Science
Next Generation Science Standards
Earth & Space
Kindergarten
Earth's Systems
K-ESS2-1
Use and share observations of local weather conditions to describe patterns over time.
Skill | Performance by the End of the Grade |
---|---|
Organize data |
|
Identifying relationships |
|
Interpreting data |
|
K-ESS2-2
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
Skill | Performance by the End of the Grade |
---|---|
Support claims |
|
Identify scientific evidence |
|
Evaluating and critiquing evidence |
|
Reasoning and synthesis |
|
Earth and Human Activity
K-ESS3-1
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
Skill | Performance by the End of the Grade |
---|---|
Components of the Model |
|
Relationships |
|
Connections |
|
K-ESS3-2
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
Skill | Performance by the End of the Grade |
---|---|
Addressing phenomena of the natural world |
|
Identifying the scientific nature of the question |
|
Obtaining information |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Communicating information |
|
First Grade
Earth's Place in the Universe
1-ESS1-1
Use observations of the sun, moon, and stars to describe patterns that can be predicted.
Skill | Performance by the End of the Grade |
---|---|
Organizing data |
|
Identifying relationships |
|
Interpreting data |
|
1-ESS1-2
Make observations at different times of year to relate the amount of daylight to the time of year.
Skill | Performance by the End of the Grade |
---|---|
Identifying the Phenomenon under investigation |
|
Identifying evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
Second Grade
Earth's Place in the Universe
2-ESS1-1
Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
Skill | Performance by the End of the Grade |
---|---|
Articulating the explanation of phenomena |
|
Evidence |
|
Reasoning |
|
Earth's Systems
2-ESS2-1
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
Skill | Performance by the End of the Grade |
---|---|
Using scientific knowledge to generate design solutions |
|
Describing* specific features of the design solution, including quantification where appropriate |
|
Evaluating potential solutions |
|
2-ESS2-2
Develop a model to represent the shapes and kinds of land and bodies of water in an area.
Skill | Performance by the End of the Grade |
---|---|
Components of the model |
|
Relationships |
|
Connections |
|
2-ESS2-3
Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Skill | Performance by the End of the Grade |
---|---|
Obtaining information |
|
Evaluating information |
|
Third Grade
Earth's Systems
3-ESS2-1
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Skill | Performance by the End of the Grade |
---|---|
Organizing data |
|
Identifying relationships |
|
Interpreting data |
|
3-ESS2-2
Obtain and combine information to describe climates in different regions of the world.
Skill | Performance by the End of the Grade |
---|---|
Obtaining information |
|
Evaluating information |
|
Communicating information |
|
Earth and Human Activity
3-ESS3-1
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Skill | Performance by the End of the Grade |
---|---|
Supported claims |
|
Identifying scientific evidence |
|
Evaluating and critiquing evidence |
|
Fourth Grade
Earth's Place in the Universe
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.
Skill | Performance by the End of the Grade |
---|---|
Articulating the explanation of phenomena |
|
Evidence |
|
Reasoning |
|
Earth's Systems
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.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon under investigation |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earth’s features.
Skill | Performance by the End of the Grade |
---|---|
Organizing data |
|
Identifying relationships |
|
Interpreting data |
|
Earth and Human Activity
4-ESS3-1
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Skill | Performance by the End of the Grade |
---|---|
Obtaining information |
|
Evaluating information |
|
Communicating information |
|
4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Skill | Performance by the End of the Grade |
---|---|
Using scientific knowledge to generate design solutions |
|
Describing* criteria and constraints, including quantification when appropriate |
|
Evaluating potential solutions |
|
Fifth Grade
Earth's Place in the Universe
5-ESS1-1
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.
Skill | Performance by the End of the Grade |
---|---|
Supported claims |
|
Identifying scientific evidence |
|
Evaluating and critiquing evidence |
|
Reasoning and synthesis |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Organizing data |
|
Identifying relationships |
|
Earth's Systems
5-ESS2-1
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Skill | Performance by the End of the Grade |
---|---|
Components of the model |
|
Relationships |
|
Connections |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Representations |
|
Mathematical / computational analysis |
|
Earth and Human Activity
5-ESS3-1
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Skill | Performance by the End of the Grade |
---|---|
Obtaining information |
|
Evaluating information |
|
Life Science
Kindergarten
From Molecules to Organisms: Structures and Processes
K-LS1-1
Use observations to describe patterns of what plants and animals (including humans) need to survive.
