{"id":10136,"date":"2021-09-02T10:00:08","date_gmt":"2021-09-02T14:00:08","guid":{"rendered":"https:\/\/extension.umaine.edu\/tanglewood\/?page_id=10136"},"modified":"2022-02-08T11:24:03","modified_gmt":"2022-02-08T16:24:03","slug":"next-gen-science-standards-by-course","status":"publish","type":"page","link":"https:\/\/extension.umaine.edu\/tanglewood\/schools\/next-gen-science-standards-by-course\/","title":{"rendered":"Next Gen Science Standards by Course"},"content":{"rendered":"

We chose to publish the Next Generation Science Standards that our classes meet, although our classes meet many other subject-area standards. <\/span>Let us know if you have any specific requests or questions about customizing a program for your class.<\/span><\/p>\n

Forest Ecology<\/a><\/b><\/p>\n

K<\/b><\/p>\n

K-LS1-1.<\/span><\/i> Use observations to describe patterns of what plants and animals (including humans) need to survive.\u00a0<\/span><\/i><\/p>\n

K-ESS2-2.<\/span><\/i> Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.\u00a0<\/span><\/i><\/p>\n

K-ESS3-1.<\/span><\/i> Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.\u00a0<\/span><\/i><\/p>\n

K-ESS3-3.<\/span><\/i> Communicate solutions that will reduce the impact of humans on the land, water, air, and\/or other living things in the local environment.<\/span><\/i><\/p>\n

1<\/b><\/p>\n

1-LS1-1.<\/span><\/i> 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.<\/span><\/i><\/p>\n

1-LS3-1.<\/span><\/i> Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.\u00a0\u00a0<\/span><\/i><\/p>\n

2<\/b><\/p>\n

2-LS2-1.<\/span><\/i> Plan and conduct an investigation to determine if plants need sunlight and water to grow.\u00a0<\/span><\/i><\/p>\n

2-LS4-1.<\/span><\/i> Make observations of plants and animals to compare the diversity of life in different habitats.\u00a0<\/span><\/i><\/p>\n

3<\/b><\/p>\n

3-LS4-3.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

3-LS4-4.<\/span><\/i> 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.<\/span><\/i><\/p>\n

3-LS1-1.<\/span><\/i> Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.\u00a0<\/span><\/i><\/p>\n

3-LS3-1.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

3-LS3-2.<\/span><\/i> Use evidence to support the explanation that traits can be influenced by the environment.\u00a0<\/span><\/i><\/p>\n

3-LS4-2.<\/span><\/i> 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.<\/span><\/i><\/p>\n

4<\/b><\/p>\n

4-LS1-1.<\/span><\/i> Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.\u00a0<\/span><\/i><\/p>\n

5<\/b><\/p>\n

5-ESS3-1.<\/span><\/i> Obtain and combine information about ways individual communities use science ideas to protect the Earth\u2019s resources and environment.<\/span><\/i><\/p>\n

5-LS1-1.<\/span><\/i> Support an argument that plants get the materials they need for growth chiefly from air and water.\u00a0<\/span><\/i><\/p>\n

5-LS2-1.<\/span><\/i> Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.\u00a0<\/span><\/i><\/p>\n

6-8<\/b><\/p>\n

MS-LS1-6.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

MS-LS2-5.<\/span><\/i> Evaluate competing design solutions for maintaining biodiversity and ecosystem services.<\/span><\/i><\/p>\n

9-12<\/b><\/p>\n

HS-LS2-7.<\/span><\/i> Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.<\/span><\/i><\/p>\n

Freshwater Ecology<\/a><\/b><\/p>\n

K<\/b><\/p>\n

K-LS1-1.<\/span><\/i> Use observations to describe patterns of what plants and animals (including humans) need to survive.\u00a0<\/span><\/i><\/p>\n

K-ESS2-2.<\/span><\/i> Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.\u00a0<\/span><\/i><\/p>\n

K-ESS3-1.<\/span><\/i> Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.\u00a0<\/span><\/i><\/p>\n

K-ESS3-3.<\/span><\/i> Communicate solutions that will reduce the impact of humans on the land, water, air, and\/or other living things in the local environment.<\/span><\/i><\/p>\n

1<\/b><\/p>\n

1-LS3-1.<\/span><\/i> Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.\u00a0\u00a0<\/span><\/i><\/p>\n

2<\/b><\/p>\n

2-LS4-1.<\/span><\/i> Make observations of plants and animals to compare the diversity of life in different habitats.\u00a0<\/span><\/i><\/p>\n

3<\/b><\/p>\n

3-LS4-3.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

3-LS4-4.<\/span><\/i> 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.<\/span><\/i><\/p>\n

