine if plants need sunlight and water to grow.
S2L-001
SKD-004
2-LS2-2
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
SKD-003
2-LS4-1
Make observations of plants and animals to compare the diversity of life in different habitats.
S2L-004
Disciplinary Core Ideas
LS2.A
LS4.D
Interdependent Relationships in Ecosystems
 Plants depend on water and light to grow. (2-LS2-1)
S2L-001
 Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)
S2L-002
S2L-003
Biodiversity and Humans
 There are many different kinds of living things in any area, and they exist in different places on
land and in water. (2-LS4-1)
ETS1.B
S2L-004
Developing Possible Solutions
 Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problem’s solutions to other people.
(secondary to 2-LS2-2)
SKD-003
Page 29 of 46
Grade 2
2. Earth’s Systems: Processes that Shape the Earth
NGSS
Reference
Standard Description
Correlation
Performance Expectations
2-ESS1-1
Use information from several sources to provide evidence that Earth events can occur quickly
or slowly.
S2E-001
2-ESS2-1
Compare multiple solutions designed to slow or prevent wind or water from changing the
shape of the land.
S2E-001
S2E-005
2-ESS2-2
Develop a model to represent the shapes and kinds of land and bodies of water in an area.
S2E-002
2-ESS2-3
Obtain information to identify where water is found on Earth and that it can be solid or liquid.
S2E-003
Disciplinary Core Ideas
ESS1.C
The History of Planet Earth
 Some events happen very quickly; others occur very slowly, over a time period much longer
than one can observe. (2-ESS1-1)
ESS2.A
Earth Materials and systems
 Wind and water can change the shape of the land. (2-ESS2-1)
ESS2.B
S2E-001
S2E-005
Plate Tectonics and Large-Scale System Interactions
 Maps show where things are located. One can map the shapes and kinds of land and water in
any area. (2-ESS2-2)
ESS2.C
S2E-001
S2E-002
The Roles of Water in Earth’s Surface Processes
 Because there is always more than one possible solution to a problem, it is useful to compare
and test designs (secondary to 2-ESS2-1)
SKD-003
Page 30 of 46
K-2. Engineering Design
NGSS
Reference
Standard Description
Correlation
Performance Expectations
K-2-ETS-1
Ask questions, make observations, and gather information about a situation people want to change to
define a simple problem that can be solved through the development of a new or improved object or
tool.
Coming
Soon!
K-2-ETS-2
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it
function as needed to solve a given problem.
Coming
Soon!
K-2-ETS-3
Analyze data from tests of two objects designed to solve the same problem to compare the strengths
and weaknesses of how each performs.
Coming
Soon!
Disciplinary Core Ideas
ETS1.A
ETS1.B
Defining and Delimiting Engineering Problems
 A situation that people want to change or create can be approached as a problem to be solved
through engineering. (K-2-ETS1-1)
Coming
Soon!
 Asking questions, making observations, and gathering information are helpful in thinking about
problems. (K-2-ETS1-1)
Coming
Soon!
 Before beginning to design a solution, it is important to clearly understand the problem.
(K-2-ETS1-1)
Coming
Soon!
Developing Possible Solutions
 Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problem’s solutions to other people.
(K-2-ETS1-2)
ETS1.C
Coming
Soon!
Optimizing the Design Solution
 Because there is always more than one possible solution to a problem, it is useful to compare
and test designs. (K-2-ETS1-3)
Coming
Soon!
Page 31 of 46
Grade 3
3. Forces and Interactions
NGSS
Reference
Standard Description
Correlation
Performance Expectations
3-PS2-1
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces
on the motion of an object.
S3D-001
3-PS2-2
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can
be used to predict future motion.
S3D-001
3-PS2-3
Ask questions to determine cause and effect relationships of electric or magnetic interactions between
two objects not in contact with each other.
S3P-003
S3P-004
3-PS2-4
Define a simple design problem that can be solved by applying scientific ideas about magnets.
S3P-003
Disciplinary Core Ideas
PS2.A
PS2.B
Forces and Motion
 Each force acts on one particular object and has both strength and a direction. An object at rest
typically has multiple forces acting on it, but they add to give zero net force on the object.
Forces that do not sum to zero can cause changes in the object’s speed or direction of motion.
(Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this
level.) (3-PS2-1)
S3D-001
S3P-001
S3P-002
 The patterns of an object’s motion in various situations can be observed and measured; when
that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary:
Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not
introduced at this level, but the concept that some quantities need both size and direction to be
described is developed.) (3-PS2-2)
S3D-001
S3P-001
S3P-002
Types of Interactions
 Objects in contact exert forces on each other. (3-PS2-1)
S3D-001
S3P-001
S3P-002
 Electric and magnetic forces between a pair of objects do not require that the objects be in
contact. The sizes of the forces in each situation depend on the properties of the objects and
their distances apart and, for forces between two magnets, on their orientation relative to
each other. (3-PS2-3),(3-PS2-4)
S3P-003
S3P-004
Page 32 of 46
Grade 3
3. Interdependent Relationships in Ecosystems
NGSS
Reference
Standard Description
Correlation
Performance Expectations
3-LS2-1
Construct an argument that some animals form groups that help members survive.
3-LS4-1
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in
which they lived long ago.
S3L-001
S3L-001
S3L-003
3-LS4-3
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.
S3L-002
3-LS4-4
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.
S3D-002
Disciplinary Core Ideas
LS2.C
Ecosystem Dynamics, Functioning, and Resilience
 When the environment changes in ways that affect a place’s physical characteristics,
temperature, or availability of resources, some organisms survive and reproduce, others
move to new locations, yet others move into the transformed environment, and some die.
(secondary to 3-LS4-4)
LS2.D
S3L-001
S3L-002
Social Interactions and Group Behavior
 Being part of a group helps animals obtain food, defend themselves, and cope with changes.
Groups may serve different functions and vary dramatically in size.
(3-LS2-1)
LS4.A
LS4.C
Evidence of Common Ancestry and Diversity
 Some kinds of plants and animals that once lived on Earth are no longer found anywhere.
(3-LS4-1)
S3L-001
S3L-002
S3L-005
 Fossils provide evidence about the types of organisms that lived long ago and also about the
nature of their environments. (3-LS4-1)
S3L-001
S3L-003
Adaptation
 For any particular environment, some kinds of organisms survive well, some survive less well,
and some cannot survive at all. (3-LS4-3)
LS4.D
S3L-004
Biodiversity and Humans
 Populations live in a variety of habitats, and change in those habitats affects the organisms
living there. (3-LS4-4)
S3L-004
Page 33 of 46
Grade 3
3. Inheritance and Variation of Traits: Life Cycles and Traits
NGSS
Reference
Standard Description
Correlation
Performance Expectations
3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common
birth, growth, reproduction, and death.
S3L-006
S3L-007
3-LS3-1
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.
S3L-009
S3L-010
S3L-011
3-LS3-2
Use evidence to support the explanation that traits can be influenced by the environment.
S3L-009
S3L-010
3-LS4-2
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.
S3L-004
Disciplinary Core Ideas
LS1.B
Growth and Development of Organisms
 Reproduction is essential to the continued existence of every kind of organism. Plants and
animals have unique and diverse life cycles. (3-LS1-1)
LS3.A
LS3.B
LS4.B
S3L-006
S3L-007
Inheritance of Traits
 Many characteristics of organisms are inherited from their parents. (3-LS3-1)
S3L-009
S3L-010
S3L-011
 Other characteristics result from individuals’ interactions with the environment, which can
range from diet to learning. Many characteristics involve both inheritance and environment.
(3-LS3-2)
S3L-009
S3L-010
S3L-011
Variation of Traits
 Different organisms vary in how they look and function because they have different inherited
information. (3-LS3-1)
S3L-009
S3L-010
S3L-011
 The environment also affects the traits that an organism develops. (3-LS3-2)
S3L-004
S3L-009
S3L-010
S3L-011
Natural Selection
 Sometimes the differences in characteristics between individuals of the same species provide
advantages in surviving, finding mates, and reproducing. (3-LS4-2)
S3L-004
Page 34 of 46
Grade 3
3. Weather and Climate
NGSS
Reference
Standard Description
Correlation
Performance Expectations
3-ESS2-1
Represent data in tables and graphical displays to describe typical weather conditions expected during a
particular season.
S3D-003
3-ESS2-2
Obtain and combine information to describe climates in different regions of the world.
S3D-003
S3E-001
3-ESS3-1
Make a claim about the merit of a design solution that reduces the impacts of a weather-related
hazard.
