Science & Math
$/yr
Maine Standards Alignment
Science Lessons
Math Lessons
| Generation Genius Lesson | State | Standards Document | Grade | State ID | Performance Expectations | Sort |
|---|---|---|---|---|---|---|
| Sun and Other Stars; | ME | NGSS | Fifth Grade | 5-ESS1-1 | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. | 2 |
| Earth's Orbit and Rotation; | ME | NGSS | Fifth Grade | 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. | 2 |
| Water Cycle (3-5 Version); Interactions of Earth’s Spheres; | ME | NGSS | Fifth Grade | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. | 2 |
| Water Quality & Distribution; | ME | NGSS | Fifth Grade | 5-ESS2-2 | Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. | 2 |
| Water Quality & Distribution; Interactions of Earth’s Spheres; | ME | NGSS | Fifth Grade | 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. | 2 |
| How Do We Use Food; | ME | NGSS | Fifth Grade | 5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water. | 2 |
| Food Webs; | ME | NGSS | Fifth Grade | 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. | 2 |
| Particle Nature of Matter; | ME | NGSS | Fifth Grade | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. | 2 |
| Conservation of Matter; | ME | NGSS | Fifth Grade | 5-PS1-2 | Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. | 2 |
| Properties of Matter; | ME | NGSS | Fifth Grade | 5-PS1-3 | Make observations and measurements to identify materials based on their properties. | 2 |
| Properties of Matter; Chemical vs. Physical Changes; | ME | NGSS | Fifth Grade | 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. | 2 |
| Balanced & Unbalanced Forces; | ME | NGSS | Fifth Grade | 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. | 2 |
| How Do We Use Food; Food Webs; | ME | NGSS | Fifth Grade | 5-PS3-1 | Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. | 2 |
| Patterns in the Sky; | ME | NGSS | First Grade | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. | 1 |
| Four Seasons and Day Length; | ME | NGSS | First Grade | 1-ESS1-2 | Make observations at different times of year to relate the amount of daylight to the time of year. | 1 |
| Inspired by Nature (Biomimicry); | ME | NGSS | First Grade | 1-LS1-1 | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. | 1 |
| Animals Help Their Babies Survive; | ME | NGSS | First Grade | 1-LS1-2 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. | 1 |
| Introduction to Traits; | ME | NGSS | First Grade | 1-LS3-1 | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. | 1 |
| Introduction to Sound; | ME | NGSS | First Grade | 1-PS4-1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. | 1 |
| Introduction to Light; | ME | NGSS | First Grade | 1-PS4-2 | Make observations to construct an evidence-based account that objects can be seen only when illuminated. | 1 |
| Introduction to Light; | ME | NGSS | First Grade | 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. | 1 |
| Communication Over Distances; | ME | NGSS | First Grade | 1-PS4-4 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. | 1 |
| Earth's Landscapes; | ME | NGSS | Fourth Grade | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. | 2 |
| Weathering & Erosion; Interactions of Earth’s Spheres; | ME | NGSS | Fourth Grade | 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. | 2 |
| Natural Disasters; | ME | NGSS | Fourth Grade | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth's features. | 2 |
| Renewable vs. Nonrenewable Resources; | ME | NGSS | Fourth Grade | 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. | 2 |
| Extreme Weather Solutions; Natural Disasters; | ME | NGSS | Fourth Grade | 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. | 2 |
| Brain Processing of Senses; Human Body Systems; Structure of Living Things; Adaptations and the Environment; | ME | NGSS | Fourth Grade | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. | 2 |
| Brain Processing of Senses; | ME | NGSS | Fourth Grade | 4-LS1-2 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. | 2 |
| Collisions; | ME | NGSS | Fourth Grade | 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. | 2 |
| Energy Transfer; Wave Properties; | ME | NGSS | Fourth Grade | 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. | 2 |
| Collisions; | ME | NGSS | Fourth Grade | 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. | 2 |
| Renewable vs. Nonrenewable Resources; Energy Transfer; | ME | NGSS | Fourth Grade | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. | 2 |
| Wave Properties; | ME | NGSS | Fourth Grade | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. | 2 |
| Light Reflection & Vision; | ME | NGSS | Fourth Grade | 4-PS4-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. | 2 |
