Complete crosswalk of curriculum content to Next Generation Science Standards (NGSS) and Common Core State Standards for Mathematics (CCSS-M).
| Standard | Description | Units |
|---|---|---|
| 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 | Unit 1 |
| K-LS1-1 | Use observations to describe patterns of what plants and animals need to survive | Units 1, 4 |
| 1-LS1-1 | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts | Units 2, 4 |
| 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties | Unit 1 |
| 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants | Unit 2 |
| 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats | Unit 4 |
| K-2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change | Unit 3 |
| K-2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function | Unit 3 |
| Standard | Description | Units |
|---|---|---|
| 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen | Units 1, 5 |
| 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact | Unit 1 |
| 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival | Unit 2 |
| 4-LS1-2 | Use a model to describe that animals receive different types of information through their senses | Unit 2 |
| 3-LS2-1 | Construct an argument that some animals form groups that help members survive | Unit 3 |
| 3-LS4-2 | Use evidence to construct an explanation for how the variations in characteristics among individuals affect survival | Unit 3 |
| 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes criteria for success | Units 4, 5 |
| 3-5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each meets the criteria | Unit 5 |
| 3-5-ETS1-3 | Plan and carry out fair tests in which variables are controlled and failure points are considered | Unit 4 |
| Standard | Description | Units |
|---|---|---|
| MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures | Units 1, 2 |
| MS-PS1-2 | Analyze and interpret data on the properties of substances before and after interactions | Unit 1 |
| MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and state | Units 1, 2 |
| MS-LS1-3 | Use argument supported by evidence for how the body is a system of interacting subsystems | Units 3, 5 |
| MS-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence growth | Unit 4 |
| MS-LS1-7 | Develop a model to describe how food is rearranged through chemical reactions | Unit 3 |
| MS-LS2-1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms | Unit 4 |
| MS-LS2-4 | Construct an argument supported by empirical evidence about changes to physical or biological components | Unit 8 |
| MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing human impact on the environment | Unit 6 |
| MS-ESS3-4 | Construct an argument supported by evidence for how increases in human population impact Earth's systems | Unit 8 |
| MS-ETS1-1 | Define the criteria and constraints of a design problem with sufficient precision | Unit 7 |
| MS-ETS1-2 | Evaluate competing design solutions using a systematic process | Unit 7 |
| MS-ETS1-3 | Analyze data from tests to determine similarities and differences among several design solutions | Unit 7 |
| MS-ETS1-4 | Develop a model to generate data for iterative testing and modification of a proposed object | Units 6, 7 |
| Standard | Description | Units |
|---|---|---|
| HS-PS1-5 | Apply scientific principles and evidence to provide an explanation about the effects of changing temperature or concentration | Unit 1 |
| HS-PS1-7 | Use mathematical representations to support the claim that atoms are conserved during a chemical reaction | Unit 1 |
| HS-PS2-1 | Analyze data to support the claim that Newton's second law of motion describes the relationship among force, mass, and acceleration | Unit 2 |
| HS-PS2-6 | Communicate scientific and technical information about why the molecular-level structure is important | Unit 2 |
| HS-PS3-1 | Create a computational model to calculate the change in the energy of one component in a system | Unit 4 |
| HS-LS1-2 | Develop and use a model to illustrate the hierarchical organization of interacting systems | Units 3, 6 |
| HS-LS1-6 | Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine | Unit 3 |
| HS-LS2-1 | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity | Unit 5 |
| HS-LS2-6 | Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain stability | Unit 5 |
| HS-LS2-8 | Evaluate evidence for the role of group behavior on individual and species' chances to survive | Unit 9 |
| HS-LS3-2 | Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations | Unit 6 |
| HS-ESS3-4 | Evaluate or refine a technological solution that reduces impacts of human activities on natural systems | Units 7, 9 |
| HS-ETS1-2 | Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems | Unit 8 |
| HS-ETS1-3 | Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs | Unit 8 |
| HS-ETS1-4 | Use a computer simulation to model the impact of proposed solutions to a complex real-world problem | Units 4, 7 |