S3D-003
S3E-002
S3E-003
Disciplinary Core Ideas
ESS2.D
ESS3.B
Weather and Climate
 Scientists record patterns of the weather across different times and areas so that they can
make predictions about what kind of weather might happen next. (3-ESS2-1)
S3D-003
 Climate describes a range of an area's typical weather conditions and the extent to which
those conditions vary over years. (3-ESS2-2)
S3E-001
Natural Hazards
 A variety of natural hazards result from natural processes. Humans cannot eliminate natural
hazards but can take steps to reduce their impacts. (3-ESS3-1)
(Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)
S3E-001
S3E-002
S3E-003
Page 35 of 46
3-5. Engineering Design
NGSS
Reference
Standard Description
Correlation
Performance Expectations
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for
success and constraints on materials, time, or cost.
Coming
Soon!
3-5-ETS1-2
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.
Coming
Soon!
3-5-ETS1-3
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.
Coming
Soon!
Disciplinary Core Ideas
ETS1.A
Defining and Delimiting Engineering Problems
 Possible solutions to a problem are limited by available materials and resources (constraints).
The success of a designed solution is determined by considering the desired features of a
solution (criteria). Different proposals for solutions can be compared on the basis of how well
each one meets the specified criteria for success or how well each takes the constraints into
account. (3-5-ETS1-1)
ETS1.B
ETS1.C
Coming
Soon!
Developing Possible Solutions
 Research on a problem should be carried out before beginning to design a solution. Testing a
solution involves investigating how well it performs under a range of likely conditions.
(3-5-ETS1-2)
Coming
Soon!
 At whatever stage, communicating with peers about proposed solutions is an important part
of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)
Coming
Soon!
 Tests are often designed to identify failure points or difficulties, which suggest the elements
of the design that need to be improved. (3-5-ETS1-3)
Coming
Soon!
Optimizing the Design Solution
 Different solutions need to be tested in order to determine which of them best solves the
problem, given the criteria and the constraints. (3-5-ETS1-3)
Coming
Soon!
Page 36 of 46
Grade 4
4. Energy
NGSS
Reference
Standard Description
Correlation
Performance Expectations
4-PS3-1
Use evidence to construct an explanation relating the speed of an object to the energy of that object.
S4P-001
S4P-002
4-PS3-2
Make observations to provide evidence that energy can be transferred from place to place by sound,
light, heat, and electric currents.
S4P-002
4-PS3-3
Ask questions and predict outcomes about the changes in energy that occur when objects collide
4-PS3-4
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
S3D-003
4-ESS3-1
Obtain and combine information to describe that energy and fuels are derived from natural resources
and their uses affect the environment.
S4P-005
Disciplinary Core Ideas
PS3.A
PS3.B
PS3.C
Definitions of Energy
 The faster a given object is moving, the more energy it possesses. (4- PS3-1)
S4P-001
S4P-002
 Energy can be moved from place to place by moving objects or through sound, light, or
electric currents. (4-PS3-2),(4-PS3-3)
S4P-002
Conservation of Energy and Energy Transfer
 Energy is present whenever there are moving objects, sound, light, or heat. When objects
collide, energy can be transferred from one object to another, thereby changing their motion.
In such collisions, some energy is typically also transferred to the surrounding air; as a result,
the air gets heated and sound is produced. (4-PS3-2),(4-PS3-3)
S4P-001
S4P-002
 Light also transfers energy from place to place. (4-PS3-2)
S4P-002
 Energy can also be transferred from place to place by electric currents, which can then be used
locally to produce motion, sound, heat, or light. The currents may have been produced to begin
with by transforming the energy of motion into electrical energy. (4-PS3-2),(4-PS3-4)
S4P-001
S4P-002
S4P-003
Relationship Between Energy and Forces
 When objects collide, the contact forces transfer energy so as to change the objects’ motions.
(4-PS3-3)
PS3.D
Energy in Chemical Processes and Everyday Life
 The expression “produce energy” typically refers to the conversion of stored energy into a
desired form for practical use. (4-PS3-4)
ESS3.A
S4P-001
S4P-002
Natural Resources
 Energy and fuels that humans use are derived from natural sources, and their use affects the
environment in multiple ways. Some resources are renewable over time, and others are not.
(4-ESS3-1)
S4P-005
Page 37 of 46
Grade 4
4. Energy (cont’d)
NGSS
Reference
Standard Description
Correlation
Disciplinary Core Ideas (cont’d)
ETS1.A
Defining Engineering Problems
 Possible solutions to a problem are limited by available materials and resources (constraints).
