Quick Reference Guide for NGSS
Number Standard
LS1-1
Conduct an investigation to provide evidence that living things are
made of cells; either one cell or many different numbers and types of
cells.
LS1-2
Develop and use a model to describe the function of a cell as a whole
and ways parts of cells contribute to the function.
LS1-3
Use argument supported by evidence for how the body is a system of
interacting subsystem of interacting subsystems composed of groups
of cells.
LS1-4
Use argument based on empirical evidence and scientific reasoning to
support an explanation for how characteristic animal behaviors and
specialized plant structures affect the probability of successful
reproduction of animals and plants respectively.
LS1-5
Construct a scientific explanation based on evidence for how
environmental and genetic factors influence the growth of organisms.
LS1-6
Construct a scientific explanation based on evidence for the role of
photosynthesis in the cycling of matter and flow of energy into and
out of organisms.
LS2-1
LS2-3
ESS1-1
ESS1-2
ETS1-3
ETS1-4
PS1-1
Analyze and interpret data to provide evidence for the effects of
resource availability on organisms and populations of organisms in an
ecosystem.
Develop a model to describe the cycling of matter and flow of energy
among living and nonliving parts of an ecosystem.
Develop and use a model of the Earth-sun-moon system to describe
the cyclic patterns of lunar phases, eclipses of the sun and moon, and
seasons.
Develop and use a model to describe the role of gravity in the
motions within galaxies and solar system.
Analyze data from tests to determine similarities and differences
among several design solutions to identify the best characteristics of
each that can be combined into a mew solution to better meet the
criteria for success.
Develop a model to generate data for iterative testing and
modification of a proposed object, tool, or process such that n
optimal design can be achieved.
Develop models to describe the atomic composition of simple
molecules and extended structures.
PS1-4
PS1-5
PS1-6
PS2-2
PS2-4
PS3-1
PS3-2
Develop a model that predicts and describes changes in particle
motion, temperature, and state of a pure substance when thermal
energy is added or removed.
Develop and use a model to describe how the total number of atoms
does not change in a chemical reaction thus mass is conserved.
Undertake a design project to construct, test, and modify a devise
that either releases or absorbs thermal energy by chemical processes.
Plan an investigation to provide evidence that the change in an
object’s motion depends on the sum of the forces on the object and
mass of the object.
Construct and present arguments using the evidence to support the
claim that gravitational interactions are attractive and depend on the
masses of interacting objects.
Construct and interpret graphical displays of data to describe the
relationships of kinetic energy to the mass of an object and to the
speed of an object.
Develop a model to describe that when the arrangement of objects
interacting at a distance changes, different amounts of potential
energy are stored in the system.
PS3-3
PS3-4
PS3-5
PS4-1
PS4-2
PS4-3
Apply scientific principles to design, construct, and test a device that
either minimizes or maximizes thermal energy transfer.
Plan an investigation to determine the relationships among the
energy transferred, the type of matter, the mass and the change in
the average kinetic energy of the particles as measured by the
temperature of the sample.
Construct, use, and present arguments to support the claim that
when the kinetic energy of an object changes, energy is transferred to
or from the object.
Use mathematical representations to describe a simple model for
waves that includes how the amplitude of a wave is related to the
energy in a wave.
Develop and use a model to describe that waves are reflected,
absorbed, or transmitted through various materials.
Integrate qualitative scientific and technical information to support
the claim that digitized signals are a more reliable way to encode and
transmit information than analog signals.
From Bacteria to Plants: 60 Days
NGSS
T.E. Book
Title
Critical Content
Student
chapter and
Section
Objectives/Key Concepts
(Please write as a statement.)
LS1-1
LS2-1
From Bacteria to
Plant
What information
do scientists use to
identify living
things?
3.1
3.1.1 Explain the characteristics that all living
things share.
