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NGSS.3-5-ETS.ENGINEERING DESIGN
ENGINEERING DESIGN
3-5-ETS1. Engineering Design - Students who demonstrate understanding can:
3-5-ETS1.CC. Crosscutting Concepts
3-5-ETS1.CC.1. Influence of Science, Engineering, and Technology on Society and the Natural World
3-5-ETS1.CC.1.2. Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS-2)
5-ESS1. Earth’s Place in the Universe - Students who demonstrate understanding can:
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.
ESS1.A:1. The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)
ESS1.B:2. The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shad
ESS2.A:1. Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s sur
ESS3.C:1. Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5
LS2.A:1. The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2.B:1. Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)
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.
PS1.A:1. Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freel
PS1.A:3. Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation an
Quiz, Flash Cards, Worksheet, Game & Study GuideMatter
PS1.B:2. No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) (5-PS1-2)
5-PS1.SEP.1. Developing and Using Models - Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
5-PS1.SEP.1.1. Develop a model to describe phenomena. (5-PS1-1)
5-PS1.SEP.2. Planning and Carrying Out Investigations - Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to
5-PS1.SEP.2.1. Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4)
5-PS3. Energy - Students who demonstrate understanding can:
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.
LS1.C: Organization for Matter and Energy Flow in Organisms
LS1.C:1. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)
PS3.D: Energy in Chemical Processes and Everyday Life
PS3.D:1. The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)