3-LS3-1.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

3-LS3-2.<\/span><\/i> Use evidence to support the explanation that traits can be influenced by the environment.\u00a0<\/span><\/i><\/p>\n

3-LS4-2.<\/span><\/i> 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.<\/span><\/i><\/p>\n

4<\/b><\/p>\n

4-LS1-1.<\/span><\/i> Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.\u00a0<\/span><\/i><\/p>\n

5<\/b><\/p>\n

5-ESS2-1.<\/span><\/i> Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and\/or atmosphere interact.\u00a0<\/span><\/i><\/p>\n

5-ESS2-2.<\/span><\/i> Describe and graph the amounts of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth.\u00a0<\/span><\/i><\/p>\n

5-ESS3-1.<\/span><\/i> Obtain and combine information about ways individual communities use science ideas to protect the Earth\u2019s resources and environment.<\/span><\/i><\/p>\n

6-8<\/b><\/p>\n

MS-LS2-1.<\/span><\/i> Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.\u00a0<\/span><\/i><\/p>\n

MS-LS2-3.<\/span><\/i> Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.\u00a0<\/span><\/i><\/p>\n

MS-LS2-4.<\/span><\/i> Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.\u00a0<\/span><\/i><\/p>\n

9-12<\/b><\/p>\n

HS-LS2-1.<\/span><\/i> Use mathematical and\/or computational representations to support explanations of factors that affect the carrying capacity of ecosystems at different scales.\u00a0<\/span><\/i><\/p>\n

HS-LS2-2.<\/span><\/i> 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.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

HS-LS2-7.<\/span><\/i> Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.<\/span><\/i><\/p>\n

HS-LS2-8.<\/span><\/i> Evaluate evidence for the role of group behavior on individual and species\u2019 chances to survive and reproduce.<\/span><\/i><\/p>\n

HS-LS4-6.<\/span><\/i> Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.<\/span><\/i><\/p>\n

Watershed<\/a><\/b><\/p>\n

K<\/b><\/p>\n

K-LS1-1.<\/span><\/i> Use observations to describe patterns of what plants and animals (including humans) need to survive.\u00a0<\/span><\/i><\/p>\n

K-ESS2-2.<\/span><\/i> Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.\u00a0<\/span><\/i><\/p>\n

K-ESS3-1.<\/span><\/i> Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.\u00a0<\/span><\/i><\/p>\n

K-ESS3-3.<\/span><\/i> Communicate solutions that will reduce the impact of humans on the land, water, air, and\/or other living things in the local environment.<\/span><\/i><\/p>\n

1<\/b><\/p>\n

1-LS3-1.<\/span><\/i> Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.\u00a0\u00a0<\/span><\/i><\/p>\n

2<\/b><\/p>\n

2-LS4-1.<\/span><\/i> Make observations of plants and animals to compare the diversity of life in different habitats.\u00a0<\/span><\/i><\/p>\n

3<\/b><\/p>\n

3-LS2-1.<\/span><\/i> Construct an argument that some animals form groups that help members survive.<\/span><\/i><\/p>\n

3-LS4-3.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

3-LS4-4.<\/span><\/i> 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.<\/span><\/i><\/p>\n

4<\/b><\/p>\n

4-ESS2-1.<\/span><\/i> Make observations and\/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.\u00a0<\/span><\/i><\/p>\n

4-ESS2-2.<\/span><\/i> Analyze and interpret data from maps to describe patterns of Earth\u2019s features. <\/span><\/i>\u00a0<\/span>4-LS1-1.<\/span><\/i> Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.\u00a0<\/span><\/i><\/p>\n

5<\/b><\/p>\n

5-ESS2-1.<\/span><\/i> Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and\/or atmosphere interact.\u00a0<\/span><\/i><\/p>\n

5-ESS2-2.<\/span><\/i> Describe and graph the amounts of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth.\u00a0<\/span><\/i><\/p>\n

5-ESS3-1.<\/span><\/i> Obtain and combine information about ways individual communities use science ideas to protect the Earth\u2019s resources and environment.<\/span><\/i><\/p>\n

6-8<\/b><\/p>\n

MS-LS2-1.<\/span><\/i> Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.\u00a0<\/span><\/i><\/p>\n

MS-LS2-3.<\/span><\/i> Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.\u00a0<\/span><\/i><\/p>\n

MS-LS2-4.<\/span><\/i> Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.\u00a0<\/span><\/i><\/p>\n

9-12<\/b><\/p>\n

HS-LS2-1.<\/span><\/i> Use mathematical and\/or computational representations to support explanations of factors that affect the carrying capacity of ecosystems at different scales.\u00a0<\/span><\/i><\/p>\n