Required
Labs/
Possible
Summative
Labs
Pass the
Bread (F)
Pacing
(Number of
days per
section)
4
3.1.2 Explain what living things need to survive.
Formative Assessment, Review, and Summative Assessment: 2 review days, 1 summative
LS1-1
LS2-1
From Bacteria to
Plant
Are viruses
organisms?
4.1
LS2-1
LS2-1
LS2-1
LS2-1
3
4.1.1 Explain how viruses differ from living
things.
4.1.2 Identify the basic structure of a virus.
From Bacteria to
Plant
How are viruses
and bacteria
different from each
other?
4.2
4.2.1 Explain what bacteria need to survive.
4.2.2 Explain what positive roles bacteria play in
people’s lives.
4.2.3 Describe the conditions under which
bacteria thrive and reproduce
Formative Assessment, Review, and Summative Assessment: 2 review days, 1 summative
How Quickly
Can Bacteria
Multiply? (F)
4
NGSS
T.E. Book
Title
Critical Content
From Bacteria to
Plant
Microscope
Student
chapter and
Section
Objectives/Key Concepts
(Please write as a statement.)
Students can identify the parts of the microscope
and their functions.
LS1-1
From Bacteria to
Plant
What are the key
characteristics of
the three types of
protists?
5.1
LS1-1
LS1-5
From Bacteria to
Plant
What are the key
characteristics of
fungi?
5.3
Students can demonstrate proper use of
microscopes.
5.1.1 Compare the characteristics of animal-like,
plant-like, and fungus-like protists.
Required
Labs/
Possible
Summative
Labs
Letter E lab
(f)
Pacing
(Number of
days per
section)
Observe and
identify live
protists (f)
5
3
4
5.3.1 Identify the characteristics fungi share.
5.3.2 Explain how fungi reproduce
LS1-4
5.3.3 Explain the roles fungi play in nature and
our lives.
Formative Assessment, Review, and Summative Assessment: 2 review days, 1 summative
LS2-3
LS1-1
LS1-4
LS1-5
LS1-5
From Bacteria to
Plant
How does the
structure of a plant
allow it to survive
on land?
6.1
6.1.1 List the characteristics most plants share
6.1.2 Describe the adaptations plants use to
survive on land
6.1.3 Classify plants into two major groups:
vascular and nonvascular
What Do
Leaves
Reveal About
Plants? (F)
5
NGSS
LS1-6
PS4-2
T.E. Book
Title
Critical Content
Student
chapter and
Section
Objectives/Key Concepts
(Please write as a statement.)
From Bacteria to
Plant
What is the flow of
energy in the
photosynthetic
process?
6.2 (15.2 is a
great reference
for
electromagneti
c spectrum)
6.2.1 Explain what happens when light strikes a
leaf
6.2.2 Summarize the process of photosynthesis.
6.3
6.3.1 Identify the characteristics that the three
groups of nonvascular plants share.
6.4
6.4.1 Identify the characteristics of seedless
vascular plants.
6.4.2 Compare vascular and nonvascular plants
LS1-6
Required
Labs/
Possible
Summative
Labs
Photosynthes
is lab
Part A
formative
Part B
Summative
Pacing
(Number of
days per
section)
3
Start to plant seeds for the next chapter.
LS1.1
From Bacteria to
Plant
LS1.1
From Bacteria to
Plant
LS1.3
How does the
structure of a
nonvascular allow
it to grow and
reproduce?
How does the
structure of a
seedless vascular
plant allow it to
grow and
reproduce?
Formative Assessment, Review, and Summative Assessment: 2 review days, 1 summative
1
Comparison
of vascular
and
nonvascular
plants
2
ETS1-3
ETS1-4
From bacteria to
plant
What factors affect
the growth of seed
plants?
7.1-7.5
LS1-1
From Bacteria to
Plant
What are the
unique
characteristics of
seed plants?
7.1
LS1-4
Pose questions about how seed plants grow and
reproduce
Observe and measure different parts of a seed
plant’s life cycle
Create data tables
Apply chapter concepts to their observations
Communicate their findings about seed plants to
classmates
7.1.1 Identify the characteristics that seed plants
share.
