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standards.
EVIDENCE STATEMENTS
Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about theFIRST GRADE
1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells formtissues
THIRD GRADE
Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times ofthe
KINDERGARTEN
K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a NEW YORK | NEXT GENERATION SCIENCE STANDARDS The New York State Board of Regents adopted the New York State Learning Standards for Mathematics, Science, and Technology in 1996, which were made up of seven standards: four process standards which were common across the three content areas, and three content standards, one for each subject, mathematics, science, and technology. 5-PS1-3 MATTER AND ITS INTERACTIONS 5-PS1-3 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include bakingsoda
HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are buildingFOURTH GRADE
4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 sciencestandards.
EVIDENCE STATEMENTS
Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about theFIRST GRADE
1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells formtissues
THIRD GRADE
Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times ofthe
KINDERGARTEN
K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a NEW YORK | NEXT GENERATION SCIENCE STANDARDS The New York State Board of Regents adopted the New York State Learning Standards for Mathematics, Science, and Technology in 1996, which were made up of seven standards: four process standards which were common across the three content areas, and three content standards, one for each subject, mathematics, science, and technology. 5-PS1-3 MATTER AND ITS INTERACTIONS 5-PS1-3 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include bakingsoda
HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are buildingFOURTH GRADE
4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.READ THE STANDARDS
LS1D: Information Processing. LS2A: Interdependent Relationships in Ecosystems. LS2B: Cycles of Matter and Energy Transfer in Ecosystems. LS2C: Ecosystems Dynamics, Functioning and Resilience. LS2D: Social Interactions and Group Behavior. LS3A: Inheritance of Traits. LS3B: Variation of Traits. EQUIP RUBRIC FOR SCIENCE The EQuIP Rubric for Science provides criteria by which to measure how well lessons and units are designed for the NGSS.. The purpose of the rubric and review process is to: (1) review existing lessons and units to determine what revisions are needed; (2) provide constructive criterion-based feedback and suggestions for improvement to developers; (3) identify examples/models for teachers 4-ESS2 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. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of NEW YORK | NEXT GENERATION SCIENCE STANDARDS The New York State Board of Regents adopted the New York State Learning Standards for Mathematics, Science, and Technology in 1996, which were made up of seven standards: four process standards which were common across the three content areas, and three content standards, one for each subject, mathematics, science, and technology. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, MS-ESS2-4 EARTH'S SYSTEMS MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of thehydrologic cycle.
5-PS1-3 MATTER AND ITS INTERACTIONS 5-PS1-3 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include bakingsoda
MS-ESS2-1 EARTH'S SYSTEMS MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.FIFTH GRADE
5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a HS-ESS3-1 EARTH AND HUMAN ACTIVITY HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 sciencestandards.
EVIDENCE STATEMENTS
Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells formtissues
KINDERGARTEN
K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through aTHIRD GRADE
Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times ofthe
MS-ESS2-4 EARTH'S SYSTEMS MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of thehydrologic cycle.
SECOND GRADE
2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 ScienceEducation:
FOURTH GRADE
4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.HS-PS4-1
HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea thatelectromagnetic
NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 sciencestandards.
EVIDENCE STATEMENTS
Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells formtissues
THIRD GRADE
Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times ofthe
KINDERGARTEN
K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature,SECOND GRADE
2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 ScienceEducation:
HS-ESS3-1 EARTH AND HUMAN ACTIVITY HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations ofHS-PS4-1
HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea thatelectromagnetic
FIRST GRADE
1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a 4-ESS2 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. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles ofSECOND GRADE
2.Interdependent Relationships in Ecosystems *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, MS-ESS2-3 EARTH'S SYSTEMS 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. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as MS-PS1-4 MATTER AND ITS INTERACTIONS MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change ofFIFTH GRADE
5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building 5-PS1-3 MATTER AND ITS INTERACTIONS 5-PS1-3 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include bakingsoda
MS-PS4-1 WAVES AND THEIR APPLICATIONS IN TECHNOLOGIES FOR MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to theenergy in a wave.
NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 sciencestandards.
EVIDENCE STATEMENTS
Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells formtissues
KINDERGARTEN
K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through aTHIRD GRADE
Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times ofthe
MS-ESS2-4 EARTH'S SYSTEMS MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of thehydrologic cycle.
SECOND GRADE
2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 ScienceEducation:
FOURTH GRADE
4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.HS-PS4-1
HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea thatelectromagnetic
NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 sciencestandards.
EVIDENCE STATEMENTS
Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells formtissues
KINDERGARTEN
K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through aTHIRD GRADE
Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times ofthe
MS-ESS2-4 EARTH'S SYSTEMS MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of thehydrologic cycle.
SECOND GRADE
2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 ScienceEducation:
FOURTH GRADE
4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.HS-PS4-1
HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea thatelectromagnetic
FIRST GRADE
1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a 4-ESS2 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. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles ofSECOND GRADE
2.Interdependent Relationships in Ecosystems *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, MS-ESS2-3 EARTH'S SYSTEMS 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. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as MS-PS1-4 MATTER AND ITS INTERACTIONS MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change ofFIFTH GRADE
5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building 5-PS1-3 MATTER AND ITS INTERACTIONS 5-PS1-3 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include bakingsoda
MS-PS4-1 WAVES AND THEIR APPLICATIONS IN TECHNOLOGIES FOR MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to theenergy in a wave.
NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 sciencestandards.
EVIDENCE STATEMENTS
Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells formtissues
KINDERGARTEN
K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through aTHIRD GRADE
Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times ofthe
MS-ESS2-4 EARTH'S SYSTEMS MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of thehydrologic cycle.
SECOND GRADE
2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 ScienceEducation:
FOURTH GRADE
4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.HS-PS4-1
HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea thatelectromagnetic
NEXT GENERATION SCIENCE STANDARDSTHE STANDARDSINSTRUCTION AND ASSESSMENTPLANNING AND COMMUNICATIONAPPENDICES The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 sciencestandards.
EVIDENCE STATEMENTS
Evidence Statements. NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations. To learn more about the MS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND Body2. Body3. MS-LS1-3 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells formtissues
KINDERGARTEN
K-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through aTHIRD GRADE
Third Grade . The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times ofthe
MS-ESS2-4 EARTH'S SYSTEMS MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of thehydrologic cycle.
SECOND GRADE
2.Structure and Properties of Matter *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. 5-PS1-4 MATTER AND ITS INTERACTIONS 5-PS1-4 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 ScienceEducation:
FOURTH GRADE
4-PS4 Waves and their Applications in Technologies for Information Transfer *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.HS-PS4-1
HS-PS4-3 Students who demonstrate understanding can: HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea thatelectromagnetic
FIRST GRADE
1.Structure, Function, and Information Processing *The performance expectations marked with an asterisk integrate traditional science content with engineering through a 4-ESS2 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. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles ofSECOND GRADE
2.Interdependent Relationships in Ecosystems *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. HS-LS1-3 FROM MOLECULES TO ORGANISMS: STRUCTURES AND HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, MS-ESS2-3 EARTH'S SYSTEMS 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. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as MS-PS1-4 MATTER AND ITS INTERACTIONS MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change ofFIFTH GRADE
5-PS2 Motion and Stability: Forces and Interactions *The performance expectations marked with an asterisk integrate traditional science content with engineering through a HIGH SCHOOL LIFE SCIENCE High School Life Sciences . Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building 5-PS1-3 MATTER AND ITS INTERACTIONS 5-PS1-3 Matter and Its Interactions. Students who demonstrate understanding can: 5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include bakingsoda
MS-PS4-1 WAVES AND THEIR APPLICATIONS IN TECHNOLOGIES FOR MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to theenergy in a wave.
