NGSS

Claim, Evidence, Reasoning Archimedes

NGSS Performance Expectation (PE)
5-PS1-3. Make observations and measurements to identify materials based on their properties

Science & Engineering Practices
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-PS1-1)

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. 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)

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.

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

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.

Disciplinary Core Ideas (DCI)
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 atomic-scale mechanism of evaporation and condensation.)

Crosscutting Concepts (CC)
Scale, Proportion, and Quantity

• Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.

Diets of the Giants

NGSS Performance Expectation (PE)
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 & Engineering Practices
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).

• 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.

Disciplinary Core Ideas (DCI)
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. (secondary)

LS4.D: Biodiversity and Humans

• Populations live in a variety of habitats, and change in those habitats affects the organisms living there.

Crosscutting Concepts (CC)
Systems and System Models

• A system can be described in terms of its components and their interactions. 

Connections to Engineering, Technology, and Applications of Science
Interdependence of Engineering, Technology, and Science on Society and the Natural World

Knowledge of relevant scientific concepts and research findings is important in engineering.

Dinos Drawn Wrong

NGSS Performance Expectation (PE)
3-LS4-1. Biological Evolution: Unity & Diversity-Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

Science & Engineering Practices
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.

Disciplinary Core Ideas (DCI)
LS4.A: Evidence of Common Ancestry and Diversity
Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: moved from K-2)

• Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments.

Crosscutting Concepts (CC)
Scale, Proportion, and Quantity

• Observable phenomena exist from very short to very long time periods.

Connections to Nature of Science
Scientific Knowledge Assumes an Order and Consistency in Natural Systems

• Science assumes consistent patterns in natural systems.

Earth’s Changing Climate

Disciplinary Core Ideas (DCI)

ESS1.C: The History of Planet Earth

• The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4)
• Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

ESS2.A: Earth’s Materials and Systems

• The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. (MS-ESS2-2)

ESS2.B: Plate Tectonics and Large-Scale System Interactions

• Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

ESS2.C: The Roles of Water in Earth’s Surface Processes

• Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations. (MS-ESS2-2)

ESS2.D: Weather and Climate

• 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)

ESS3.B: Natural Hazards

• 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.)

ESS2.A: Earth Materials and Systems

• 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)

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)

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 communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)

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. (secondary to 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. (Note: Moved from K–2) (3-LS2-1)

LS4.A: Evidence of Common Ancestry and Diversity

• 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)

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)

LS2.A: Interdependent Relationships in Ecosystems

• Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

• A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6)
• Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7)

LS2.D: Social Interactions and Group Behavior

• Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8)

LS4.C: Adaptation

• Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. (HS-LS4-6)

LS4.D: Biodiversity and Humans

• Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7)
• Humans depend on the living world for the resources and other benefits provided by biodiversity.

Every Rock Has a Story

NGSS Performance Expectation (PE)  
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.  

Science & Engineering Practices   
Scientific Knowledge is Open to Revision in Light of New Evidence 

• Science findings are frequently revised and/or reinterpreted based on new evidence.

Disciplinary Core Ideas (DCI)  
ESS1.C:  The History of Planet Earth 

• The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale.
• Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. 

ESS2.B:  Plate Tectonics and Large-Scale System Interactions 

• Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

Crosscutting Concepts (CC)  
Patterns 

• Patterns in rates of change and other numerical relationships can provide information about natural systems. 

From Dream to Discovery: Inside NASA Engineering

Disciplinary Core Ideas (DCI)

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)
• 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 are likely to limit possible solutions. (MS-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)
• A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (MS-ETS1-4)
• There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3)
• Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3)
• Models of all kinds all kinds are important for testing solutions. (MSETS1-4)
• When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3)
• Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (HS-ETS1-4)

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)
• 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 those characteristics may be incorporated into the new design. (MS-ETS1-3)
• 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. (MS-ETS1-4)
• Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (HSETS1- 2)

PS2.A: Forces and Motion

• For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). (MS-PS2-1)
• The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2)
• All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2)

PS2.B: Types of Interactions

• Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun. (MS-PS2-4)
• Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5)

PS2.A: Forces and Motion

• For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). (MS-PS2-1)
• The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2)
• All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2)

PS2.B: Types of Interactions

• Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun. (MS-PS2-4)
• Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5)

Michigan Ecosystems

NGSS Performance Expectation (PE)
5-PS3-1.Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. 

Science & Engineering Practices

• Use models to describe phenomena.

Disciplinary Core Ideas (DCI)
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).