HS-LS2-2.<\/span><\/i> 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.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

HS-LS2-7.<\/span><\/i> Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.<\/span><\/i><\/p>\n

HS-LS2-8.<\/span><\/i> Evaluate evidence for the role of group behavior on individual and species\u2019 chances to survive and reproduce.<\/span><\/i><\/p>\n

HS-LS4-6.<\/span><\/i> Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.<\/span><\/i><\/p>\n

Intertidal Discovery<\/a><\/b><\/p>\n

K<\/b><\/p>\n

K-LS1-1.<\/span><\/i> Use observations to describe patterns of what plants and animals (including humans) need to survive.\u00a0<\/span><\/i><\/p>\n

K-ESS2-2.<\/span><\/i> Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.\u00a0<\/span><\/i><\/p>\n

K-ESS3-1.<\/span><\/i> Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.\u00a0<\/span><\/i><\/p>\n

K-ESS3-3.<\/span><\/i> Communicate solutions that will reduce the impact of humans on the land, water, air, and\/or other living things in the local environment.<\/span><\/i><\/p>\n

1<\/b><\/p>\n

1-LS3-1.<\/span><\/i> Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.\u00a0\u00a0<\/span><\/i><\/p>\n

2<\/b><\/p>\n

2-LS4-1.<\/span><\/i> Make observations of plants and animals to compare the diversity of life in different habitats.\u00a0<\/span><\/i><\/p>\n

3<\/b><\/p>\n

3-LS2-1.<\/span><\/i> Construct an argument that some animals form groups that help members survive.<\/span><\/i><\/p>\n

3-LS4-3.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

3-LS4-4.<\/span><\/i> 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.<\/span><\/i><\/p>\n

3-LS3-1.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

3-LS3-2.<\/span><\/i> Use evidence to support the explanation that traits can be influenced by the environment.\u00a0<\/span><\/i><\/p>\n

3-LS4-2.<\/span><\/i> 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.<\/span><\/i><\/p>\n

4<\/b><\/p>\n

4-ESS2-1.<\/span><\/i> Make observations and\/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.\u00a0<\/span><\/i><\/p>\n

4-ESS2-2.<\/span><\/i> Analyze and interpret data from maps to describe patterns of Earth\u2019s features. <\/span><\/i>\u00a0<\/span><\/p>\n

4-LS1-1.<\/span><\/i> Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.\u00a0<\/span><\/i><\/p>\n

5<\/b><\/p>\n

5-ESS2-1.<\/span><\/i> Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and\/or atmosphere interact.\u00a0<\/span><\/i><\/p>\n

5-ESS2-2.<\/span><\/i> Describe and graph the amounts of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth.\u00a0<\/span><\/i><\/p>\n

5-ESS3-1.<\/span><\/i> Obtain and combine information about ways individual communities use science ideas to protect the Earth\u2019s resources and environment.<\/span><\/i><\/p>\n

6-8<\/b><\/p>\n

MS-LS2-1.<\/span><\/i> Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.\u00a0<\/span><\/i><\/p>\n

MS-LS2-3.<\/span><\/i> Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.\u00a0<\/span><\/i><\/p>\n

MS-LS2-4.<\/span><\/i> Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.\u00a0<\/span><\/i><\/p>\n

9-12<\/b><\/p>\n

HS-LS2-1.<\/span><\/i> Use mathematical and\/or computational representations to support explanations of factors that affect the carrying capacity of ecosystems at different scales.\u00a0<\/span><\/i><\/p>\n

HS-LS2-2.<\/span><\/i> 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.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

HS-LS2-7.<\/span><\/i> Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.<\/span><\/i><\/p>\n

HS-LS2-8.<\/span><\/i> Evaluate evidence for the role of group behavior on individual and species\u2019 chances to survive and reproduce.<\/span><\/i><\/p>\n

HS-LS4-6.<\/span><\/i> Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.<\/span><\/i><\/p>\n

Winter Ecology<\/a><\/b><\/p>\n

K<\/b><\/p>\n

K-LS1-1.<\/span><\/i> Use observations to describe patterns of what plants and animals (including humans) need to survive.\u00a0<\/span><\/i><\/p>\n

K-ESS2-2.<\/span><\/i> Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.\u00a0<\/span><\/i><\/p>\n

K-ESS3-1.<\/span><\/i> Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.\u00a0<\/span><\/i><\/p>\n

K-ESS3-3.<\/span><\/i> Communicate solutions that will reduce the impact of humans on the land, water, air, and\/or other living things in the local environment.<\/span><\/i><\/p>\n

2<\/b><\/p>\n

2-LS4-1.<\/span><\/i> Make observations of plants and animals to compare the diversity of life in different habitats.\u00a0<\/span><\/i><\/p>\n

