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Massachusetts Standards Alignment

We Cover 98% of the Curriculum Frameworks in Massachusetts.

Generation Genius LessonStateStandards DocumentGradeState IDStandardsSort
Animals Help Their Babies Survive;MACurriculum FrameworksGrade 11-LS1-2Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive.1
Changing the Shape of Land;MACurriculum FrameworksGrade 22-ESS2-1Investigate and compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.1
Changing the Shape of Land;MACurriculum FrameworksGrade 22-ESS2-4(MA)Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform.1
Classification of Materials; Material Properties and Purposes;MACurriculum FrameworksGrade 22-PS1-1Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture, and absorbency.1
Communication Over Distances;MACurriculum FrameworksGrade 11-PS4-4Use tools and materials to design and build a device that uses light or sound to send a signal over a distance.1
Biodiversity of Life on Earth;MACurriculum FrameworksGrade 22-LS4-1Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of living things living in different types of areas.1
Habitats;MACurriculum FrameworksGrade 22-LS2-3(MA)Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live.1
Heating and Cooling;MACurriculum FrameworksGrade 22-PS1-4Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot.1
Reducing Our Impact on Earth; Natural Resources;MACurriculum FrameworksKindergartenK-ESS3-3Communicate solutions to reduce the amount of natural resources an individual uses.1
Introduction to Light;MACurriculum FrameworksGrade 11-PS4-3Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all the light, or redirect light when put in the path of a beam of light.1
Introduction to Sound;MACurriculum FrameworksGrade 11-PS4-1Demonstrate that vibrating materials can make sound and that sound can make materials vibrate.1
Introduction to Traits;MACurriculum FrameworksGrade 11-LS3-1Use information from observations (first-hand and from media) to identify similarities and differences among individual plants or animals of the same kind.1
Introduction to Weather;MACurriculum FrameworksKindergartenK-ESS2-1Use and share quantitative observations of local weather conditions to describe patterns over time.1
Introduction to Weather;MACurriculum FrameworksKindergartenK-ESS3-2Obtain and use information about weather forecasting to prepare for, and respond to, different types of local weather.1
Living Things Change Their Environment;MACurriculum FrameworksKindergartenK-ESS2-2Construct an argument supported by evidence for how plants and animals (including humans) can change the environment.1
Maps of Landforms;MACurriculum FrameworksGrade 22-ESS2-2Map the shapes and types of landforms and bodies of water in an area.1
Material Properties and Purposes;MACurriculum FrameworksGrade 22-PS1-2Test different materials and analyze the data obtained to determine which materials have the properties that are best suited for an intended purpose.1
Oceans, Lakes and Rivers;MACurriculum FrameworksGrade 22-ESS2-3Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid.1
Patterns in the Sky;MACurriculum FrameworksGrade 11-ESS1-1Use observations of the Sun, Moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set.1
Patterns of Motion & Friction;MACurriculum FrameworksGrade 22-PS3-1(MA)Design and conduct an experiment to show the effects of friction on the relative temperature and speed of objects that rub against each other.1
Plant Growth Conditions; Animal & Plant Life Cycles;MACurriculum FrameworksKindergartenK-LS1-2(MA)Recognize that all plants and animals grow and change over time.1
Plant Growth Conditions; Plants Need Water And Light; Animals Need Food;MACurriculum FrameworksKindergartenK-LS1-1Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow.1
Properties of Matter;MACurriculum FrameworksGrade 22-PS1-3Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects.1
Pushes and Pulls;MACurriculum FrameworksKindergartenK-PS2-1Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.1
Four Seasons and Day Length;MACurriculum FrameworksGrade 11-ESS1-2Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment.1
The Five Senses; Parts of a Plant; External Animal Parts;MACurriculum FrameworksGrade 11-LS1-1Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant.1
Solids, Liquids and Gases; Heating and Cooling;MACurriculum FrameworksKindergartenK-PS1-1(MA)Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature.1
Sunlight Warms the Earth;MACurriculum FrameworksKindergartenK-PS3-1Make observations to determine that sunlight warms materials on Earth’s surface.1
Sunlight Warms the Earth;MACurriculum FrameworksKindergartenK-PS3-2Use tools and materials to design and build a model of a structure that will reduce the warming effect of sunlight on an area.1
What is Engineering?;MACurriculum FrameworksGrade 11.K-2-ETS1-1Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool.1