LS1.C: Organization for Matter and Energy Flow in Organisms

• 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)

Crosscutting Concepts (CC)
Energy and Matter

• Energy can be transferred in various ways and between objects.

Natural Selection

Disciplinary Core Ideas (DCI)

L S1.A: Structure and Function

• All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)
• Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)
• In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)
• All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. (secondary to HS-LS3-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.)

LS1.B: Growth and Development of Organisms

• Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2)
• Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4)
• In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4)

LS2.A: Interdependent Relationships in Ecosystems

• Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2)

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. (secondary to 3-LS4-4)
• A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6)
• Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7)

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. (Note: Moved from K–2) (3-LS2-1) 
• Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8)

LS3.A: Inheritance of Traits

• Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1)

LS3.B: Variation of Traits

• In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1)
• In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2)
• Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3)

LS4.A: Evidence of Common Ancestry and Diversity

• The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1)
• Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2)
• 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)
• Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1)

LS4.B: Natural Selection

• Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3)
• The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3)

LS4.C: Adaptation

• Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2)
• Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4)
• Adaptation also means that the distribution of traits in a population can change when conditions change. (HS-LS4-3)
• Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. (HS-LS4-6)
• Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost. (HS-LS4-5)
• 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)
• Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6)
• There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1)
• Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)

One World, One Sky: Big Bird’s Adventure

Disciplinary Core Ideas (DCI)

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)

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)

Pegboard Challenge

NGSS Performance Expectation (PE)
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.
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.

Science & Engineering Practices
3-5-ETS1-1.

• 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.

MS-ETS1-1.

• Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

Disciplinary Core Ideas (DCI)
3-5-ETS1-1.
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.

MS-ETS1-1.  
Defining and Delimiting Engineering Problems

• 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 are likely to limit possible solutions.

Crosscutting Concepts (CC)
3-5-ETS1-1
Influence of Science, Engineering, and Technology on Society and the Natural World

• People’s needs and wants change over time, as do their demands for new and improved technologies.

MS-ETS1-1.
Influence of Science, Engineering, and Technology on Society and the Natural World

• All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.
• The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

Reason for the Seasons

Disciplinary Core Ideas (DCI)

PS2.B: Types of Interactions

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

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)

ESS1.B: Earth and the Solar System

• 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)

Secret of the Cardboard Rocket

Disciplinary Core Ideas (DCI)

PS2.B: Types of Interactions

• The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)
• Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)

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)

ESS1.B: Earth and the Solar System

• 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 solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. them. (MS-ESS1-2),(MS-ESS1-3)

The Great Lakes and Beyond

Disciplinary Core Ideas (DCI)

ESS2.A: Earth’s Materials and Systems

• All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-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)
• Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

• Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)

ESS1.C: The History of Planet Earth

• The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4)

ESS2.C: The Roles of Water in Earth’s Surface Processes

• Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations. (MS-ESS2-2)

ESS2.E: Biogeology

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

ESS3.B: Natural Hazards

• 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)

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), (MS-ESS2-4)

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)
• Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)
• Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3- 3),(MS-ESS3-4)

LS1.B Growth and Development of Organisms

• Genetic factors as well as local conditions affect the growth of the adult plant. (MS-LS1.5)

LS2.A: Interdependent Relationships in Ecosystems

• Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

• A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6)
• Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7)

LS4.C: Adaptation

Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. (HS-LS4-5)

LS4.D: Biodiversity and Humans

• Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7)
• Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6)

What Makes Objects Move

NGSS Performance Expectation (PE)
K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or directions of pushes and pulls on the motion of an object.

Science & Engineering Practices

• Scientific Investigations Use a Variety of Methods
• Scientists use different ways to study the world.

Disciplinary Core Ideas (DCI)
PS2.A: Forces and Motion

• Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.

PS2.B: Types of Interactions

• When objects touch or collide, they push on one another and can change motion.

PS3.C: Relationship Between Energy and Forces

• A bigger push or pull makes things speed up or slow down more quickly. (secondary)

Crosscutting Concepts (CC)
Cause and Effect

• Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Electricity & Magnetism

NGSS Performance Expectation (PE)
3-PS2-3 Motion and Stability: Forces & Interactions-Audience observes investigations to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
4-PS3-2 Energy-Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Science & Engineering Practices

• Ask questions that can be investigated based on patterns such as cause and effect relationships.
• Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

Disciplinary Core Ideas (DCI)
PS2.B: Types of Interactions

• 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.

PS3.A: Definitions of Energy

Energy can be moved from place to place by moving objects or through sound, light, or electric currents.