Chapter
Project
Part A (F)
Part B (S)
Ongoing 2-3
week project
The In-Seed
Story (F)
5
7.1.2 Explain how seeds become new plants.
LS1-3
LS1-6
7.1.3 Identify the main functions of roots, stems
and leaves.
LS1-1
From Bacteria to
Plant
What are the
unique
characteristics of
gymnosperms?
7.2
7.2.1 Identify and explain the characteristics of
gymnosperms.
None
2
LS1-1
From Bacteria to
Plant
How do
angiosperms use
flowers for
successful
reproduction?
7.3
7.3.1 Identify and explain the characteristics
angiosperms share.
A Close Look
at Flowers (f)
3
LS1-4
LS1-4
7.3.2 Explain the function of an angiosperm’s
flowers and identify the flower parts.
7.3.3 Explain how angiosperms reproduce.
ETS1-3
From Bacteria to
Plant
What are the
advantages and
disadvantages of
each farming
method?
7.5
7.5.1 Identify technologies that may help farmers
produce more crops
Formative Assessment, Review, and Summative Assessment: 2 review days, 1 summative
1
Astronomy 13 Days
Standards
T.E. Book
Title
Critical Content
Student
chapter and
Section
Objectives/Key Concepts
(Please write as a statement.)
PS2-4
ESS1-1
ESS1-2
Astronomy
What effects are
caused by the
motions of Earth
and the moon?
8.1
8.1.1 Illustrate how the Earth moves in space.
ESS1-1
PS2-4
ESS1-2
Astronomy
PS2-4
ESS1-2
ESS1-1
ESS1-1
PS2-2
Astronomy
What role does
gravity play in
keeping the moon
and Earth in orbit?
8.2
How is the motion
of the Earth, moon
and sun related?
8.3
8.1.2 Explain what causes the cycle of seasons on
Earth.
8.2.1 Discern what determines the strength of
the force of gravity between two objects.
Required
Labs/
Possible
Summative
Labs
Model
phases of the
moon using
manipulative
s (f)
Pacing
(Number of
days per
section)
4
2
8.2.2 List the two factors that keep the moon and
Earth in orbit.
8.3.1 Explain what causes the phases of the
moon
8.3.2 Compare the differences between solar and
lunar eclipses
8.3.3 Explain how the moon affects the tides
Formative Assessment, Review, and Summative Assessment: 2 review days, 1 summative
4
Chemical Building Blocks 41 Days
Standards
T.E. Book
Title
Critical Content
PS1-1
Chemical
Building Blocks
What are the types 10.1
of properties used
to describe matter?
10.1.1 Explain the kinds of properties are used to
describe matter.
10.1.2 Describe the relationship between
elements and compounds
10.1.3 Explain the properties of a mixture.
Chemical
Building Blocks
What are the
different ways to
measure the
physical properties
of matter?
10.2.1 Define the difference between weight and
mass.
10.2.2 Apply SI units are used to express volume,
mass and density
10.2.3 Evaluate how the density of a material is
determined.
PS1-1
Student
chapter and
Section
PS1-1
PS2-4
PS2-4
PS2-4
10.2
Objectives/Key Concepts
(Please write as a statement.)
Formative Assessment, Review, and Summative Assessment: 1 review days, 1 summative
Required
Labs/
Possible
Summative
Labs
What is a
mixture (f)
(p. 348)
Air Sound
Light (f)
Pacing
(Number of
days per
section)
6
massmania
8
(f),
volumemania
(f), finding
density (f)
Float or sink
(f)
Making
sense of
density (s)
(p.363)
PS1-4
Chemical
Building Blocks
PS1-4
How does energy
change impact
matter?
10.3
10.3.1 Define physical change.
10.3.2 Define chemical change.
PS1-4
10.3.3 Explain how changes in matter relate to
changes in energy.
