Kindergarten
1st Grade
2nd Grade
3rd 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: Waves
NGSS Standards:
- 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-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.
Corresponding Missouri GLEs
2nd Grade
1.2.A Scope and Sequence – Forms of Energy: Sound
a. Identify air, water, and solids as mediums that sound travels through
b. Describe different ways to change the pitch of a sound (i.e., changes in size, such as length or thickness, and in tightness/tension of the source)
c. Describe how the ear serves as a receiver of sound (i.e., sound vibrates eardrum)
d. Describe how to change the loudness of a sound (i.e., increase or decrease the force causing vibrations)
4th Grade
7.1.A Scope and Sequence - All Units
a. Formulate testable questions and explanations (hypotheses)
b. Recognize the characteristics of a fair and unbiased test
c. Conduct a 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., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scale)
c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume to the nearest milliliter, force/weight to the nearest Newton
d. Compare amounts/measurements
e. Judge whether measurements and computation of quantities are reasonable
7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable
explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation
d. Analyze whether evidence supports proposed explanations
7.1.D Scope and Sequence - All Units
a. Communicate the procedures and results of investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables
⇛ graphs (bar, single line, pictograph)
⇛ writings
8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology
(Assess Locally)
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 people working alone or in groups 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)
NGSS Unit: Structure, Function and Information Processing
NGSS Standards:
- 4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
- 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.
Corresponding Missouri GLEs
Kindergarten
3.1.D Scope and Sequence – Plants and Animals
a. Observe and compare the structures and behaviors of different kinds of plants and animals.
1st Grade
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)
b. Identify and compare the physical structures of a variety of animals (e.g., sensory organs, beaks, appendages, body covering) (Do NOT assess terms: sensory organs, appendages)
c. Identify the relationships between the physical structures of plants and the function of those structures (e.g., absorption of water, absorption of light energy, support, reproduction)
d. Identify the relationships between the physical structures of animals and the function of those structures (e.g., taking in water, support, movement, obtaining food, reproduction)
3rd Grade
1.2.A Scope and Sequence – Earth, Sun, and Moon
a. Identify sources of light energy (e.g., Sun, bulbs, flames)
b. Observe light being transferred from the source to the receiver (eye) through space
c. Identify the three things (light source, object, and surface) necessary to produce a shadow
3.1.D Scope and Sequence – Plants
a. Identify the major organs (roots, stems, flowers, leaves) and their functions in vascular plants (e.g., absorption, transport, reproduction) (Do NOT assess the term vascular
3.2.C Scope and Sequence – Plants
a. Illustrate and trace the path of water and nutrients as they move through the transport system of a 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
7.1.A Scope and Sequence - All Units
a. Formulate testable questions and explanations (hypotheses)
b. Recognize the characteristics of a fair and unbiased test
c. Conduct a 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., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scale)
c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume to the nearest milliliter, force/weight to the nearest Newton
d. Compare amounts/measurements
e. Judge whether measurements and computation of quantities are reasonable
7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable
explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation
d. Analyze whether evidence supports proposed explanations
7.1.D Scope and Sequence - All Units
a. Communicate the procedures and results of investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables
⇛ graphs (bar, single line, pictograph)
⇛ writings
8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology
(Assess Locally)
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 people working alone or in groups 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)
5th Grade
1.2 A Scope and Sequence – Solar System
a. Observe and explain light being transferred from the source to the receiver (eye) through space in straight lines
b. Observe and explain how an object (e.g., moon, mirror, objects in a room) can only be seen when light is reflected from that object to the receiver (eye)
NGSS Unit: Energy
NGSS Standards:
- 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
- 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
- 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-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Corresponding Missouri GLEs
Kindergarten
1.2.A Scope and Sequence – Investigating Sound
a. Identify the sounds and their source of vibrations in everyday life (e.g., alarms, car horns, animals, machines, musical instruments)
b. Compare different sounds (i.e., loudness, pitch, rhythm)
c. Identify the ear as a receiver of vibrations that produce sound
1st Grade
2.1.A Scope and Sequence – Investigating Motion
a. Compare the position of an object relative to another object (e.g., left of or right of)
b. Describe an object’s motion as straight, circular, vibrating (back and forth), zigzag, stopping, starting, or falling
