AfterSchool KidzScience Correlations to the Next Generation Science Standards

AfterSchool KidzScience Correlations to the Next Generation Science Standards In 2012 the National Research Council (NRC) released the Framework for K 12 Science Education, which describes the key practices, crosscutting concepts, and core ideas that all students should learn by the end of high school. This document served as the foundation for the Next Generation Science Standards (NGSS) published in 2013. The NRC identified eight scientific and engineering practices that are an essential part of science learning. In addition to scientific and engineering practices, the performance expectations in the NGSS describe crosscutting concepts and disciplinary core ideas. Every AfterSchool KidzScience kit is intentionally designed to focus on a set of science content learning goals appropriate for out-of-school time. Below are the correlations, by kit, to the NGSS. Alternative Energy page 2 Beach Science page 4 Bubbles page 6 Colors in Nature page 9 Crime Lab Science page 11 Exploring Habitats page 13 Falling and Flying page 15 Fresh Water page 17 Food from Plants page 19 Magnets page 20 Mystery Detectives page 22 Oobleck page 25 Predators and Prey page 27 Sunlight Science page 29 Waste Not page 31 Contents Page 1

Alternative Energy 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment. 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. 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. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Asking questions and defining problems in 3 5 builds on grades K 2 experiences and progresses to specifying qualitative relationships. 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) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3 5 builds on K 2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 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) ESS3.C: 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) ESS3.A: 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) Influence of Engineering, Technology, and Science on Society and the Natural World 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) Cause and Effect Cause and effect relationships are routinely identified and used to explain change. (5-PS2-1) Systems and System Models A system can be described in terms of its components and their interactions. (3-LS4-4) (5-LS2-1) (5-ESS2-1) (5-ESS3-1) Energy and Matter Energy can be transferred in various ways and between objects. (5-PS3-1) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Alternative Energy Kit Green Science Page 2

Developing and Using Models Modeling in 3 5 builds on K 2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop a model to describe phenomena. (3-LS1-1) (5-LS2-1) (5-PS1-1) Planning and Carrying Out Investigations 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) Green Science Alternative Energy Kit Green Science Page 3

Beach Science 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. 5-PS1-3. Make observations and measurements to identify materials based on their properties. 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. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3 5 builds on K 2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (4-ESS2-1) Developing and Using Models Modeling in 3 5 builds on K 2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop models to describe phenomena. (3-LS1-1) (5-LS2-1) (5-PS1-1) 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) 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) Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1) (4-PS4-1) Patterns of change can be used to make predictions. (3-ESS2-1) (3-ESS2-2) Cause and Effect 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) Systems and System Models A system can be described in terms of its components and their interactions. (3-LS4-4) (5-LS2-1) (5-ESS2-1) (5-ESS3-1) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Beach Science Kit Life Science Page 4

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3 5 builds on K 2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 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) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 3 5 builds on K 2 experiences and progresses to evaluate the merit and accuracy of ideas and methods. Obtain and combine information from books and other reliable media to explain phenomena. (4-ESS3-1) Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science explanations describe the mechanisms for natural events. (5-LS2-1) Life Science Beach Science Kit Life Science Page 5

Bubbles 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.] 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Asking questions and defining problems in 3 5 builds on K 2 experiences and progresses to specifying qualitative relationships. Ask questions that can be investigated based on patterns such as cause and effect relationships. (3-PS2-3) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3 5 builds on K 2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. 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) PS1.B: Chemical Reactions When two or more different substances are mixed, a new substance with different properties may be formed. (5-PS1-4) Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. (5-PS1-4) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Bubbles Kit Physical Science Page 6

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3 5 builds on K 2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Use evidence (e.g., measurements, observations, patterns) to construct an explanation. (4-PS3-1) Using Mathematics and Computational Thinking Mathematical and computational thinking in 3 5 builds on K 2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. Describe and graph quantities such as area and volume to address scientific questions. (5-ESS2-2) Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1) (3-LS4-1) (4-ESS2-2) (continues) Bubbles Kit Physical Science Page 7

Scientific Investigations Use a Variety of Methods Science investigations use a variety of methods, tools, and techniques. (3-PS2-1) Physical Science Bubbles Kit Physical Science Page 8