PS1-5
PS3-1
PS3-2
PS3-3
10.3.4 Restate the law of conservation of matter
Chemical
Building Blocks
How do the
different forms of
energy affect
matter?
10.4
10.4.1 Differentiate between the different forms
of energy.
White before
your eyes
Part A
Formative,
Part B
Summative
Where was
the Energy
(f)? (p.372)
5
2
10.4.2 Describe how chemical energy is relate to
chemical change
Formative Assessment, Review, and Summative Assessment: 1 review days, 1 summative
PS3-4
PS1-4
Chemical
Building Blocks
How do solids,
liquids, and gases
differ?
11.1
11.1.1 Analyze the molecular characteristics of
the states of matter
What are
solids,
liquids, and
gases (f) (p.
384)
As Thick as
Honey (f) *
(p. 388)
5
PS1-4
PS3-4
PS3-5
PS1-6
Chemical
Building Blocks
How does energy
affect change of
state?
11.2
11.2.1 Explain what happens to the molecular
structure during a change of state.
Melting Ice
Part A
formative
Part B
summative
5
Teacher
demo with
dry ice (get it
at Meijer)
PS1-1
PS1-1
PS1-1
Chemical
Building Blocks
Using information
from an element
on the periodic
table, what is the
structure of its
atom?
12.1
12.1.1 Compose the structure of an atom.
12.1.2 Defend how elements are described in
terms of their atoms.
12.1.3 Explain why models are useful for
understanding atoms.
Formative Assessment, Review, and Summative Assessment: 2 review days, 1 summative
3
Sound and Light: 20 Days
Standards
T.E. Book
Title
Critical Content
Student
chapter and
Section
Objectives/Key Concepts
(Please write as a statement.)
Required
Labs/
Possible
Summative
Labs
Pacing
(Number of
days per
section)
13.1.1 Explain what causes mechanical waves
How do
waves travel
(f)
2
13.2.1 Demonstrate the basic properties of
waves: amplitude, frequency and speed
Can you
change a
wave (f)
2
13.2.2 Calculate wave speed as it is related to
wavelength and frequency.
13.3.1 Describe how reflection, refraction, and
diffraction change a wave’s direction
Wavy
motions (f)
13.3.2 Distinguish among the different types of
interference
Making
waves (f)
(Please note
what should be
eliminated)
PS4-1
Sound and
Light
PS4-2
PS4-2
Sound and
Light
What are the
characteristics of
waves?
13.1
What are the
interactions among
the properties of
waves?
13.2
13.1.2 Describe the two types of waves and how
they can be classified
PS4-1
PS4-2
PS4-2
Sound and
Light
What are the
different
interactions of
waves?
13.3
How does a
ball bounce
(f)
Active Art p.
487 (f)
Formative Assessment, Review, and Summative Assessment: 2 review days, 1 summative
2
PS4-1
Sound and
Light
PS4-2
Sound and
Light
PS4-3
PS4-3
Sound and
Light
PS4-2
Sound and
Light
PS4-2
What are the
characteristics of
electromagnetic
waves?
What are the
properties of an
electromagnetic
wave?
15.1
15.1.1 Describe electromagnetic waves
15.2
15.2.1 Compare the properties of
electromagnetic waves
What are the two
types of wireless
communication?
How does light
interact with
matter?
15.4
16.1
1
What is
white light?
(f)
15.2.2 Illustrate the different parts of the
electromagnetic spectrum: radio waves, infrared
rays, visible light, ultraviolet rays, x-rays, and
gamma rays
15.4.1 Explain how radio waves transmit
information
16.1.2 Describe what determines the color of an
opaque, transparent, or translucent object
16.1.3 Explain how mixing pigments is different
from mixing colors of light
Formative Assessment, Review, and Summative Assessment: 2 review days, 1 summative
4
1
Color of
transmitted
light (TE 109)
[do as lab,
not as demo]
2