s Grades K-2 Grades K-2
s Grade K Grade K
Next Generatation Science Standards Grade K TE Page Citations SE Page Citations K-PS2 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. 26-27b 26-27b PS2.A: Forces and Motion Pushes and pulls can have different strengths and directions. (K-PS2-1), (K- PS2-2) Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-1), (K-PS2-2) 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25 PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion. (K-PS2-1) 14-15, 16-17, 18-19, 20-21, 22-23 14-15, 16-17, 18-19, 20-21, 22-23 PS3.C: Relationship Between Energy and Forces A bigger push or pull makes things go faster. (secondary to K-PS2-1) 6-7, 8-9, 12-13 6-7, 8-9, 12-13 NGSS to Grade K Page 1 ngl.cengage.com / 888.915.3276
Next Generatation Science Standards Grade K TE Page Citations SE Page Citations 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. 28-29b 28-29b PS2.A: Forces and Motion Pushes and pulls can have different strengths and directions. (K-PS2-1), (K- PS2-2) Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-1), (K-PS2-2) ETS1.A: Defining Engineering Problems A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. (secondary to K-PS2-2) 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25 K-PS3 Energy K-PS3-1. Make observations to determine the effect of sunlight on Earth s surface. 6-7 6-7 PS3.B: Conservation of Energy and Energy Transfer: Sunlight warms Earth s surface. (K-PS3-1), (K-PS3-2) 4-5 4-5 NGSS to Grade K Page 2 ngl.cengage.com / 888.915.3276
Next Generatation Science Standards Grade K TE Page Citations SE Page Citations K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. 8-9b 8-9b PS3.B: Conservation of Energy and Energy Transfer: Sunlight warms Earth s surface. (K-PS3-1), (K-PS3-2) 4-5 4-5 K-LS1 From Molecules to Organisms: Structure and Processes K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. 14-15b 14-15b LS1.C: Organization for Matter and Energy Flow in Organisms All animals need food in order to live and grow. Animals obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1) 6-7, 12-13 6-7, 12-13 NGSS to Grade K Page 3 ngl.cengage.com / 888.915.3276
Next Generatation Science Standards Grade K TE Page Citations SE Page Citations K-ESS2 Earth s Systems K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. 18-19, 22-23 18-19, 22-23 ESS2.D: Weather and Climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1) 10-11, 12-13, 14-15, 16-17, 20-21 10-11, 12-13, 14-15, 16-17, 20-21 K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. 22-23b 22-23b ESS2.E: Biogeology Plants and animals can change their environment. (K-ESS2-2) 20-21 20-21 ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impats on the land, water, air, and other living things. (secondary to K-ESS2-2) 26-27 26-27 NGSS to Grade K Page 4 ngl.cengage.com / 888.915.3276
Next Generatation Science Standards Grade K TE Page Citations SE Page Citations K-ESS3 Earth and Human Activity 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. 18-19b 18-19b ESS3.A: Natural Resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1) 4-5, 6-7, 8-9, 10-11, 12-13, 16-17, 24-25 4-5, 6-7, 8-9, 10-11, 12-13, 16-17, 24-25 K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. 28-29 28-29 ESS3.B: Natural Hazards Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3-2) 24-25, 26-27, 28-29, 30-31 24-25, 26-27, 28-29, 30-31 ETS1.A: Defining and Delimiting an Engineering Problem Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to K-ESS3-2) 28-29 28-29 NGSS to Grade K Page 5 ngl.cengage.com / 888.915.3276
Next Generatation Science Standards Grade K TE Page Citations SE Page Citations 1-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. ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impats on the land, water, air, and other living things. (K-ESS3-3) 26-27 26-27 ETS1.A: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem s solutions to other people. (secondary to K-ESS3-3) NGSS to Grade K Page 6 ngl.cengage.com / 888.915.3276
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s TE Page Citations SE Page Citations 1-PS4 Waves and Their Applications in Technologies for Information 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 8-9b, 14-15b 8-9b, 14-15b PS4.A: Wave Properties Sound can make matter vibrate, and vibrating matter can make sound. (1- PS4.1) 4-5, 6-7, 10-11, 12-13 4-5, 6-7, 10-11, 12-13 1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated. 20-21 20-21 PS4.B: Electromagnetic Radiation Objects can be seen if light is available to illuminate them or if they give off their own light. (1-PS4.2) 16-17, 18-19 16-17, 18-19 NGSS to Page 1 ngl.cengage.com / 888.915.3276
s TE Page Citations SE Page Citations 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. 30-31b 30-31b PS4.B: Electromagnetic Radiation Some materials allow light to pass through them, others allow only some light 22-23, 24-25, 26-27, 28-29 through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach.mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) (1-PS4.3) 22-23, 24-25, 26-27, 28-29 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. 36-37b 36-37b PS4.C: Information Technologies and Instrumentation People also use a variety of devices to communicate (send and receive information) over long distances. (1-PS4.4) 32-33, 34-35 32-33, 34-35 NGSS to Page 2 ngl.cengage.com / 888.915.3276
