PS2.A: Forces and Motion 

• Distinguish forces (pushes or pulls) by their strength and direction acting on a single object. 

• Explain that when multiple forces acting on an object add to zero (balanced), its motion does not change, and when they do not add to zero (unbalanced), its speed or direction changes. 

PS2.B: Types of Interactions 

• Explain that when objects interact, they exert pushes or pulls on each other that can start, stop, or change an object’s motion. 

PS2.A: Forces and Motion 

• Analyze regular patterns in an object’s past motion to make qualitative predictions about its future motion (for example, pendulum, see-saw, etc.). 

PS2.B: Types of Interactions 

• Explain that electric and magnetic interactions can occur without contact, acting at a distance. (3-PS2-4) 

• Describe qualitatively how the strength of electric or magnetic interactions depends on object properties and the distance between interacting objects. (3-PS2-4) 

• Demonstrate how magnetic attraction and repulsion are based on the relative orientation of magnets. (3-PS2-4) 

Extended Knowledge 

• Recognize, using qualitative patterns, that closer interactions are stronger and farther interactions are weaker. (3-PS2-4)

PS2.B: Types of Interactions 

• Explain that electric and magnetic interactions can occur without contact, acting at a distance. (3-PS2-3) 

• Describe qualitatively how the strength of electric or magnetic interactions depends on object properties and the distance between interacting objects. (3-PS2-3) 

• Demonstrate how magnetic attraction and repulsion are based on the relative orientation of magnets. (3-PS2-3) 

Extended Knowledge 

• Recognize, using qualitative patterns, that closer interactions are stronger and farther interactions are weaker. (3-PS2-3)

ETS1.B: Developing Possible Solutions 

• Create a design solution that can be used to gather evidence about how well it solves a problem. 

• Describe the likely conditions the solution must handle (for example distance, orientation, material) in the magnet context. 

• Classify criteria and constraints and match them to the proposed designs. 

• Explain which design best fits the criteria across the listed conditions using qualitative observations. 

• Analyze how one changed feature affects performance patterns across conditions. 

Extended Knowledge 

• Identify a feature that works well across more conditions and state why it should be kept. 

• Recognize a basic test grid (for example near vs. far; aligned vs. misaligned) and name the configuration that works best across conditions. 

ETS2.A: Interdependence of Science, Engineering, and Technology 

• Identify the scientific idea that supports a design feature. 

• Explain how a design feature reflects or uses a scientific idea. 

• Compare design features to determine which aligns with a given scientific idea. 

Extended Knowledge 

• Recognize that the same scientific idea can support multiple design features. 

LS1.B: Growth and Development of Organisms 

• Describe that all organisms pass through predictable stages of birth, growth, reproduction, and death, with patterns that differ by species. 

• Compare life cycles of different plants and animals to identify major similarities and differences at the whole‑organism level. 

• Explain observable changes in appearance or behavior across life‑cycle stages and relate those changes to stage‑specific needs. 

Extended Knowledge 

• Recognize that changes in the environment can affect an organism’s ability to complete a life‑cycle stage. 

LS2.D: Social Interactions and Group Behavior 

• Describe that some animals form groups that help individuals obtain food, defend themselves, or cope with environmental changes.

• Explain that belonging to a group can increase an individual’s chance of survival compared with being alone. 

• Analyze examples of animal groups with different sizes and structures (for example, family groups or groups with dominant members). 

• Describe that some animal groups remain stable over time, while others change membership. 

Extended Knowledge 

• Understand that losing access to a group may reduce protection or access to resources for an individual. 

LS3.A: Inheritance of Traits 

• Describe that many characteristics are inherited and that organisms of the same species show variation in traits (for example, height, weight, color, quantity, etc.). (3-LS3-2) 

• Identify environmental factors (such as water, nutrients, food availability, or activity level) that can influence how a trait appears. (3-LS3-2) 

Extended Knowledge 

• Understand that the same inherited trait can present differently in different environmental conditions. (3-LS3-2) 

LS3.B: Variation of Traits 

• Describe that organisms of the same species show similarities and differences within a group because inherited information differs. 

• Distinguish similarities that are broadly shared within a species from differences observed among individuals of the same species using non‑human examples. 

LS3.A: Inheritance of Traits 

• Describe that many characteristics are inherited and that organisms of the same species show variation in traits (for example, height, weight, color, quantity, etc.). (3-LS3-1)  

• Identify environmental factors (such as water, nutrients, food availability, or activity level) that can influence how a trait appears. (3-LS3-1) 

Extended Knowledge 

• Understand that the same inherited trait can present differently in different environmental conditions. (3-LS3-1) 

LS3.B: Variation of Traits 

• Identify an environmental condition that could influence how a trait appears in an organism of a given species. 

• Describe whether a visible trait difference is more closely associated with inherited information or environmental conditions based on familiar examples. 

LS4.A: Evidence of Common Ancestry and Diversity 

• Recognize that some kinds of plants and animals that once lived on Earth are no longer found anywhere. 

• Describe fossils as evidence of organisms that lived long ago. 

• Compare fossils with living organisms to identify similarities and differences in observable features. 

• Use fossil evidence to identify observable features of past environments (such as land or water). 

Extended Knowledge 

• Recognize that some fossils resemble organisms living today, while others do not closely match any living organisms. 