The success of a designed solution is determined by considering the desired features of a
solution (criteria). Different proposals for solutions can be compared on the basis of how well
each one meets the specified criteria for success or how well each takes the constraints into
account. (secondary to 4-PS3-4)
S3D-003
Grade 4
4. Waves: Waves and Information
NGSS
Reference
Standard Description
Correlation
Performance Expectations
4-PS4-1
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves
can cause objects to move.
S4P-006
S4P-007
4-PS4-3
Generate and compare multiple solutions that use patterns to transfer information.
S3D-003
Disciplinary Core Ideas
PS4.A
PS4.C
Wave Properties
 Waves, which are regular patterns of motion, can be made in water by disturbing the surface.
When waves move across the surface of deep water, the water goes up and down in place;
there is no net motion in the direction of the wave except when the water meets a beach. (4PS4-1)
S4P-007
 Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing
between wave peaks). (4-PS4-1)
S4P-006
Information Technologies and Instrumentation
 Digitized information can be transmitted over long distances without significant degradation.
High-tech devices, such as computers or cell phones, can receive and decode information—
convert it from digitized form to voice—and vice versa. (4-PS4-3)
ETS1.C
Optimizing the Design Solution
 Different solutions need to be tested in order to determine which of them best solves the
problem, given the criteria and the constraints. (secondary to 4-PS4-3)
S3D-003
Page 38 of 46
Grade 4
4. Structure, Function, and Information Processing
NGSS
Reference
Standard Description
Correlation
Performance Expectations
4-PS4-2
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be
seen.
S4L-001
S4L-012
4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to
support survival, growth, behavior, and reproduction.
S4L-002
S4L-003
S4L-004
S4L-005
S4L-006
S4L-007
S4L-008
S4L-009
S4L-010
4-LS1-2
Use a model to describe that animals receive different types of information through their senses,
process the information in their brain, and respond to the information in different ways.
S4L-010
S4L-011
Disciplinary Core Ideas
PS4.B
Electromagnetic Radiation
 An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)
LS1.A
Structure and Function
 Plants and animals have both internal and external structures that serve various functions in
growth, survival, behavior, and reproduction. (4-LS1-1)
LS1.D
S4L-001
S4L-012
S4L-002
S4L-003
S4L-004
S4L-005
S4L-006
S4L-007
S4L-008
S4L-009
S4L-010
Information Processing
 Different sense receptors are specialized for particular kinds of information, which may be then
processed by the animal’s brain. Animals are able to use their perceptions and memories to
guide their actions. (4-LS1-2)
S4L-010
S4L-011
Page 39 of 46
Grade 4
4. Earth’s Systems: Processes that Shape the Earth
NGSS
Reference
Standard Description
Correlation
Performance Expectations
4-ESS1-1
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation
for changes in a landscape over time.
S4E-001
4-ESS2-1
Make observations and/or measurements to provide evidence of the effects of weathering or the rate
of erosion by water, ice, wind, or vegetation.
S4E-002
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earth’s features.
S4E-009
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
S4E-002
Disciplinary Core Ideas
ESS1.C
The History of Planet Earth
 Local, regional, and global patterns of rock formations reveal changes over time due to earth
forces, such as earthquakes. The presence and location of certain fossil types indicate the
order in which rock layers were formed. (4-ESS1-1)
ESS2.A
Earth Materials and Systems
 Rainfall helps to shape the land and affects the types of living things found in a region. Water,
ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles
and move them around. (4-ESS2-1)
ESS2.B
S4E-002
Natural Hazards
 A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.
(4-ESS3-2) (Note: This Disciplinary Core Idea can also be found in 3.WC.)
ETS1.B
S4E-005
S4E-006
Biogeology
 Living things affect the physical characteristics of their regions. (4-ESS2-1)
ESS3.B
S4E-002
Plate Tectonics and Large-Scale System Interactions
 The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes,
and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are
often along the boundaries between continents and oceans. Major mountain chains form
inside continents or near their edges. Maps can help locate the different land and water
features areas of Earth. (4-ESS2-2)
ESS2.E
S4E-001
S4E-006
S4E-007
Designing Solutions to Engineering Problems
 Testing a solution involves investigating how well it performs under a range of likely conditions.