PS3.B: Conservation of Energy and Energy Transfer

• 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. Light also transfers energy from place to place. Energy can also be transferred from place to place 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.

Crosscutting Concepts (CC)
Cause and Effect

• Cause and effect relationships are routinely identified, tested, and used to explain change.

Energy and Matter

• Energy can be transferred in various ways and between objects.

Light & Sound

NGSS Performance Expectation (PE)
1-PS4-2.Waves and Their Applicaiton in Technologies for Information Transfer-Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
4-PS3-2. Energy- Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Science & Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

• Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. Planning and Carrying Out Investigations Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.evidence-based account for natural phenomena.

Disciplinary Core Ideas (DCI)
PS4.B: Electromagnetic Radiation

• Objects can be seen if light is available to illuminate them or if they give off their own light.

PS3.A: Definitions of Energy

• Energy can be moved from place to place by moving objects or through sound, light, or electric currents.

PS3.B: Conservation of Energy and Energy Transfer

• 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.
• Light also transfers energy from place to place.
• Energy can also be transferred from place to place 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.

Crosscutting Concepts (CC)
Cause and Effect

• Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Energy and Matter

• Energy can be transferred in various ways and between objects.

Frontier Michigan

H2 Living and Working Together in Families and Schools. Use historical thinking to understand the past.

1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future.
1 – H2.0.3 Use historical sources to draw possible conclusions about family or school life in the past.
1 – H2.0.4 Compare life today with life in the past using the criteria of family, school, jobs, or communication.

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HISTORY

H2 Living and Working Together in Communities Use historical thinking to understand the past.

2 – H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events.
2 – H2.0.2 Examine different perspectives of the same event in a community and explain how and why they are different.
2 – H2.0.3 Explain how individuals and groups have made significant historical changes.
2 – H2.0.4 Describe changes in the local community over time. Examples may include but are not limited to: types of businesses, architecture and landscape, jobs, transportation, population.
2 – H2.0.5 Describe how community members responded to a problem in the past. Examples may include but are not limited to: natural disasters, factories closing, poverty, homelessness, closing of military bases, environmental issues.
2 – H2.0.6 Construct a historical narrative about the history of the local community from a variety of sources. Examples may include but are not limited to: data gathered from local residents, artifacts, photographs.

Money!

E1 Market Economy-Use fundamental principles and concepts of economics to understand economic activity in a market economy.

4 – E1.01 Identify a good or service produced in the United States and apply the three economic questions all economies must address. Examples may include but are not limited to: What goods and services will be produced? How will these goods and services be produced? Who will consume the goods and services?
4 – E1.0.2 Describe characteristics of a market economy. Examples may include but are not limited to private property rights, voluntary exchange, competition, consumer sovereignty, incentives, specialization.
4 – E1.0.3 Describe how positive and negative incentives influence behavior in a market economy. Examples of positive incentives may include but are not limited to responding to a sale, saving money, earning money. Examples of negative incentives may include but are not limited to library fines.
4 – E1.0.4 Explain how price affects decisions about purchasing goods and services. Examples may include but are not limited to substitute goods, complementary goods.

My Money!

E4 Personal Finance- Individually and collaboratively, students will engage in planned inquiries to describe and demonstrate how the economic forces of scarcity and opportunity costs impact indi- vidual and household choices.

4.1 Decision Making Individually and collaboratively, students will engage in planned inquiries to describe and demonstrate how the economic forces of scarcity and opportunity costs impact individual and household choices.
4.1.1 Earning Income – conduct research regarding potential income and employee benefit packages, non-income factors that may influence career choice, benefits and costs of obtaining the necessary education or technical skills, taxes a person is likely to pay, and other possible sources of income. Examples may include but are not limited to: interest, dividends, capital appreciation, income support from the government, social security.
4.1.2 Buying Goods And Services – describe the factors that consumers may consider when purchasing a good or service, including the costs, benefits, and the role of government in obtaining the information.
4.1.3 Saving – identify the incentives people have to set aside income for future consumption, and evaluate the impact of time, interest rates, and inflation upon the value of savings.
4.1.4 Using Credit – evaluate the benefits, costs, and potential impacts of using credit to purchase goods and services.
4.1.5 Financial Investing – analyze the risks, expected rate of return, tax benefits, impact of inflation, role of government agencies, and importance of diversification when investing in financial assets.
4.1.6 Protecting and Insuring – assess the financial risk of lost income, assets, health, or identity, and determine if a person should accept the risk exposure, reduce risk, or transfer the risk to others by paying a fee now to avoid the possibility of a larger loss later.