Skill | Performance by the End of the Grade |
---|---|
Organize data | With guidance, students organize the given data from observations (firsthand or from media) using graphical displays (e.g., pictures, charts), including:
|
Identify relationships | Students identify patterns in the organized data, including that:
|
Interpreting data | Students describe* that the patterns they identified in the data provide evidence that:
|
First Grade
From Molecules to Organisms: Structures and Processes
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.
Skill | Performance by the End of the Grade |
---|---|
Using scientific knowledge to generate design solutions |
|
Describing specific features of the design solution, including quantification when appropriate |
|
Evaluating potential solutions |
|
1-LS1-2
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
Skill | Performance by the End of the Grade |
---|---|
Obtaining information |
|
Evaluating information |
|
Heredity: Inheritance and Variation of Traits
1-LS3-1
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
Skill | Performance by the End of the Grade |
---|---|
Articulating the explanation of phenomena |
|
Evidence |
|
Reasoning |
|
Second Grade
Ecosystems: Interactions, Energy, and Dynamics
2-LS2-1
Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon under investigation |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
2-LS2-2
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Skill | Performance by the End of the Grade |
---|---|
Components of the model |
|
Relationship |
|
Connections |
|
Biological Evolution: Unity and Diversity
2-LS4-1
Make observations of plants and animals to compare the diversity of life in different habitats.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon under investigation |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
Third Grade
- From Molecules to Organisms: Structures and Processes
- Ecosystems: Interactions, Energy, and Dynamics
- Heredity: Inheritance and Variation of Traits
- Biological Evolution: Unity and Diversity
From Molecules to Organisms: Structures and Processes
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.
Skill | Performance by the End of the Grade |
---|---|
Components of the model |
|
Relationships |
|
Connections |
|
Ecosystems: Interactions, Energy, and Dynamics
3-LS2-1
Construct an argument that some animals form groups that help members survive.
Skill | Performance by the End of the Grade |
---|---|
Supported claims |
|
Identifying scientific evidence |
|
Evaluating and critiquing evidence |
|
Reasoning and synthesis |
|
Heredity: Inheritance and Variation of Traits
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.
Skill | Performance by the End of the Grade |
---|---|
Organizing data |
|
Identifying relationships |
|
Interpreting data |
|
3-LS3-2
Use evidence to support the explanation that traits can be influenced by the environment.
Skill | Performance by the End of the Grade |
---|---|
Articulating the explanation of phenomena |
|
Evidence |
|
Reasoning |
|
Biological Evolution: Unity and Diversity
3-LS4-1
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Skill | Performance by the End of the Grade |
---|---|
Organizing data |
|
Identifying relationships |
|
Interpreting data |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Articulating the explanation of phenomena |
|
Evidence |
|
Reasoning |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Supported claims |
|
Identifying scientific evidence |
|
Evaluating and critiquing evidence |
|
Reasoning and synthesis |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Supported claims |
|
Identifying scientific evidence |
|
Evaluating and critiquing evidence |
|
Fourth Grade
From Molecules to Organisms: Structures and Processes
4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Skill | Performance by the End of the Grade |
---|---|
Supported claims |
|
Identifying scientific evidence |
|
Evaluating and critiquing evidence |
|
Reasoning and synthesis |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Components of the model |
|
Relationships |
|
Connections |
|
Fifth Grade
- From Molecules to Organisms: Structures and Processes
- Ecosystems: Interactions, Energy, and Dynamics
From Molecules to Organisms: Structures and Processes
5-LS1-1
Support an argument that plants get the materials they need for growth chiefly from air and water.
Skill | Performance by the End of the Grade |
---|---|
Supported claims |
|
Identifying scientific evidence |
|
Evaluating and critiquing evidence |
|
Reasoning and synthesis |
|
Ecosystems: Interactions, Energy, and Dynamics
5-LS2-1
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Skill | Performance by the End of the Grade |
---|---|
Components of the model |
|
Relationships |
|
Connections |
|
Physical Science
Kindergarten
Motion and Stability: Forces and Interactions
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.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon to be investigated |
|
Identifying the evidence to address this purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Organizing data |
|
Identifying relationships |
|
Interpreting data |
|
Energy
K-PS3-1
Make observations to determine the effect of sunlight on Earth’s surface.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon to be investigated |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
K-PS3-2
Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.