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IMPROVING SCIENCE EDUCATION THROUGH THREE-DIMENSIONAL LEARNING Quick Search Next Generation Science StandardsAdvanced Search
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By Disciplinary Core Idea - Any -PS1A: Structure and Properties of MatterPS1B: Chemical ReactionsPS1C: Nuclear ProcessesPS2A: Forces and MotionPS2B: Types of InteractionsPS3A: Definitions of EnergyPS3B: Conservation of Energy and Energy TransferPS3C: Relationship Between Energy and ForcesPS3D: Energy in Chemical Processes and Everyday LifePS4A: Wave PropertiesPS4B: Electromagnetic RadiationPS4C: Information Technologies and InstrumentationLS1A: Structure and FunctionLS1B: Growth and Development of OrganismsLS1C: Organization for Matter and Energy Flow in OrganismsLS1D: Information ProcessingLS2A: Interdependent Relationships in EcosystemsLS2B: Cycles of Matter and Energy Transfer in EcosystemsLS2C: Ecosystems Dynamics, Functioning and ResilienceLS2D: Social Interactions and Group BehaviorLS3A: Inheritance of TraitsLS3B: Variation of TraitsLS4A: Evidence of Common Ancestry and DiversityLS4B: Natural SelectionLS4C: AdaptationLS4D: Biodiversity and HumansESS1A: The Universe and its StarsESS1B: Earth and the Solar SystemESS1C: The History of Planet EarthESS2A: Earth Materials and SystemsESS2B: Plate Tectonics and Large-Scale SystemsESS2C: The Role of Water in Earth’s Surface ProcessesESS2D: Weather and ClimateESS2E: BiogeologyESS3A: Natural ResourcesESS3B: Natural HazardsESS3C: Human Impacts on Earth SystemsESS3D: Global Climate ChangeETS1A: Defining and Delimiting and Engineering ProblemETS1B: Developing Possible SolutionsETS1C: Optimizing theDesign Solution
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THE THREE DIMENSIONS OF SCIENCE LEARNING Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard—or performance expectation—and each dimension works with the other two to help students build a cohesive understanding of science over time. CROSSCUTTING CONCEPTS Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design. When these concepts, such as “cause and effect”, are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them. SCIENCE AND ENGINEERING PRACTICES Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts. DISCIPLINARY CORE IDEAS Disciplinary Core Ideas (DCIs) are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, andEngineering.
More about 3D LearningGET TO KNOW
The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students’ interests in science and prepares them for college, careers, and citizenship. Get to Know the StandardsINTRODUCTION
ECONOMIC INNOVATION DEPENDS ON A BROAD FOUNDATION OF MATH AND SCIENCELEARNING
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SCIENCE STANDARDS PREVIOUSLY UNCHANGED SINCE EARLY 1980SLearn More
RIGOROUS DEVELOPMENT PROCESS LED BY STATE PARTNERSLearn More
SUPPORTED BY BUSINESSES, SCIENTISTS, EDUCATORS, AND THE PUBLICLearn More
WHY
Science—and therefore science education—is central to the lives ofall Americans.
A high-quality science education means that students will develop an in-depth understanding of content and develop key skills—communication, collaboration, inquiry, problem solving, and flexibility—that will serve them throughout their educational andprofessional lives.
IMPLEMENT
The NGSS call for a three-dimensional approach to K–12 science instruction. This represents a significant transition from previous state standards. That’s why effective implementation demands a great deal of collaboration and patience among states, districts, schools, teachers, and students. Thoughtful and coordinated approaches to implementation will enable educators to inspire future generations of scientifically literate students. _That is the vision of the NGSS_. This website provides a range of high-quality resources that empower educators, administrators, parents, and the general public to help bring thisvision to life.
Find Tools and Resources CLASSROOM SAMPLE TASKSLearn More
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December 20, 2019
DECEMBER 2019 NGSS NOWNovember 5, 2019
NOVEMBER 2019 NGSS NOW NEWSLETTEROctober 7, 2019
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