New York K–6 science standards

Use and share observations of local weather conditions to describe patterns over time.

Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

Communicate solutions that will reduce the impact of humans on living organisms and non-living things in the local environment.

Use observations to describe patterns of what plants and animals (including humans) need to survive.

Plan and conduct an investigation to test the claim that different kinds of matter exist as either solid or liquid, depending on temperature.

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.

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.

Make observations to determine the effect of sunlight on Earth's surface.

Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

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.

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.

Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Use observations of the Sun, moon, and stars to describe patterns that can be predicted.

Make observations at different times of year to relate the amount of daylight to the time of year.

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.

Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents.

Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Make observations (firsthand or from media) to construct an evidence-based account that objects can be seen only when illuminated.

Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

Develop a model to represent the shapes and kinds of land and bodies of water in an area.

Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Develop a simple model that illustrates how plants and animals depend on each other for survival.

Make observations of plants and animals to compare the diversity of life in different habitats.

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

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.

Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

LS3.A: Inheritance of Traits (NYSED) Some characteristics result from the interactions of both inheritance and the effect of the environment. (3-LS3-2)

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Obtain and combine information to describe climates in different regions of the world.

Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Construct an argument that some animals form groups that help members survive.

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.

Use evidence to support the explanation that traits can be influenced by the environment.

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

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.

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.

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.

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Define a simple design problem that can be solved by applying scientific ideas about magnets.

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Obtain and combine information to describe climates in different regions of the world.

Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Patterns of change can be used to make predictions. (3-PS2-2)

Cause and effect relationships are routinely identified. (3- PS2-1)

Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3)

Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process. (3- PS2-4)

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)

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)

Objects in contact exert forces on each other. (3-PS2-1)

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)

Ask questions that can be investigated based on patterns such as cause and effect relationships. (3- PS2-3)

Define a simple problem that can be solved through the development of a new or improved object or tool. (3- PS2-4)

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-PS2-1)

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2)

Science findings are based on recognizing patterns. (3- PS2-2)

Science investigations use a variety of methods, tools, and techniques. (3-PS2-1)

Cause and effect relationships are routinely identified and used to explain change. (3-LS2-1),(3-LS4-3)

Observable phenomena exist from very short to very long time periods. (3-LS4-1)

A system can be described in terms of its components and their interactions. (3-LS4-4)

Knowledge of relevant scientific concepts and research findings is important in engineering. (3-LS4-4)

Science assumes consistent patterns in natural systems. (3- LS4-1)

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: Social Interactions and Group Behavior (NYSED) Being part of a group helps some animals obtain food, defend themselves, and survive. Groups may serve different functions and vary dramatically in size. (Note: Moved from K–2) (3-LS2-1)

Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: Moved from K–2) (3-LS4-1)

Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3- LS4-1)

For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3

Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1)

Construct an argument with evidence, data, and/or a model. (3-LS2-1)

Construct an argument with evidence. (3-LS4-3)

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-LS4-4)

Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)

Patterns of change can be used to make predictions. (3- LS1-1)

Cause and effect relationships are routinely identified and used to explain change. (3-LS3- 2),(3-LS4-2)

Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)

Many characteristics of organisms are inherited from their parents. (3-LS3-1)

Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. (3-LS3-2)

Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)

The environment also affects the traits that an organism develops. (3-LS3-2)

Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

Develop models to describe phenomena. (3-LS1-1)

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)

Use evidence (e.g., observations, patterns) to support an explanation. (3-LS3-2)

Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)

Science findings are based on recognizing patterns. (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.

Construct an argument that some animals form groups that help members survive.

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.

Use evidence to support the explanation that traits can be influenced by the environment.

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

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.

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.

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.

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other

Define a simple design problem that can be solved by applying scientific ideas about magnets.

