Next Gen Science Standards by Course
We chose to publish the Next Generation Science Standards that our classes meet, although our classes meet many other subject-area standards. Let us know if you have any specific requests or questions about customizing a program for your class.
K
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
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.
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
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-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
2
2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
3
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
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.
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.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
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.
4
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
5
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
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.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
9-12
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
K
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
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.
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
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
2
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
3
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
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.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
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.
4
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
5
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-2. Describe and graph the amounts of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
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.
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
9-12
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect the carrying capacity of ecosystems at different scales.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS2-8. Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
HS-LS4-6. Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.
K
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
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.
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
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
2
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
3
3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
4
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.
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
5
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-2. Describe and graph the amounts of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
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.
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
9-12
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect the carrying capacity of ecosystems at different scales.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS2-8. Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
HS-LS4-6. Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.
K
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
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.
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
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
2
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
3
3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
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.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
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.
4
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.
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
5
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-2. Describe and graph the amounts of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
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.
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
9-12
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect the carrying capacity of ecosystems at different scales.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS2-8. Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
HS-LS4-6. Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.
K
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
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.
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.
2
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.
3
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
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.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
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.
4
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
5
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
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.
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
9-12
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS4-6. Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.
K
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
1
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
2
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.
4
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.
K
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
2
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
3
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.
4
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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.
Village (This is typically a second and third-grade program.)
2
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
3
3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
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.
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.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
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.
This link explains the habits of mind and values that guide our group building and campfire curricula.