| Information Transfer; | ME | NGSS | Fourth Grade | 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | ME | NGSS | Grades 3-5 Engineering Design | 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. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | ME | NGSS | Grades 3-5 Engineering Design | 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. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | ME | NGSS | Grades 3-5 Engineering Design | 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. | 2 |
| What is Engineering?; | ME | NGSS | Grades K-2 Engineering Design | K-2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | 1 |
| What is Engineering?; | ME | NGSS | Grades K-2 Engineering Design | K-2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. | 1 |
| What is Engineering?; | ME | NGSS | Grades K-2 Engineering Design | K-2-ETS1-3 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. | 1 |
| Introduction to Weather; | ME | NGSS | Kindergarten | K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. | 1 |
| Living Things Change Their Environment; | ME | NGSS | Kindergarten | K-ESS2-2 | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. | 1 |
| Habitats; | ME | NGSS | Kindergarten | K-ESS3-1 | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. | 1 |
| Introduction to Weather; | ME | NGSS | Kindergarten | K-ESS3-2 | Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. | 1 |
| Reducing Our Impact on Earth; Natural Resources; | ME | NGSS | Kindergarten | 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. | 1 |
| Living vs. Non-Living Things; Plants Need Water And Light; Animals Need Food; | ME | NGSS | Kindergarten | K-LS1-1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. | 1 |
| Pushes and Pulls; | ME | NGSS | Kindergarten | 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. | 1 |
| Pushes and Pulls; | ME | NGSS | Kindergarten | K-PS2-2 | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. | 1 |
| Sunlight Warms the Earth; | ME | NGSS | Kindergarten | K-PS3-1 | Make observations to determine the effect of sunlight on Earth's surface. | 1 |
| Sunlight Warms the Earth; | ME | NGSS | Kindergarten | K-PS3-2 | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. | 1 |
| Timescale of Earth's Events; | ME | NGSS | Second Grade | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. | 1 |
| Changing the Shape of Land; | ME | NGSS | Second Grade | 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. | 1 |
| Maps of Landforms; | ME | NGSS | Second Grade | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. | 1 |
| Oceans, Lakes and Rivers; | ME | NGSS | Second Grade | 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. | 1 |
| Plant Growth Conditions; | ME | NGSS | Second Grade | 2-LS2-1 | Plan and conduct an investigation to determine if plants need sunlight and water to grow. | 1 |
| Pollination and Seed Dispersal; | ME | NGSS | Second Grade | 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. | 1 |
| Biodiversity of Life on Earth; | ME | NGSS | Second Grade | 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. | 1 |
| Solids, Liquids and Gases; Classification of Materials; Material Properties and Purposes; | ME | NGSS | Second Grade | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. | 1 |
| Material Properties and Purposes; | ME | NGSS | Second Grade | 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. | 1 |
| What is Engineering?; | ME | NGSS | Second Grade | 2-PS1-3 | Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. | 1 |
| Heating and Cooling; | ME | NGSS | Second Grade | 2-PS1-4 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. | 1 |
| Weather vs. Climate; | ME | NGSS | Third Grade | 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. | 2 |
| Weather vs. Climate; | ME | NGSS | Third Grade | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. | 2 |
| Extreme Weather Solutions; | ME | NGSS | Third Grade | 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. | 2 |
| Animal & Plant Life Cycles; | ME | NGSS | Third Grade | 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. | 2 |
| Animal Group Behavior; | ME | NGSS | Third Grade | 3-LS2-1 | Construct an argument that some animals form groups that help members survive. | 2 |
| Variation of Traits; | ME | NGSS | Third Grade | 3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. | 2 |
| Variation of Traits; | ME | NGSS | Third Grade | 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. | 2 |
| Fossils & Extinction; Earth's Landscapes; | ME | NGSS | Third Grade | 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. | 2 |
| Variation of Traits; | ME | NGSS | Third Grade | 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. | 2 |
| Ecosystems; Adaptations and the Environment; | ME | NGSS | Third Grade | 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 |
| Ecosystems; | ME | NGSS | Third Grade | 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. | 2 |