Skill | Performance by the End of the Grade |
---|---|
Using scientific knowledge to generate design solutions |
|
Describing* specific features of the design solution, including quantification when appropriate |
|
Evaluating potential solutions |
|
First Grade
Waves and Their Applications in Technologies for Information Transfer
1-PS4-1
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon under investigation |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
1-PS4-2
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
Skill | Performance by the End of the Grade |
---|---|
Articulating the explanation of phenomena |
|
Evidence |
|
Reasoning |
|
1-PS4-3
Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon under investigation |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Using scientific knowledge to generate design solutions |
|
Describing* specific features of the design solution, including quantification when appropriate |
|
Evaluating potential solutions |
|
Second Grade
Matter and Its Interactions
2-PS1-1
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon under investigation |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Organizing data |
|
Identifying relationships |
|
Interpreting data |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Articulating the explanation of phenomena |
|
Evidence |
|
Reasoning |
|
2-PS1-4
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
Skill | Performance by the End of the Grade |
---|---|
Supported claims |
|
Identifying scientific evidence |
|
Evaluating and critiquing the evidence |
|
Reasoning and synthesis |
|
Third Grade
Motion and Stability: Forces and Interactions
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.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon under investigation |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon under investigation |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Addressing phenomena of the natural world |
|
Identifying the scientific nature of the question |
|
3-PS2-4
Define a simple design problem that can be solved by applying scientific ideas about magnets.
Skill | Performance by the End of the Grade |
---|---|
Identifying the problem to be solved |
|
Defining the criteria and constraints |
|
Fourth Grade
Energy
4-PS3-1
Use evidence to construct an explanation relating the speed of an object to the energy of that object.
Skill | Performance by the End of the Grade |
---|---|
Articulating the explanation of phenomena |
|
Evidence |
|
Reasoning |
|
4-PS3-2
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon under investigation |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
4-PS3-3
Ask questions and predict outcomes about the changes in energy that occur when objects collide.
Skill | Performance by the End of the Grade |
---|---|
Addressing phenomena of the natural world |
|
Identifying the scientific nature of the question |
|
4-PS3-4
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Skill | Performance by the End of the Grade |
---|---|
Using scientific knowledge to generate design solutions |
|
Describing* criteria and constraints, including quantification when appropriate |
|
Evaluating potential solutions |
|
Modifying the design solution |
|
Waves and Their Applications in Technologies for Information Transfer
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.
Skill | Performance by the End of the Grade |
---|---|
Components of the model |
|
Relationships |
|
Connections |
|
4-PS4-2
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Skill | Performance by the End of the Grade |
---|---|
Components of the model |
|
Relationships |
|
Connections |
|
4-PS4-3
Generate and compare multiple solutions that use patterns to transfer information.
Skill | Performance by the End of the Grade |
---|---|
Using scientific knowledge to generate design solutions |
|
Describing* criteria and constraints, including quantification when appropriate |
|
Evaluating potential solutions |
|
Fifth Grade
Matter and Its Interactions
5-PS1-1
Develop a model to describe that matter is made of particles too small to be seen.
Skill | Performance by the End of the Grade |
---|---|
Components of the model |
|
Relationships |
|
Connections |
|
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.
Skill | Performance by the End of the Grade |
---|---|
Representation |
|
Mathematical / computational analysis |
|
5-PS1-3
Make observations and measurements to identify materials based on their properties.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon under investigation |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
5-PS1-4
Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Skill | Performance by the End of the Grade |
---|---|
Identifying the phenomenon under investigation |
|
Identifying the evidence to address the purpose of the investigation |
|
Planning the investigation |
|
Collecting the data |
|
Motion and Stability: Forces and Interaction
5-PS2-1
Support an argument that the gravitational force exerted by Earth on objects is directed down.
Skill | Performance by the End of the Grade |
---|---|
Supported claims |
|
Identifying scientific evidence |
|
Evaluation and critique |
|
Reasoning and synthesis |
|
Energy
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.
Skill | Performance by the End of the Grade |
---|---|
Components of the model |
|
Relationships |
|
Connections |
|
Parent Guides
The Next Generation Science Standards Parent Guides illustrate how standards are a powerful foundation to help students build a cohesive understanding of science over time.
Engineering Design
Grades K-2
Grades 3-5
Maryland Integrated Science Assessment
The Maryland Integrated Science Assessment (MISA) are science assessments in Grade 5, 8 and High School. These assessments provide educators, parents, and the public with information on student progress towards science literacy. Below are two 5th grade sample assessments for students and parents to view and practice.
CCPS Science Program
The Nanjemoy Creek Environmental Education Center coordinates a field trip for students, during their 5th grade year. Their website provides additional information about the program or the links below for information about weather/insects and informational packets.
Resources
Browse through tips and articles to make science for kids a fun and meaningful experience.
More than 200 math and science topics with videos, slideshows, step-by-step tutorials, and other activities.