Kindergarten
1st Grade
These are my connections only, should you find an error or find I missed something please add your thoughts in the comments.
The intention is for this to be a resource for others making the transition to these new expectations.
Resources used:
NGSS Unit 1: Structure and Properties of Matter
NGSS Standards
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-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.
Corresponding Missouri GLEs
Kindergarten
1.1.A Scope and Sequence – Properties of Matter
a. Describe physical properties of objects (i.e., size, shape, color, mass) by using the senses, simple tools (e.g., magnifiers, equal arm balances), and/or nonstandard measures (e.g., bigger/smaller; more/less)
b. Identify materials (e.g., cloth, paper, wood, rock, metal) that make up an object and some of the physical properties of the materials (e.g., color, texture, shiny/dull, odor, sound, taste, flexibility)
c. Sort objects based on observable physical properties (e.g., size, material, color, shape, mass)
2nd Grade
7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms and events in the environment
b. Plan and conduct a simple investigation (fair test) to answer a question
7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers)
c. Measure length, mass, and temperature using standard and non-standard units
d. Compare amounts/measurements
7.1.C Scope and Sequence - All Units
a. Use observations as support for reasonable explanations
b. Use observations to describe relationships and patterns and to make predictions to be tested
c. Compare explanations with prior knowledge
7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables
⇛ graphs (bar, pictograph)
⇛ writings
8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of individuals solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)
3rd Grade
1.1.D Scope and Sequence – Investigating States of Matter
a. Compare the observable physical properties of solids, liquids, or gases (air) (i.e., visible vs. invisible, changes in shape, changes in the amount of space occupied)
b. Identify everyday objects/substances as solid, liquid, or gas (e.g., air, water)
c. Observe and identify that water evaporates (liquid water changes into a gas as it moves into the air)
d. Measure and compare the temperature of water when it exists as a solid to its temperature when it exists as a liquid
e. Investigate and observe that water can change from a liquid to a solid (freeze), and back again to a liquid (melt), as the result of temperature changes
f. Describe the changes in the physical properties of water (i.e., shape, volume) when frozen or melted
g. Predict and investigate the effect of heat (thermal energy) (i.e., change in temperature, melting, evaporation) on objects and materials
NGSS Standards
2-ESS1-1. Make observations from media to construct an evidence-based account 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.
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 or liquid.
1.1.A Scope and Sequence – Properties of Matter
a. Describe physical properties of objects (i.e., size, shape, color, mass) by using the senses, simple tools (e.g., magnifiers, equal arm balances), and/or nonstandard measures (e.g., bigger/smaller; more/less)
b. Identify materials (e.g., cloth, paper, wood, rock, metal) that make up an object and some of the physical properties of the materials (e.g., color, texture, shiny/dull, odor, sound, taste, flexibility)
c. Sort objects based on observable physical properties (e.g., size, material, color, shape, mass)
2nd Grade
7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms and events in the environment
b. Plan and conduct a simple investigation (fair test) to answer a question
7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers)
c. Measure length, mass, and temperature using standard and non-standard units
d. Compare amounts/measurements
7.1.C Scope and Sequence - All Units
a. Use observations as support for reasonable explanations
b. Use observations to describe relationships and patterns and to make predictions to be tested
c. Compare explanations with prior knowledge
7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables
⇛ graphs (bar, pictograph)
⇛ writings
8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of individuals solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)
3rd Grade
1.1.D Scope and Sequence – Investigating States of Matter
a. Compare the observable physical properties of solids, liquids, or gases (air) (i.e., visible vs. invisible, changes in shape, changes in the amount of space occupied)
b. Identify everyday objects/substances as solid, liquid, or gas (e.g., air, water)
c. Observe and identify that water evaporates (liquid water changes into a gas as it moves into the air)
d. Measure and compare the temperature of water when it exists as a solid to its temperature when it exists as a liquid
e. Investigate and observe that water can change from a liquid to a solid (freeze), and back again to a liquid (melt), as the result of temperature changes
f. Describe the changes in the physical properties of water (i.e., shape, volume) when frozen or melted
g. Predict and investigate the effect of heat (thermal energy) (i.e., change in temperature, melting, evaporation) on objects and materials
NGSS Unit 2: Processes that Shape the Earth
NGSS Standards
2-ESS1-1. Make observations from media to construct an evidence-based account 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.
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 or liquid.
Corresponding Missouri GLEs
2nd Grade
5.2.A Scope and Sequence – Earth Materials: Rocks and Minerals
a. Observe and identify examples of slow changes in the Earth’s surface and surface materials (e.g., rock, soil layers) due to processes such as decay (rotting), freezing, thawing, breaking, or wearing away by running water or wind
7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms and events in the environment
b. Plan and conduct a simple investigation (fair test) to answer a question
7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers)
c. Measure length, mass, and temperature using standard and non-standard units
d. Compare amounts/measurements
7.1.C Scope and Sequence - All Units
a. Use observations as support for reasonable explanations
b. Use observations to describe relationships and patterns and to make predictions to be tested
c. Compare explanations with prior knowledge
7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables
⇛ graphs (bar, pictograph)
⇛ writings
8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of individuals solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)
3rd Grade
5.1.C Scope and Sequence – Investigating States of Matter
a. Identify that liquid water can be changed into a gas (vapor) in the air.