| Balanced & Unbalanced Forces; | ME | NGSS | Third Grade | 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. | 2 |
| Patterns of Motion & Friction; | ME | NGSS | Third Grade | 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. | 2 |
| Magnets & Static Electricity; | ME | NGSS | Third Grade | 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. | 2 |
| Magnets & Static Electricity; | ME | NGSS | Third Grade | 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets. | 2 |
| Atoms & Molecules; | ME | NGSS | Grades 6-8 | MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. | |
| Chemical Reactions; | ME | NGSS | Grades 6-8 | MS-PS1-2 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | |
| Synthetic Materials; | ME | NGSS | Grades 6-8 | MS-PS1-3 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. | |
| Intro to Thermal Energy; | ME | NGSS | Grades 6-8 | MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. | |
| Chemical Reactions; | ME | NGSS | Grades 6-8 | MS-PS1-5 | Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. | |
| Intro to Thermal Energy; | ME | NGSS | Grades 6-8 | MS-PS1-6 | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. | |
| Newton’s Laws of Motion; | ME | NGSS | Grades 6-8 | MS-PS2-1 | Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. | |
| Newton’s Laws of Motion; | ME | NGSS | Grades 6-8 | MS-PS2-2 | Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. | |
| Electric & Magnetic Fields; | ME | NGSS | Grades 6-8 | MS-PS2-3 | Ask questions about data to determine the factors that affect the strength of electrical and magnetic forces. | |
| Gravitational Forces Between Objects; | ME | NGSS | Grades 6-8 | MS-PS2-4 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. | |
| Electric & Magnetic Fields; | ME | NGSS | Grades 6-8 | MS-PS2-5 | Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. | |
| Potential vs. Kinetic Energy; | ME | NGSS | Grades 6-8 | MS-PS3-1 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | |
| Potential vs. Kinetic Energy; | ME | NGSS | Grades 6-8 | MS-PS3-2 | Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | |
| Heat: Transfer of Thermal Energy; | ME | NGSS | Grades 6-8 | MS-PS3-3 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. | |
| Heat: Transfer of Thermal Energy; | ME | NGSS | Grades 6-8 | MS-PS3-4 | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. | |
| Potential vs. Kinetic Energy; | ME | NGSS | Grades 6-8 | MS-PS3-5 | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. | |
| Wave Reflection, Absorption & Transmittance; | ME | NGSS | Grades 6-8 | MS-PS4-1 | Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. | |
| Wave Reflection, Absorption & Transmittance; | ME | NGSS | Grades 6-8 | MS-PS4-2 | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. | |
| Digital vs. Analog Signals; | ME | NGSS | Grades 6-8 | MS-PS4-3 | Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. | |
| Plant & Animal Cells; | ME | NGSS | Grades 6-8 | MS-LS1-1 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. | |
| Plant & Animal Cells; | ME | NGSS | Grades 6-8 | MS-LS1-2 | Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. | |
| Multicellular Organisms; | ME | NGSS | Grades 6-8 | MS-LS1-3 | Use argument supported by evidence for how the body is a system of interacting sub-systems composed of groups of cells. | |
| Reproduction of Living Things; | ME | NGSS | Grades 6-8 | MS-LS1-4 | Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively. | |
| Competition in Ecosystems; | ME | NGSS | Grades 6-8 | MS-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | |
| Photosynthesis & Respiration; | ME | NGSS | Grades 6-8 | MS-LS1-6 | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | |
| Food Webs: Cycling of Matter & Flow of Energy; | ME | NGSS | Grades 6-8 | MS-LS1-7 | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. | |
| Multicellular Organisms; | ME | NGSS | Grades 6-8 | MS-LS1-8 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. | |
| Competition in Ecosystems; | ME | NGSS | Grades 6-8 | MS-LS2-1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. | |
| Symbiosis (Interactions Between Organisms); | ME | NGSS | Grades 6-8 | MS-LS2-2 | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | |
| Food Webs: Cycling of Matter & Flow of Energy; | ME | NGSS | Grades 6-8 | MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | |
| Competition in Ecosystems; | ME | NGSS | Grades 6-8 | MS-LS2-4 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | |
| Maintaining Biodiversity; | ME | NGSS | Grades 6-8 | MS-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. | |
| Genes & Mutations; | ME | NGSS | Grades 6-8 | MS-LS3-1 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of an organism. | |
| Reproduction of Living Things; | ME | NGSS | Grades 6-8 | MS-LS3-2 | Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. | |