• Identify that fossils can record parts of organisms or evidence of their activity (such as footprints), without explaining how fossils form. 

LS4.B: Natural Selection 

• Recognize that individuals of the same species can differ in their characteristics. 

• Explain that some differences can increase an individual’s chances of surviving, finding mates, or reproducing in certain environments.

•  Recognize that a trait that is helpful in one environment may not be helpful in another. 

Extended Knowledge 

• Identify that differences among individuals occur naturally within populations, without purpose or intent. 

LS4.C: Adaptation 

• Describe that when environmental conditions change, some organisms survive, some move to new locations, and some do not survive. 

• Explain how environmental changes can affect an organism’s ability to meet its needs (such as food, water, or shelter). 

• Use examples to show that different organisms can respond differently to the same environmental change. 

Extended Knowledge 

• Distinguish between short‑term responses (such as moving or finding new resources) and longer‑term outcomes (such as no longer surviving in an area). 

• Recognize that environmental changes can be natural or human‑caused. 

LS2.C: Ecosystem Dynamics, Functioning, and Resilience 

• Identify that habitats meet organism needs to different degrees, resulting in different survival outcomes. 

• Describe how habitat features; such as food, water, shelter, and temperature; affect whether organisms can survive in a place. 

• Explain that when environments change, some organisms remain, some leave, some move in, and some do not survive. 

Extended Knowledge 

• Recognize that environmental changes can vary in size and impact, leading to different survival outcomes for organisms. 

• Understand that helping organisms survive typically involves improving access to basic needs. 

LS4.D: Biodiversity and Humans 

• Recognize that populations of organisms live in different habitats. 

• Explain that when habitats change, some organisms may survive, some may move, and some may not survive. 

• Identify patterns to explain that populations depend on habitat conditions to meet their needs.

Extended Knowledge 

• Recognize that habitat changes can be natural or caused by human activities. 

• Describe that different populations may be affected differently by the same habitat change. 

ETS1.C: Optimizing the Design Solution 

• Identify the criteria and constraints for the stated problem. (3-ESS3-1) 

• Compare designs by assessing how each meets the criteria across listed conditions. (3-ESS3-1)

• Explain which design best fits the criteria using qualitative effects on the system. (3-ESS3-1)

• Recommend one refinement that improves performance in more than one condition. (3-ESS3-1)

Extended Knowledge 

• Recognize when a design works only in specific conditions and name a refinement to broaden usefulness. (3-ESS3-1)

• Identify which criterion should lead the decision and state why. (3-ESS3-1) 

ETS2.A: Interdependence of Science, Engineering, and Technology 

• Identify the scientific idea that supports a design feature. (3-PS2-4) 

• Explain how a design feature reflects or uses a scientific idea. (3-PS2-4) 

• Compare design features to determine which aligns with a given scientific idea. (3-PS2-4) 

Extended Knowledge 

• Recognize that the same scientific idea can support multiple design features. (3-PS2-4) 

ESS2.D: Weather and Climate 

• Describe weather as the conditions of the atmosphere at a specific place and time that can change from day to day and across seasons. 

• Compare weather conditions observed over time to identify repeating patterns across seasons. 

• Describe that weather patterns vary from place to place. 

Extended Knowledge 

• Understand that unusual or extreme weather events can occur without changing the overall climate of a region. (3-ESS2-2) 

ESS2.D: Weather and Climate 

• Distinguish weather from climate by identifying climate as the typical range of weather conditions in an area over many years. 

• Describe climate as patterns observed over long periods of time rather than individual weather events. 

Extended Knowledge 

• Compare climates of different regions to identify similarities and differences in typical weather conditions. 

• Understand that unusual or extreme weather events can occur without changing the overall climate of a region. (3-ESS2-1) 

ESS3.B: Natural Hazards 

• Identify weather‑related natural hazards that can affect communities, such as storms or flooding. 

• Describe that natural hazards are caused by natural processes and cannot be eliminated. 

• Describe actions people can take to reduce the impacts of weather‑related hazards. 

• Compare different actions used to reduce hazard impacts and explain which actions are more effective in a given situation. 

Extended Knowledge 

• Recognize that different regions experience different types of weather‑related hazards. 

• Compare hazards that happen suddenly to those that develop over time. 

• Understand that knowing about hazards can help people respond more effectively when they occur.

 ETS1.C: Optimizing the Design Solution 

• Identify the criteria and constraints for the stated problem. (3-LS4-4) 

• Compare designs by assessing how each meets the criteria across listed conditions. (3-LS4-4) 

• Explain which design best fits the criteria using qualitative effects on the system. (3-LS4-4) 

• Recommend one refinement that improves performance in more than one condition. (3-LS4-4)

Extended Knowledge 

• Recognize when a design works only in specific conditions and name a refinement to broaden usefulness. (3-LS4-4) 

• Identify which criterion should lead the decision and state why. (3-LS4-4) 

ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World 

• Identify how a current technology helps people for a stated need (safety, communication, mobility). 

• Compare two options by assessing the benefits and risks for the same need. 

• Explain which option better addresses the need. 

• Evaluate one small improvement that would increase benefit or reduce risk. 

Extended Knowledge 

• Identify which benefit matters most for this situation and state why it takes priority. 

• Recognize a risk that remains after the improvement and note one simple way to reduce it further qualitatively.