NGSS | FotR

Lesson Standards

You work hard to keep up with the changing standards and requirements for your classroom. For your planning purposes, the NGSS standards that align with each lesson are listed below. Please note that though these lessons may not answer with a specific standard for your grade level, they all engage students in many of the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts that make up each standard.

Butterfly Bonanza

K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
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-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air and/or other living things in the local environment.
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
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-LS4-2 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.
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.
4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Rainforest Bird Beaks Challenge: In-Person & Virtual Lessons

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
3-LS4-3. Construct an argument that some animals form groups that help members survive.
3-LS4-4. 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-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Guess Who: In-Person & Virtual Lessons

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
3-LS2-1. Construct an argument that some animals form groups that help members survive.
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-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.

Rainforest Plant Adaptations

Boxed Lesson: South American Indigenous Art, Tools, and Curios

K.EG.5.A Identify maps as representations of real places. Match legend symbols to map features.
1.EG.5.A With assistance, read, construct, and use maps which have a title and key. Use a compass rose to identify cardinal directions on a map.
1.EG.5.B Locate a place by pointing it out on a map and by describing its relative location.
2.EG.5.A Read and construct maps with title and key. Identify the properties and use of different types of maps for a variety of purposes.
2.EG.5.B Name and locate regions of the world.
3.EG.5.A Read and construct historical and current maps.
4.EG.5.A Construct and interpret historical and current maps.
5.EG.5.A Use geographic sources to acquire information, answer questions, and solve problems.
5.EG.5.B Locate and describe real places, using absolute and relative location.
2.EG.5.G Explain how geography affects the way people live today.
K.RI.6.A Describe cultural characteristics of your family and class members including language, celebrations, customs, holidays, artistic expression, food, dress, and traditions.
K.TS.7.A Use artifacts to share information on social studies topics.
K.TS.7.B Use visual tools to communicate information.
K.TS.7.D Share findings about a social studies topic.
K.TS.7.E Ask questions and find answers, with assistance.
1.TS.7.A Identify and use artifacts to share information on social studies topics.
1.TS.7.B Create visual tools to communicate information.
1.TS.7.D Share findings about a social studies topic.
1.TS.7.E Ask supporting questions and find answers about social studies topics, with assistance.
2.TS.7.A Identify and use artifacts to share information on social studies topics.
2.TS.7.B Create visual tools to communicate information.
2.TS.7.D Share research about a social studies topic.
2.TS.7.E Develop supporting questions about social studies topics, with assistance. Describe a process to answer those questions. Discuss types of sources that would be helpful in exploring social studies questions.
3.TS.7.A Create and use artifacts to share information on social studies topics.
3.TS.7.D Present social studies research to an audience using appropriate sources.
3.TS.7.E Generate supporting questions about social studies topics. Use steps in a process to investigate a social studies question. Use appropriate sources to investigate a social studies question.
3.TS.7.F Investigate an appropriate social studies question and share results with assistance, if needed.
4.TS.7.A Analyze and use artifacts to share information on social studies topics.”
4.TS.7.B Create products such as maps, graphs, timelines, charts and models, diagrams, etc. to communicate information and understanding.
4.TS.7.D With assistance, conduct and present social studies research to an audience using appropriate sources.
5.TS.7.D Conduct and present social studies research to an audience using appropriate sources.
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.
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-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]
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.
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.
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.