| The Fossil Record; | ME | NGSS | Grades 6-8 | MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. | |
| Comparative Anatomy; | ME | NGSS | Grades 6-8 | MS-LS4-2 | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | |
| Comparative Anatomy; | ME | NGSS | Grades 6-8 | MS-LS4-3 | Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. | |
| Natural Selection; | ME | NGSS | Grades 6-8 | MS-LS4-4 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. | |
| Biotechnology; | ME | NGSS | Grades 6-8 | MS-LS4-5 | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. | |
| Natural Selection; | ME | NGSS | Grades 6-8 | MS-LS4-6 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | |
| Solar & Lunar Eclipses; | ME | NGSS | Grades 6-8 | MS-ESS1-1 | 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. | |
| The Solar System; | ME | NGSS | Grades 6-8 | MS-ESS1-2 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. | |
| The Solar System; | ME | NGSS | Grades 6-8 | MS-ESS1-3 | Analyze and interpret data to determine scale properties of objects in the solar system. | |
| Rock Layers (Geologic Time); | ME | NGSS | Grades 6-8 | MS-ESS1-4 | 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. | |
| Rocks & Minerals (Including Rock Cycle); | ME | NGSS | Grades 6-8 | MS-ESS2-1 | Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. | |
| Tectonic Plates; | ME | NGSS | Grades 6-8 | MS-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. | |
| Tectonic Plates; | ME | NGSS | Grades 6-8 | MS-ESS2-3 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. | |
| Water Cycle (6-8 Version); | ME | NGSS | Grades 6-8 | MS-ESS2-4 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. | |
| Air Masses & Weather Fronts; | ME | NGSS | Grades 6-8 | MS-ESS2-5 | Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. | |
| Climate Zones & Ocean Currents; | ME | NGSS | Grades 6-8 | MS-ESS2-6 | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. | |
| Natural Resource Distribution; | ME | NGSS | Grades 6-8 | MS-ESS3-1 | 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 geoscience processes. | |
| Predicting Natural Disasters; | ME | NGSS | Grades 6-8 | MS-ESS3-2 | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. | |
| Human Impacts on the Environment; | ME | NGSS | Grades 6-8 | MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. | |
| Human Impacts on the Environment; | ME | NGSS | Grades 6-8 | MS-ESS3-4 | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. | |
| Intro to Climate Change; | ME | NGSS | Grades 6-8 | MS-ESS3-5 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. | |
| Engineering Design Process; | ME | NGSS | Grades 6-8 | MS-ETS1-1 | 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. | |
| Engineering Design Process; | ME | NGSS | Grades 6-8 | MS-ETS1-2 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | |
| Engineering Design Process; | ME | NGSS | Grades 6-8 | MS-ETS1-3 | 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. | |
| Engineering Design Process; | ME | NGSS | Grades 6-8 | MS-ETS1-4 | 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. |
Other Standards
- Alaska Science Standards
- Alabama Science Standards
- Alberta Science Standards
- Arkansas Science Standards
- Australia Science Standards
- Arizona Science Standards
- British Columbia Science Standards
- California Science Standards
- Colorado Science Standards
- Connecticut Science Standards
- Washington DC Science Standards
- Delaware Science Standards
- Florida Science Standards
- Georgia Science Standards
- Hawaii Science Standards
- Iowa Science Standards
- Idaho Science Standards
- Illinois Science Standards
- Indiana Science Standards
- Kansas Science Standards
- Kentucky Science Standards
- Louisiana Science Standards
- Massachusetts Science Standards
- Manitoba Science Standards
- Maryland Science Standards
- Maine Science Standards
- Michigan Science Standards
- Minnesota Science Standards
- Missouri Science Standards
- Mississippi Science Standards
- Montana Science Standards
- North Carolina Science Standards
- North Dakota Science Standards
- Nebraska Science Standards
- New Hampshire Science Standards
- New Jersey Science Standards
- New Mexico Science Standards
- Nevada Science Standards
- New York Science Standards
- Ohio Science Standards
- Oklahoma Science Standards
- Ontario Science Standards
- Oregon Science Standards
- Pennsylvania Science Standards
- Quebec Science Standards
- Rhode Island Science Standards
- Saskatchewan Science Standards
- South Carolina Science Standards
- South Dakota Science Standards
- Tennessee Science Standards
- Texas Science Standards
- United Kingdom Science Standards
- Utah Science Standards
- Virginia Science Standards
- Vermont Science Standards
- Washington Science Standards
- Wisconsin Science Standards
- West Virginia Science Standards
- Wyoming Science Standards