Colors in Nature 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. 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. 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Asking questions and defining problems in grades 3 5 builds on grades K 2 experiences and progresses to specifying qualitative relationships. Ask questions that can be investigated based on patterns such as cause and effect relationships. (3-PS2-3) Developing and Using Models Modeling in 3 5 builds on K 2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop models to describe phenomena. (3-LS1-1) (5-LS2-1) (5-PS1-1) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3 5 builds on K 2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 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) LS4.B: Natural Selection Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2) LS4.C: 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: Biodiversity and Humans Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4) Patterns Patterns of change can be used to make predictions. (3-ESS2-1) (3-ESS2-2) Cause and Effect Cause and effect relationships are routinely identified and used to explain change. (3-LS3-2) (3-LS4-2),(3-LS4-3) Systems and System Models A system can be described in terms of its components and their interactions. (3-LS4-4) (5-LS2-1) (5-ESS2-1) (5-ESS3-1) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Colors in Nature Kit Life and Earth Science Page 9

Engaging in Argument from Evidence Engaging in argument from evidence in 3 5 builds on K 2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Support an argument with evidence, data, or a model. (5- PS2-1) Life and Earth Science Colors in Nature Kit Life and Earth Science Page 10

Crime Lab Science 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. 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. 5-PS1-3. Make observations and measurements to identify materials based on their properties. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. (4-PS3-3) Engaging in Argument from Evidence Engaging in argument from evidence in 3 5 builds on K 2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Support an argument with evidence, data, or a model. (5-LS1-1) (5-PS2-1), (5-ESS1-1) 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) ETS1.B: 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) 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) PS1.A: Structure and Properties of Matter 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 atomicscale mechanism of evaporation and condensation.) (5-PS1-3) Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1),(4-ESS3-2) Science Addresses Questions About the Natural and Material World. Science findings are limited to questions that can be answered with empirical evidence. (5- ESS3-1) Systems and System Models A system can be described in terms of its components and their interactions. (3-LS4-4) (5-LS2-1) (5-ESS2-1) (5-ESS3-1) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Crime Lab Science Kit Forensic Science Page 11

Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1) (3-LS4-1) (4-ESS2-2) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3 5 builds on K 2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 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) Obtaining, Evaluating, and Communicating Information Obtain and combine information from books and other reliable media to explain phenomena. (4-ESS3-1) Scientific Investigations Use a Variety of Methods Science investigations use a variety of methods, tools, and techniques. (3-PS2-1) Forensic Science Crime Lab Science Kit Forensic Science Page 12

Exploring Habitats 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. 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3 5 builds on K 2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 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) Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1) (3-LS4-1) (4-ESS2-2) LS4.C: 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: Biodiversity and Humans Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4) Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1) Cause and Effect Cause and effect relationships are routinely identified and used to explain change. (3-LS3-2) (3-LS4-2),(3-LS4-3) Systems and System Models A system can be described in terms of its components and their interactions. (3-LS4-4) (5-LS2-1) (5-ESS2-1) (5-ESS3-1) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Exploring Habitats Kit Life Science Page 13

Falling and Flying 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. 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. 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. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Asking questions and defining problems in 3 5 builds on K 2 experiences and progresses to specifying qualitative relationships. 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) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3 5 builds on K 2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. 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) 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: 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) 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) Influence of Engineering, Technology, and Science on Society and the Natural World 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) Interdependence of Science, Engineering, and Technology 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) Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. (5-PS1-4) Systems and System Models A system can be described in terms of its components and their interactions. (3-LS4-4) (5-LS2-1) (5-ESS2-1) (5-ESS3-1) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Falling and Flying Kit Physical Science Page 15

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3 5 builds on K 2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 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) Developing and Using Models Modeling in 3 5 builds on K 2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop models to describe phenomena. (3-LS1-1) (5-LS2-1) (5-PS1-1) 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. (3-5-ETS1-3) Physical Science Falling and Flying Kit Physical Science Page 16

Fresh Water 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment. 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. 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3 5 builds on K 2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. 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) Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (4-ESS2-1) Using Mathematics and Computational Thinking Mathematical and computational thinking in 3 5 builds on K 2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. Describe and graph quantities such as area and volume to address scientific questions. (5-ESS2-2) ESS3.C: 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) 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) ESS2.C: The Roles of Water in Earth s Surface Processes Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS2-3) Cause and Effect Cause and effect relationships are routinely identified and used to explain change. (5-PS2-1) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Fresh Water Kit Green Science Page 17

Food from Plants 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. (4-PS3-3) Engaging in Argument from Evidence Engaging in argument from evidence in 3 5 builds on K 2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Support an argument with evidence, data, or a model. (5- PS2-1) Scientific Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns. (3-LS1-1) Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1) (3-LS4-1) (4-ESS2-2) 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) ESS3.C: 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) Green Science Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1) (4-PS4-1) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) Food from Plants Kit Green Science Page 19

Magnets 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. 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. 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. 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Asking questions and defining problems in grades 3 5 builds on grades K 2 experiences and progresses to specifying qualitative relationships. 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) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3 5 builds on K 2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. 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) PS2.B: Types of Interactions 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) PS2.A: 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) Patterns Patterns of change can be used to make predictions. (3-PS2-2) Cause and Effect 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) Interdependence of Science, Engineering, and Technology 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) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Magnets Kit Physical Science Page 20