b. Identify that clouds are composed of tiny droplets of water
c. Identify air as a substance that surrounds us, taking up space and moves around us as wind
5.2.E Scope and Sequence – Investigating States of Matter
a. Describe clouds and precipitation as forms of water
4th Grade
5.2.A Scope and Sequence- Changes in the Earth’s Surface
a. Observe and describe the breakdown of plant and animal material into soil through decomposition processes (i.e., decay/rotting, composting, digestion)
b. Identify the major landforms/bodies of water on Earth (i.e., mountains, plains, river valleys, coastlines, canyons)
c. Describe how weathering agents (e.g., water, chemicals, temperature, wind, plants) cause surface changes that create and/or change Earth’s surface materials and/or landforms/ bodies of water
d. Describe how erosion processes (i.e., action of gravity, waves, wind, rivers, glaciers) cause surface changes that create and/or change Earth’s surface materials and/or landforms/ bodies of water
e. Relate the type of landform/water body to the process by which it was formed
5.3.A Scope and Sequence – Changes in the Earth’s Surface
a. Identify the ways humans affect the erosion and deposition of Earth’s materials (e.g., clearing of land, planting vegetation, paving land construction of new buildings)
b. Propose ways to solve simple environmental problems (e.g., recycling, composting, ways to decrease soil erosion) that result from human activity
5th Grade
5.1.B Scope and Sequence – Water Cycle and Weather
a. Classify major bodies of surface water (e.g., rivers, lakes, oceans, glaciers) as fresh or salt water, flowing or stationary, large or small, solid or liquid, surface or groundwater
5.2.E Water Cycle and Weather
b. Identify the different forms water can take (e.g., snow, rain, sleet, fog, clouds, dew) as it moves through the water cycle
5.2.A Scope and Sequence – Earth Materials: Rocks and Minerals
a. Observe and identify examples of slow changes in the Earth’s surface and surface materials (e.g., rock, soil layers) due to processes such as decay (rotting), freezing, thawing, breaking, or wearing away by running water or wind
7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms and events in the environment
b. Plan and conduct a simple investigation (fair test) to answer a question
7.1.B Scope and Sequence - All Units
a. Make qualitative observations using the five senses
b. Make observations using simple tools and equipment (e.g., magnifiers/hand lenses, magnets, equal arm balances, thermometers)
c. Measure length, mass, and temperature using standard and non-standard units
d. Compare amounts/measurements
7.1.C Scope and Sequence - All Units
a. Use observations as support for reasonable explanations
b. Use observations to describe relationships and patterns and to make predictions to be tested
c. Compare explanations with prior knowledge
7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables
⇛ graphs (bar, pictograph)
⇛ writings
8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of individuals solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)
3rd Grade
5.1.C Scope and Sequence – Investigating States of Matter
a. Identify that liquid water can be changed into a gas (vapor) in the air.
b. Identify that clouds are composed of tiny droplets of water
c. Identify air as a substance that surrounds us, taking up space and moves around us as wind
5.2.E Scope and Sequence – Investigating States of Matter
a. Describe clouds and precipitation as forms of water
4th Grade
5.2.A Scope and Sequence- Changes in the Earth’s Surface
a. Observe and describe the breakdown of plant and animal material into soil through decomposition processes (i.e., decay/rotting, composting, digestion)
b. Identify the major landforms/bodies of water on Earth (i.e., mountains, plains, river valleys, coastlines, canyons)
c. Describe how weathering agents (e.g., water, chemicals, temperature, wind, plants) cause surface changes that create and/or change Earth’s surface materials and/or landforms/ bodies of water
d. Describe how erosion processes (i.e., action of gravity, waves, wind, rivers, glaciers) cause surface changes that create and/or change Earth’s surface materials and/or landforms/ bodies of water
e. Relate the type of landform/water body to the process by which it was formed
5.3.A Scope and Sequence – Changes in the Earth’s Surface
a. Identify the ways humans affect the erosion and deposition of Earth’s materials (e.g., clearing of land, planting vegetation, paving land construction of new buildings)
b. Propose ways to solve simple environmental problems (e.g., recycling, composting, ways to decrease soil erosion) that result from human activity
5th Grade
5.1.B Scope and Sequence – Water Cycle and Weather
a. Classify major bodies of surface water (e.g., rivers, lakes, oceans, glaciers) as fresh or salt water, flowing or stationary, large or small, solid or liquid, surface or groundwater
5.2.E Water Cycle and Weather
b. Identify the different forms water can take (e.g., snow, rain, sleet, fog, clouds, dew) as it moves through the water cycle
NGSS Unit 3: Interdependent Relationships in Ecosystems
NGSS Standards
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.
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
1st Grade2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
Corresponding Missouri GLEs
3.1.D Scope and Sequence – Characteristics of Plants and Animals
a. Identify and compare the physical structures of a variety of plants (e.g., stem, leaves, flowers, seeds, roots)
2nd Grade
7.1.A Scope and Sequence - All Units
a. Pose questions about objects, materials, organisms and events in the environment
b. Plan and conduct a simple investigation (fair test) to answer a question
7.1.C Scope and Sequence - All Units
a. Use observations as support for reasonable explanations
b. Use observations to describe relationships and patterns and to make predictions to be tested
c. Compare explanations with prior knowledge
7.1.D Scope and Sequence - All Units
a. Communicate simple procedures and results of investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables
⇛ graphs (bar, pictograph)
⇛ writings
8.3.A Scope and Sequence - All Units
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of individuals solving everyday problems or learning through discovery)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)
3rd Grade
3.1.B Scope and Sequence – Plants
a. Describe and sequence the stages in the life cycle (for a plant) of seed germination, growth and development, reproduction, and death (i.e., a flowering plant)
4.2.A Scope and Sequence – Food Chains
a. Identify sunlight as the primary source of energy plants use to produce their own food
4th Grade
4.2.C Scope and Sequence – Interactions among Organisms and their Environment
a. Identify specialized structures and describe how they help plants survive in their environment (e.g., root, cactus needles, thorns, winged seed, waxy leaves)
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