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Standards in this Framework

Standard	Lessons
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.	Push and Pull with Code & Go® Robot Mouse
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.
K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface.
K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.	LEGO® SPIKE Essential: Design for Changing Weather
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.	How Living Things Survive Needs of Plants Needs of Living Things with Code & Go® Robot Mouse Changing Environments with Bee-Bot® Changing Environments with Code & Go® Robot Mouse
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.	Weather and Climate Seasons with Bee-Bot® Seasons with Code & Go® Robot Mouse
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.	Changing Environments with Bee-Bot® Changing Environments with Code & Go® Robot Mouse
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-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.	Weather with Code & Go® Robot Mouse
K-ESS3-3 Communicate solutions that will manage the impact of humans on the land, water, air, and/or other living things in the local environment.	LEGO® SPIKE Essential: Design for Changing Weather
1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1-PS4-2 Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
1-PS4-3 Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
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.	Kibo®: Communicating Across Distances (Light and Sound)
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-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.	Sun and Moon, Day and Night Star Brightness and Distance
1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year.
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
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.
2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.	Seed Dispersal
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.	Preventing Erosion
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid, liquid, or gas.
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.	LEGO® SPIKE Essential: Design for Changing Weather
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.	Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.	Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.
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.	Modeling Life Cycles Ozobot® Cycle
3-LS2-1 Construct an argument that some animals form groups that help members survive.
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 observable traits can be influenced by the environment.
3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.	Fossils and Past Environments
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.
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-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.	Inquiry Project: Line Graph
3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.	VEX GO®: Speed and Energy Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.	Makey Makey®: Introduction Makey Makey®: Graphing Points on a Coordinate Plane micro:bit®: Graphing Points on a Coordinate Plane
4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.
4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.	How We See: Light Reflection
4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information.
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.	micro:bit®: Animal Response to the Environment
4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
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.	Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features.
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment.
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.
5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.	Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
5-PS1-3 Make observations and measurements to identify materials based on their properties.
5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.	Inquiry Project: Data Bar Graph Inquiry Project: Line Graph
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.
5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
5-LS1-1 Support an argument that plants get the materials they need for growth primarily from air and water.
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.	Cycle of Matter Ozobot® Cycle
5-ESS1-1 Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.	Star Brightness and Distance
5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.	Inquiry Project: Line Graph
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 and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.	Inquiry Project: Line Graph
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to conserve Earth’s resources and environment.
3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.	Inquiry Project: Survey Bar Graph Inquiry Project: Data Bar Graph Inquiry Project: Line Graph