Science Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns. (3-PS2-2) Scientific Investigations Use a Variety of Methods Science investigations use a variety of methods, tools, and techniques. (3-PS2-1) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3 5 builds on K 2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 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) 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) Physical Science Magnets Kit Physical Science Page 21

Mystery Detectives 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. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Engaging in Argument from Evidence Engaging in argument from evidence in 3 5 builds on K 2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Support an argument with evidence, data, or a model. (5-LS1-1) (5-PS2-1), (5-ESS1-1) 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) Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1) (3-LS4-1) (4-ESS2-2) ETS1.B: Developing Possible Solutions 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) ETS1.B: 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) Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1) (4-PS4-1) Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1),(4-ESS3-2) Science Addresses Questions About the Natural and Material World. Science findings are limited to questions that can be answered with empirical evidence. (5- ESS3-1) Systems and System Models A system can be described in terms of its components and their interactions. (3-LS4-4) (5-LS2-1) (5-ESS2-1) (5-ESS3-1) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Mystery Detectives Kit Forensic Science Page 22

Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 3 5 builds on K 2 experiences and progresses to evaluate the merit and accuracy of ideas and methods. Obtain and combine information from books and other reliable media to explain phenomena. (4-ESS3-1) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3 5 builds on K 2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 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) Developing and Using Models Modeling in 3 5 builds on K 2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Use models to describe phenomena. (5-PS3-1) (continues) Mystery Detectives Kit Forensic Science Page 23

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3 5 builds on K 2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. 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) Asking Questions and Defining Problems Asking questions and defining problems in 3 5 builds on K 2 experiences and progresses to specifying qualitative relationships. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. (4-PS3-3) Forensic Science Mystery Detectives Kit Forensic Science Page 24

Oobleck 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. 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. 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. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Asking questions and defining problems in 3 5 builds on K 2 experiences and progresses to specifying qualitative relationships. 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) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3 5 builds on K 2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. 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) 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: 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) 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) Influence of Engineering, Technology, and Science on Society and the Natural World 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) Interdependence of Science, Engineering, and Technology 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) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Oobleck Kit Physical Science Page 25

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3 5 builds on K 2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 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) Developing and Using Models Modeling in 3 5 builds on K 2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop models to describe phenomena. (3-LS1-1) (5-LS2-1) (5-PS1-1) 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. (3-5-ETS1-3) Physical Science Oobleck Kit Physical Science Page 26

Predators and Prey 3-LS2-1. Construct an argument that some animals form groups that help members survive. 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. 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. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3 5 builds on K 2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 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) Developing and Using Models Modeling in 3 5 builds on K 2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Develop models to describe phenomena. (3-LS1-1) (5-LS2-1) (5-PS1-1) 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. (3-LS4-4) LS2.D: 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) Patterns Patterns of change can be used to make predictions. (3-ESS2-1) (3-ESS2-2) Cause and Effect Cause and effect relationships are routinely identified and used to explain change. (3-LS3-2) (3-LS4-2),(3-LS4-3) Systems and System Models A system can be described in terms of its components and their interactions. (3-LS4-4) (5-LS2-1) (5-ESS2-1) (5-ESS3-1) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Predators and Prey Kit Life Science Page 27

Sunlight Science 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. 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment. 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. 3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Asking questions and defining problems in 3 5 builds on K 2 experiences and progresses to specifying qualitative relationships. Ask questions that can be investigated based on patterns such as cause and effect relationships. (3-PS2-3) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3 5 builds on K 2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (4-ESS2-1) Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1) (3-LS3-2) (4-ESS2-2) ESS1.A: 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) PS3.B: Conservation of Energy and Energy Transfer Sunlight warms Earth s surface. (K-PS3-1) (K-PS3-2) Scale, Proportion, and Quantity Natural objects exist from the very small to the immensely large. (5-ESS1-1) Cause and Effect Cause and effect relationships are routinely identified and used to explain change. (5-PS2-1) Patterns Patterns can be used as evidence to support an explanation. (4-ESS1-1) Systems and System Models A system can be described in terms of its components and their interactions. (3-LS4-4) (5-LS2-1) (5-ESS2-1) (5-ESS3-1) Energy and Matter Energy can be transferred in various ways and between objects. (5-PS3-1) Science is a Human Endeavor Most scientists and engineers work in teams. (4-PS3-4) Science affects everyday life. (4-PS3-4) (continues) Sunlight Science Kit Earth and Space Science Page 29