2-ESS2-3.<\/span><\/i> Obtain information to identify where water is found on Earth and that it can be solid or liquid.<\/span><\/i><\/p>\n

3<\/b><\/p>\n

3-LS4-3.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

3-LS4-4.<\/span><\/i> 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.<\/span><\/i><\/p>\n

3-LS3-1.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

3-LS3-2.<\/span><\/i> Use evidence to support the explanation that traits can be influenced by the environment.\u00a0<\/span><\/i><\/p>\n

3-LS4-2.<\/span><\/i> 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.<\/span><\/i><\/p>\n

4<\/b><\/p>\n

4-LS1-1.<\/span><\/i> Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.\u00a0<\/span><\/i><\/p>\n

5<\/b><\/p>\n

5-ESS3-1.<\/span><\/i> Obtain and combine information about ways individual communities use science ideas to protect the Earth\u2019s resources and environment.<\/span><\/i><\/p>\n

6-8<\/b><\/p>\n

MS-LS2-1.<\/span><\/i> Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.\u00a0<\/span><\/i><\/p>\n

MS-LS2-3.<\/span><\/i> Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.\u00a0<\/span><\/i><\/p>\n

MS-LS2-4.<\/span><\/i> Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.\u00a0<\/span><\/i><\/p>\n

9-12<\/b><\/p>\n

HS-LS2-1.<\/span><\/i> Use mathematical and\/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.\u00a0<\/span><\/i><\/p>\n

HS-LS2-2.<\/span><\/i> 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.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

HS-LS2-7.<\/span><\/i> Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.<\/span><\/i><\/p>\n

HS-LS4-6.<\/span><\/i> Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.<\/span><\/i><\/p>\n

Sensory Awareness<\/a><\/b><\/p>\n

K<\/b><\/p>\n

K-LS1-1.<\/span><\/i> Use observations to describe patterns of what plants and animals (including humans) need to survive.\u00a0<\/span><\/i><\/p>\n

1<\/b><\/p>\n

1-LS3-1.<\/span><\/i> Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.<\/span><\/i><\/p>\n

2<\/b><\/p>\n

2-LS4-1.<\/span><\/i> Make observations of plants and animals to compare the diversity of life in different habitats.\u00a0<\/span><\/i><\/p>\n

2-ESS2-3.<\/span><\/i> Obtain information to identify where water is found on Earth and that it can be solid or liquid.<\/span><\/i><\/p>\n

4<\/b><\/p>\n

4-ESS2-1.<\/span><\/i> Make observations and\/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.\u00a0<\/span><\/i><\/p>\n

Night Walk<\/a><\/b><\/p>\n

K<\/b><\/p>\n

K-LS1-1.<\/span><\/i> Use observations to describe patterns of what plants and animals (including humans) need to survive.\u00a0<\/span><\/i><\/p>\n

2<\/b><\/p>\n

2-LS4-1.<\/span><\/i> Make observations of plants and animals to compare the diversity of life in different habitats.\u00a0<\/span><\/i><\/p>\n

3<\/b><\/p>\n

3-LS4-3.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

4<\/b><\/p>\n

4-LS1-1.<\/span><\/i> Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.\u00a0<\/span><\/i><\/p>\n

4-LS1-2.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

Village<\/a> <\/b>(This is typically a second and third-grade program.)<\/span><\/p>\n

2<\/b><\/p>\n

2-LS4-1.<\/span><\/i> Make observations of plants and animals to compare the diversity of life in different habitats.\u00a0<\/span><\/i><\/p>\n

3<\/b><\/p>\n

3-LS2-1.<\/span><\/i> Construct an argument that some animals form groups that help members survive.<\/span><\/i><\/p>\n

3-LS4-3.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

3-LS4-4.<\/span><\/i> 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.<\/span><\/i><\/p>\n

3-LS1-1.<\/span><\/i> Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.\u00a0<\/span><\/i><\/p>\n

3-LS3-1.<\/span><\/i> 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.\u00a0<\/span><\/i><\/p>\n

3-LS3-2.<\/span><\/i> Use evidence to support the explanation that traits can be influenced by the environment.\u00a0<\/span><\/i><\/p>\n

3-LS4-2.<\/span><\/i> 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.<\/span><\/i><\/p>\n

Building our Human Community<\/a>\u00a0<\/b><\/p>\n

Campfire<\/a>\u00a0<\/b><\/p>\n

Earth Connections Curriculum<\/b><\/a>\u00a0<\/b><\/p>\n

This link explains the habits of mind and values that guide our group building and campfire curricula.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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. Forest Ecology K K-LS1-1. 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