c. Compare the speeds (faster vs. slower) of two moving objects
2nd Grade
1.2.A Scope and Sequence – Forms of Energy: Sound
a. Identify air, water, and solids as mediums that sound travels through
b. Describe different ways to change the pitch of a sound (i.e., changes in size, such as length or thickness, and in tightness/tension of the source)
c. Describe how the ear serves as a receiver of sound (i.e., sound vibrates eardrum)
d. Describe how to change the loudness of a sound (i.e., increase or decrease the force causing vibrations)
8.1.A Scope and Sequence – Forms of Energy: Sound
a. Design and construct a musical instrument using materials (e.g., cardboard, wood, plastic, metal) and/or existing objects (e.g., toy wheels, gears, boxes, sticks) that can be used to perform a task (Assess Locally)
3rd Grade
1.2.A Scope and Sequence – Earth, Sun, and Moon
a. Identify sources of light energy (e.g., Sun, bulbs, flames)
b. Observe light being transferred from the source to the receiver (eye) through space
c. Identify the three things (light source, object, and surface) necessary to produce a shadow
4th Grade
1.2.F Scope and Sequence – Forms of Energy: Electrical Circuits
a. Identify the evidence of energy transformations (temperature change, light, sound, motion, and magnetic effects) that occur in electrical circuits
2.1.A Scope and Sequence – Laws of Motion
a. Classify different types of motion [straight line, curved, vibrating (back and forth)]
b. Describe an object’s motion in terms of distance and time
2.2.D Scope and Sequence – Laws of Motion
a. Observe that balanced forces do not affect an object’s motion (need to clarify that balanced forces means no change in forces acting on an object)
b. Describe how unbalanced forces acting on an object changes its speed (faster/slower), direction of motion, or both (need to clarify that unbalanced forces means any change in forces acting on an object)
c. Predict how the change in speed of an object (i.e., faster/slower/remains the same) is affected by the amount of force applied to an object and the mass of the object
7.1.A Scope and Sequence - All Units
a. Formulate testable questions and explanations (hypotheses)
b. Recognize the characteristics of a fair and unbiased test
c. Conduct a 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., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scale)
c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume to the nearest milliliter, force/weight to the nearest Newton
d. Compare amounts/measurements
e. Judge whether measurements and computation of quantities are reasonable
7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable
explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation
d. Analyze whether evidence supports proposed explanations
7.1.D Scope and Sequence - All Units
a. Communicate the procedures and results of investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables
⇛ graphs (bar, single line, pictograph)
⇛ writings
8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology
(Assess Locally)
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 people working alone or in groups 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)
NGSS Unit: Earth's Systems: Processes that Shape the Earth
NGSS Standards:
- 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.
- 4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.
- 4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
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
5.1.A Scope and Sequence - Earth Materials: Rocks and Minerals
a. Observe and describe the physical properties (e.g., odor, color, appearance, relative grain size, texture, absorption of water) and different components (i.e., sand, clay, humus) of soils
b. Observe and describe the physical properties of rocks (e.g., size, shape, color, presence of fossils)
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
5.3.A Scope and Sequence – Earth materials: Rocks and Soil
a. Observe and describe ways humans use Earth’s materials (e.g., soil, rocks) in a daily life
4th Grade
5.1.A Scope and Sequence – Changes in the Earth’s Surface
a. Identify and describe the components of soil (e.g., plant roots and debris, bacteria, fungi, worms, types of rock) and its properties (e.g., odor, color, resistance to erosion, texture, fertility, relative grain size, absorption rate)
b. Compare the physical properties (i.e., size, shape, color, texture, layering, presence of fossils) of rocks (mixtures of different Earth materials, each with observable physical properties
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
7.1.A Scope and Sequence - All Units
a. Formulate testable questions and explanations (hypotheses)
b. Recognize the characteristics of a fair and unbiased test
c. Conduct a 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., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scale)
c. Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume to the nearest milliliter, force/weight to the nearest Newton
d. Compare amounts/measurements
e. Judge whether measurements and computation of quantities are reasonable
7.1.C Scope and Sequence - All Units
a. Use quantitative and qualitative data as support for reasonable
explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be tested
c. Evaluate the reasonableness of an explanation
d. Analyze whether evidence supports proposed explanations
7.1.D Scope and Sequence - All Units
a. Communicate the procedures and results of investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables
⇛ graphs (bar, single line, pictograph)
⇛ writings
8.2.A Scope and Sequence – All units
a. Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology
(Assess Locally)
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 people working alone or in groups 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)