Patterns of change can be used to make predictions. (3-ESS2-1),(3-ESS2- 2)

Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS2-3),(3-ESS3-1)

Influence of Engineering, Technology, and Science on Society and the Natural World (NYSED) Engineers improve existing technologies or develop new ones to increase their benefits (e.g., improved Doppler radar), decrease known risks (e.g., severe weather alerts), and meet societal demands (e.g., cell phone applications). (3-ESS3-1)

Science affects everyday life. (3-ESS3-1)

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)

Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)

ESS2.D: Weather and Climate (NYSED) Earth’s processes continuously cycle water, contributing to weather and climate. (3-ESS2-3)

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)

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-ESS2-3)

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-ESS2-3)

Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3-ESS2-1)

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-ESS3-1)

Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2)

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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.

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.

People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

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)

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)

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)

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)

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)

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5- ETS1-1)

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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.

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.

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Analyze and interpret data from maps to describe patterns of Earth's features.

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

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.

Use evidence to construct an explanation relating the speed of an object to the energy of that object.

Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.

Ask questions and predict outcomes about the changes in energy that occur when objects collide.

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Generate and compare multiple solutions that use patterns to transfer information.

Cause and effect relationships are routinely identified and used to explain change. (4-ESS3-1)

Energy can be transferred in various ways and between objects. (4-PS3-1),(4- PS3-2),(4- PS3-3),(4-PS3-4)

Knowledge of relevant scientific concepts and research findings is important in engineering. (4-ESS3- 1)

Over time, people’s needs and wants change, as do their demands for new and improved technologies. (4-ESS3- 1)

Engineers improve existing technologies or develop new ones. (4-PS3-4)

Most scientists and engineers work in teams. (4-PS3-4)

Science affects everyday life. (4-PS3-4)

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)

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)

PS3.A: Definitions of Energy (NYSED) A given object possesses more energy of motion when it is moving faster. (4-PS3-1)

PS3.A: Definitions of Energy (NYSED) Energy can be transferred by moving objects or by sound, light, heat, or electric currents. (4-PS3-2), (4-PS3-3)

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)

PS3.B: Conservation of Energy and Energy Transfer (NYSED) Energy can also be transferred 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)

When objects collide, the contact forces transfer energy so as to change the objects’ motions.(4-PS3-3)

The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use. (4-PS3-4)

Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. (4-PS3-3)

Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (4-PS3-2)

Use evidence (e.g., measurements, observations, patterns) to construct an explanation. (4-PS3-1)

Apply scientific ideas to solve design problems. (4-PS3-4)

Obtain and combine information from books and other reliable media to explain phenomena. (4- ESS3-1)

Patterns can be used as evidence to support an explanation. (4-ESS1-1),(4- ESS2-2)

Cause and effect relationships are routinely identified, tested, and used to explain change. (4- ESS2-1),(4-ESS3-2)

Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands. (4-ESS3- 2)

Science assumes consistent patterns in natural systems. (4- ESS1-1)

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)

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)

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)

Living things affect the physical characteristics of their regions. (4-ESS2-1)

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 DisciplinaryCore Ideacanalsobefoundin 3.WC.)

Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (4-ESS2-1)

Analyze and interpret data to make sense of phenomena using logical reasoning. (4-ESS2-2)

Identify the evidence that supports particular points in an explanation. (4-ESS1-1)

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. (4-ESS3-2)

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [

Analyze and interpret data from maps to describe patterns of Earth’s features.

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

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.

Use evidence to construct an explanation relating the speed of an object to the energy of that object.

Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.

Ask questions and predict outcomes about the changes in energy that occur when objects collide

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Generate and compare multiple solutions that use patterns to transfer information.

Cause and effect relationships are routinely identified. (4-PS4 2)

A system can be described in terms of its components and their interactions. (4- LS1-1), (LS1-2)

Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)

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)

An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)

Develop a model to describe phenomena. (4- PS4-2)

Use a model to test interactions concerning the functioning of a natural system. (4-LS1-2)

Construct an argument with evidence, data, and/or a model. (4-LS1-1)

Similarities and differences in patterns can used to sort and classify natural (4-PS4-1)

Similarities and differences in patterns can used to sort and classify designed products. (4-PS4-3

Knowledge of relevant scientific concepts and research findings is important in engineering. (4-PS4-3)

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)

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. (Note: This gradebandendpoint was moved from K–2).(4-PS4-1)

Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks). (4-PS4-1)

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)

Develop a model using an analogy, example, or abstract representation to describe a scientific principle. (4-PS4-1)

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. (4-PS4-3)

Science findings are based on recognizing patterns. (4-PS4-1)

Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.