s TE Page Citations SE Page Citations 1-LS1 From Molecules to Organisms: Structure 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. 80-83, 84-85b 80-83, 84-85b LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in 42-43, 44-45, 46-47, 64-65, 66-67, 68-69, 70-71, 72-42-43, 44-45, 46-47, 64-65, 66-67, 68-69, 70-71, 72- different ways to see, hear, grasp objects, protect themselves, move from place 73, 74-75, 76-77 73, 74-75, 76-77 to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1) LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information 48-49, 50-51, 78-79 needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1) 48-49, 50-51, 78-79 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive 96-97 96-97 LS1.B: Growth and Development of Organisms Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2) 52-53, 86-87, 88-89, 90-91, 92-93, 94-95 52-53, 86-87, 88-89, 90-91, 92-93, 94-95 NGSS to Page 3 ngl.cengage.com / 888.915.3276
s TE Page Citations SE Page Citations 1-LS3 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. 60-63, 104-105b 60-63, 104-105b LS3.A: Inheritance of Traits: Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. (1-LS3-1) 54-55, 58-59, 98-99, 102-103 54-55, 58-59, 98-99, 102-103 LS3.B: Variation of Traits: Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. (1-LS3-1) 56-57, 58-59, 100-101, 102-103 56-57, 58-59, 100-101, 102-103 NGSS to Page 4 ngl.cengage.com / 888.915.3276
s TE Page Citations 1-ESS1 Earth's Place in the Universe SE Page Citations 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. 116-117, 122-123, 132-133 116-117, 122-123, 132-133 ESS1.A: The Universe and its Stars Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1) 110-111, 112-113, 114-115, 118-119, 120-121, 124-110-111, 112-113, 114-115, 118-119, 120-121, 124-125, 126-127, 128-129, 130-131 125, 126-127, 128-129, 130-131 1-ESS1-2. Make observations at different times of year to relate the amount of daylight and relative temperature to the time of year. 138-139 138-139 ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1-2) 134-135, 136-137 134-135, 136-137 NGSS to Page 5 ngl.cengage.com / 888.915.3276
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s TE Page Citations 2-PS1 Matter and Its Interactions SE Page Citations 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 24-25b 24-25b PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-19, 20-4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-19, 20-21, 32-33 21, 32-33 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. 26-29 26-29 Different properties are suited to different purposes. (2-PS1-2), (2-PS1-3) 22-23 22-23 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 30-31b into a new object. 30-31b Different properties are suited to different purposes. (2-PS1-2), (2-PS1-3) 22-23, 26, 30, 38 22-23 A great variety of objects can be built up from a small set of pieces. (2-PS1-3) 22-23, 28-29 22-23, 28-29 NGSS Science Page 1 ngl.cengage.com / 888.915.3276
s 2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. TE Page Citations 38-39 SE Page Citations 38-39 PS1.B: Chemical Reactions Heating or cooling a substance may cause changes that can be observed. 32-33, 34-35, 36-37 Sometimes these changes are reversible, and sometimes they are not. (2-PS1-4) 32-33, 34-35, 36-37 2-LS2 Ecosystems: Interactions, Energy, and Dynamics 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. 48-49b 48-49b LS2.A: Interdependent Relationships in Ecosystems Plants depend on water and light to grow. (2-LS2-1) 44-45, 46-47 44-45, 46-47 NGSS Science Page 2 ngl.cengage.com / 888.915.3276
s TE Page Citations SE Page Citations 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. 58-61 58-61 Interdependent Relationships in Ecosystems: Plants depend on animals for pollination or to move their seeds around. (2-LS2-2) ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem s solutions to other people. (secondary to 2-LS2-2) 50-51, 52-55, 56-57 58 50-51, 52-55, 56-57 58 2-LS4 Biological Evolution: Unity and Diversity 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. 70-71 70-71 LS4.D: Biodiversity and Humans 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) 62-63, 64-65, 66-67, 68-69 62-63, 64-65, 66-67, 68-69 NGSS Science Page 3 ngl.cengage.com / 888.915.3276
s TE Page Citations 2-ESS1 Earth s Place in the Universe SE Page Citations 2-ESS1-1 Make Observations from media to construct an evidence-based account that Earth events can occur quickly or slowly. 88-89 88-89 ESS1.C: The History of Planet Earth Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe. (2-ESS1-1) 76-77, 78-79, 80-81, 82-83, 84-85, 86-87, 90-91, 92-76-77, 78-79, 80-81, 82-83, 84-85, 86-87, 90-91, 92-95 95 2-ESS2 Earth s Systems 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. 96-99 96-99 ESS2.A: Earth Materials and Systems Wind and water can change the shape of the land. (2-ESS2-1) ETS1.C: Optimizing the Design Solution: Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1) 80-81, 82-83, 84-85, 86-87, 90-91, 92-95 96 80-81, 82-83, 84-85, 86-87, 90-91, 92-95 96 2-ESS2-2. Develop a model to represent the shapes and kind of land and bodies of water in an area. 106-107b 106-107b ESS2.B: Plate Tectonics and Large-Scale System Interactions Maps show where things are located. One can map the shapes and kinds of land and water in any area. (2-ESS2-2) 100-101 100-101 NGSS Science Page 4 ngl.cengage.com / 888.915.3276
s TE Page Citations SE Page Citations 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid. 110-111 110-111 ESS2.C: The Roles of Water in Earth s Surface Processes: Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and liquid form. (2-ESS2-3) 102-103, 104-105, 108-109 102-103, 104-105, 108-109 NGSS Science Page 5 ngl.cengage.com / 888.915.3276