(secondary to 4-ESS3-2)
S3D-003
Page 40 of 46
3-5. Engineering Design
NGSS
Reference
Standard Description
Correlation
Performance Expectations
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for
success and constraints on materials, time, or cost.
Coming
Soon!
3-5-ETS1-2
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.
Coming
Soon!
3-5-ETS1-3
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.
Coming
Soon!
Disciplinary Core Ideas
ETS1.A
Defining and Delimiting Engineering Problems
 Possible solutions to a problem are limited by available materials and resources (constraints).
The success of a designed solution is determined by considering the desired features of a
solution (criteria). Different proposals for solutions can be compared on the basis of how well
each one meets the specified criteria for success or how well each takes the constraints into
account. (3-5-ETS1-1)
ETS1.B
ETS1.C
Coming
Soon!
Developing Possible Solutions
 Research on a problem should be carried out before beginning to design a solution. Testing a
solution involves investigating how well it performs under a range of likely conditions.
(3-5-ETS1-2)
Coming
Soon!
 At whatever stage, communicating with peers about proposed solutions is an important part
of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)
Coming
Soon!
 Tests are often designed to identify failure points or difficulties, which suggest the elements
of the design that need to be improved. (3-5-ETS1-3)
Coming
Soon!
Optimizing the Design Solution
 Different solutions need to be tested in order to determine which of them best solves the
problem, given the criteria and the constraints. (3-5-ETS1-3)
Coming
Soon!
Page 41 of 46
Grade 5
5. Structure and Properties of Matter
NGSS
Reference
Standard Description
Correlation
Performance Expectations
5-PS1-1
Develop a model to describe that matter is made of particles too small to be seen.
S5P-001
5-PS1-2
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.
S5P-002
5-PS1-3
Make observations and measurements to identify materials based on their properties.
S5P-005
S5P-007
S5P-008
5-PS1-4
Conduct an investigation to determine whether the mixing of two or more substances results in new
substances.
S5P-001
Disciplinary Core Ideas
PS1.A
PS1.B
Structure and Properties of Matter
 Matter of any type can be subdivided into particles that are too small to see, but even then the
matter still exists and can be detected by other means. A model showing that gases are made
from matter particles that are too small to see and are moving freely around in space can
explain many observations, including the inflation and shape of a balloon and the effects of air
on larger particles or objects. (5-PS1-1)
S5P-001
S5P-002
S5P-003
S5P-004
 The amount (weight) of matter is conserved when it changes form, even in transitions in which
it seems to vanish. (5-PS1-2)
S5P-001
S5P-002
 Measurements of a variety of properties can be used to identify materials. (Boundary: At this
grade level, mass and weight are not distinguished, and no attempt is made to define the
unseen particles or explain the atomic-scale mechanism of evaporation and condensation.)
(5-PS1-3)
S5P-005
S5P-007
S5P-008
Chemical Reactions
 When two or more different substances are mixed, a new substance with different properties
may be formed. (5-PS1-4)
S5P-001
 No matter what reaction or change in properties occurs, the total weight of the substances
does not change. (Boundary: Mass and weight are not distinguished at this grade level.)
(5-PS1-2)
S5P-002
Page 42 of 46
Grade 5
5. Matter and Energy in Organisms and Ecosystems
NGSS
Reference
Standard Description
Correlation
Performance Expectations
5-PS3-1
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.
S5L-001
S5L-004
5-LS1-1
Support an argument that plants get the materials they need for growth chiefly from air and water.
S5L-004
5-LS2-1
Develop a model to describe the movement of matter among plants, animals, decomposers, and the
environment.
S5L-001
S5L-004
Disciplinary Core Ideas
PS3.D
Energy in Chemical Processes and Everyday Life
 The energy released [from] food was once energy from the sun that was captured by plants in
the chemical process that forms plant matter (from air and water). (5-PS3-1)
LS1.C
LS2.A
Organization for Matter and Energy Flow in Organisms
 Food provides animals with the materials they need for body repair and growth and the
energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)
S5L-001
 Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
S5L-004
Interdependent Relationships in Ecosystems
 The food of almost any kind of animal can be traced back to plants. Organisms are related in
food webs in which some animals eat plants for food and other animals eat the animals that eat
plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or
plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually
restores (recycles) some materials back to the soil. Organisms can survive only in environments
in which their particular needs are met. A healthy ecosystem is one in which multiple species of
different types are each able to meet their needs in a relatively stable web of life. Newly
introduced species can damage the balance of an ecosystem. (5-LS2-1)
LS2.B
S5L-001
S5L-004
S5L-001
S5L-002
S5L-003
S5L-004
Cycles of Matter and Energy Transfer in Ecosystems
 Matter cycles between the air and soil and among plants, animals, and microbes as these
organisms live and die. Organisms obtain gases, and water, from the environment, and release
waste. (5-LS2-1)
S5L-001
S5L-002
S5L-003
S5L-004
Page 43 of 46
Grade 5
5. Earth’s Systems
NGSS
Reference
Standard Description
Correlation
Performance Expectations
5-ESS2-1
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or
atmosphere interact.