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.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment.

Support an argument that plants get the materials they need for growth chiefly from air and water.

Develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.

Develop a model to describe that matter is made of particles too small to be seen.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances the total amount of matter is conserved.

Make observations and measurements to identify materials based on their properties.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

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.

Standard units are used to measure and describe physical quantities such as weight, and volume. (5- ESS2-2)

A system can be described in terms of its components and their interactions. (5-ESS2-1),(5-ESS3-1)

Science findings are limited to questions that can be answered with empirical evidence. (5-ESS3-1)

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)

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)

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)

Develop a model using an example to describe a scientific principle. (5-ESS2-1)

Describe and graph quantities such as area and volume to address scientific questions. (5-ESS2-2)

Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.

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.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.

Support an argument that plants get the materials they need for growth chiefly from air and water.

Develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.

A system can be described in terms of its components and their interactions. (5-LS2- 1)

Matter is transported into, out of, and within systems. (5-LS1-1)

Energy can be transferred in various ways and between objects. (5-PS3-1)

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)

Plants acquire their material for growth chiefly from air and water. (5-LS1-1)

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)

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 matter (gas, liquid, or solid) back into the environment. (5-LS2-1)

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)

Use models to describe phenomena. (5-PS3-1)

Develop a model to describe phenomena. (5-LS2-1)

Support an argument with evidence, data, or a model. (5-LS1-1)

Science explanations describe the mechanisms for natural events. (5-LS2-1)

Develop a model to describe that matter is made of particles too small to be seen.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances the total amount of matter is conserved.

Make observations and measurements to identify materials based on their properties.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances

Support an argument that the gravitational force exerted by Earth on objects is directed down.

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.

Cause and effect relationships are routinely identified, tested, and used to explain change. (5-PS1-4)

Natural objects exist from the very small to the immensely large. (5-PS1-1)

Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. (5-PS1-2),(5- PS1-3)

Science assumes consistent patterns in natural systems. (5-PS1-2)

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)

PS1.A: Structure and Properties of Matter (NYSED) The total amount of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2)

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)

When two or more different substances are mixed, a new substance with different properties may be formed. (5-PS1-4)

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)

Develop a model to describe phenomena. (5- PS1-1)

Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4)

Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (5-PS1-3)

Measure and graph quantities such as weight to address scientific and engineering questions and problems. (5-PS1-2)

Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5-ESS1-2)

Cause and effect relationships are routinely identified and used to explain change. (5-PS2- 1)

Natural objects exist from the very small to the immensely large. (5-ESS1-1)

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)

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)

The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)

Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

Support an argument with evidence, data, or a model. (5-PS2-1),(5-ESS1-1)

Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-ESS3- 4)

Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings.

Macroscopic patterns are related tot he nature of microscopic and atomic-level structure.

Graphs, charts and images can be used to identify patterns in data.

Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Time, space and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.

Models can be used to represent systems and their interactions - such as inputs, processes and outputs - and energy and matter flows within systems.

Matter is conserved because atoms are conserved in physical and chemical processes.

The transfer of energy can be tracked as energy flows through a designed or natural system.

Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).

Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

Structures can be designed to serve particular functions.

Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales.

The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.

A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.

Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process - that is, some of the characteristics may be incorporated into the new design.

The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

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 the solar system.

Analyze and interpret data to determine scale properties of objects in the solar system.

Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.

Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying temporal and spatial scales.

Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

Develop a model to describe the cycling of water through Earth's systems driven by energy from the Sun and the force of gravity.

Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geologic processes.

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

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 new 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 an optimal design can be achieved.

Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.

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.

Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

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.