S5E-001
5-ESS2-2
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.
S5E-004
5-ESS2-3
Obtain and combine information about ways individual communities use science ideas to protect the
Earth’s resources and environment.
S5E-004
S5E-005
S5E-006
Disciplinary Core Ideas
ESS2.A
Earth Materials and Systems
 Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the
hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including
humans). These systems interact in multiple ways to affect Earth’s surface materials and
processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and
influences climate. Winds and clouds in the atmosphere interact with the landforms to
determine patterns of weather. (5-ESS2-1)
ESS2.C
The Roles of Water in Earth’s Surface Processes
 Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or
underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)
ESS3.C
S5E-001
S5E-002
S5E-003
S5E-004
S5E-004
Human Impacts on Earth Systems
 Human activities in agriculture, industry, and everyday life have had major effects on the land,
vegetation, streams, ocean, air, and even outer space. But individuals and communities are
doing things to help protect Earth’s resources and environments. (5-ESS3-1)
S5E-004
S5E-005
S5E-006
S5E-007
S5E-008
Page 44 of 46
Grade 5
5. Space Systems: Stars and the Solar System
NGSS
Reference
Standard Description
Correlation
Performance Expectations
5-PS2-1
Support an argument that the gravitational force exerted by Earth on objects is directed down.
5-ESS1-1
Support an argument that differences in the apparent brightness of the sun compared to other stars is
due to their relative distances from Earth
5-ESS1-2
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.
S5E-007
S5E-008
Disciplinary Core Ideas
PS2.B
Types of Interactions
 The gravitational force of Earth acting on an object near Earth’s surface pulls that object
toward the planet’s center. (5-PS2-1)
ESS1.A
S5E-007
The Universe and its Stars
 The sun is a star that appears larger and brighter than other stars because it is closer. Stars
range greatly in their distance from Earth. (5-ESS1-1)
ESS1.B
Earth and the Solar System
 The orbits of Earth around the sun and of the moon around Earth, together with the rotation
of Earth about an axis between its North and South poles, cause observable patterns. These
include day and night; daily changes in the length and direction of shadows; and different
positions of the sun, moon, and stars at different times of the day, month, and year.
(5-ESS1-2)
S5E-008
S5E-009
S5E-011
S5E-012
S5E-013
S5E-015
Page 45 of 46
3-5. Engineering Design
NGSS
Reference
Standard Description
Correlation
Performance Expectations
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for
success and constraints on materials, time, or cost.
Coming
Soon!
3-5-ETS1-2
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.
Coming
Soon!
3-5-ETS1-3
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.
Coming
Soon!
Disciplinary Core Ideas
ETS1.A
Defining and Delimiting Engineering Problems
 Possible solutions to a problem are limited by available materials and resources (constraints).
The success of a designed solution is determined by considering the desired features of a
solution (criteria). Different proposals for solutions can be compared on the basis of how well
each one meets the specified criteria for success or how well each takes the constraints into
account. (3-5-ETS1-1)
ETS1.B
ETS1.C
Coming
Soon!
Developing Possible Solutions
 Research on a problem should be carried out before beginning to design a solution. Testing a
solution involves investigating how well it performs under a range of likely conditions.
(3-5-ETS1-2)
Coming
Soon!
 At whatever stage, communicating with peers about proposed solutions is an important part
of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)
Coming
Soon!
 Tests are often designed to identify failure points or difficulties, which suggest the elements
of the design that need to be improved. (3-5-ETS1-3)
Coming
Soon!
Optimizing the Design Solution
 Different solutions need to be tested in order to determine which of them best solves the
problem, given the criteria and the constraints. (3-5-ETS1-3)
Coming
Soon!
Page 46 of 46