What is Engineering?;MACurriculum FrameworksGrade 11.K-2-ETS1-2Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more of the solutions.1
What is Engineering?;MACurriculum FrameworksGrade 22.K-2-ETS1-3Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs.1
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science?;MACurriculum FrameworksGrade 33.3-5-ETS1-1Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science?;MACurriculum FrameworksGrade 33.3-5-ETS1-2Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science?;MACurriculum FrameworksGrade 33.3-5-ETS1-4(MA)Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.2
Weather vs. Climate;MACurriculum FrameworksGrade 33-ESS2-1Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area.2
Weather vs. Climate;MACurriculum FrameworksGrade 33-ESS2-2Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.2
Extreme Weather Solutions;MACurriculum FrameworksGrade 33-ESS3-1Evaluate the merit of a design solution that reduces the damage caused by weather.2
Animal & Plant Life Cycles;MACurriculum FrameworksGrade 33-LS1-1Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen.2
Variation of Traits;MACurriculum FrameworksGrade 33-LS3-1Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms.2
Variation of Traits;MACurriculum FrameworksGrade 33-LS3-2Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Give examples of characteristics of living organisms that are influenced by both inheritance and the environment.2
Fossils & Extinction; Earth's Landscapes;MACurriculum FrameworksGrade 33-LS4-1Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize that most kinds of plants and animals that once lived on Earth are no longer found anywhere.2
Variation of Traits;MACurriculum FrameworksGrade 33-LS4-2Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.2
Ecosystems; Adaptations and the Environment;MACurriculum FrameworksGrade 33-LS4-3Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive.2
Ecosystems; Adaptations and the Environment;MACurriculum FrameworksGrade 33-LS4-4Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce.2
MACurriculum FrameworksGrade 33-LS4-5(MA)Provide evidence to support a claim that the survival of a population is dependent upon reproduction.2
Balanced & Unbalanced Forces;MACurriculum FrameworksGrade 33-PS2-1Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object.2
Magnets & Static Electricty;MACurriculum FrameworksGrade 33-PS2-3Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other.2
Magnets & Static Electricty;MACurriculum FrameworksGrade 33-PS2-4Define a simple design problem that can be solved by applying the use of the interactions between magnets.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science?;MACurriculum FrameworksGrade 44.3-5-ETS1-3Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science?;MACurriculum FrameworksGrade 44.3-5-ETS1-5(MA)Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.2
Weathering & Erosion; Interactions of Earth’s Spheres; Earth's Landscapes;MACurriculum FrameworksGrade 44-ESS1-1Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape over long periods of time.2
Weathering & Erosion; Interactions of Earth’s Spheres;MACurriculum FrameworksGrade 44-ESS2-1Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion.2
Natural Disasters;MACurriculum FrameworksGrade 44-ESS2-2Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans.2
Renewable vs. Nonrenewable Resources;MACurriculum FrameworksGrade 44-ESS3-1Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not.2
Extreme Weather Solutions; Natural Disasters;MACurriculum FrameworksGrade 44-ESS3-2Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans.2
Brain Processing of Senses; Human Body Systems; Structure of Living Things; Adaptations and the Environment;MACurriculum FrameworksGrade 44-LS1-1Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction.2
Collisions;MACurriculum FrameworksGrade 44-PS3-1Use evidence to construct an explanation relating the speed of an object to the energy of that object.2
Energy Transfer; Wave Properties;MACurriculum FrameworksGrade 44-PS3-2Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents.2
Collisions;MACurriculum FrameworksGrade 44-PS3-3Ask questions and predict outcomes about the changes in energy that occur when objects collide.2
Renewable vs. Nonrenewable Resources; Energy Transfer;MACurriculum FrameworksGrade 44-PS3-4Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound.2
Wave Properties;MACurriculum FrameworksGrade 44-PS4-1Develop a model of a simple mechanical wave (including sound) to communicate that waves (a) are regular patterns of motion along which energy travels, and (b) can cause objects to move.2
Light Reflection & Vision;MACurriculum FrameworksGrade 44-PS4-2Develop a model to describe that light must reflect off an object and enter the eye for the object to be seen.2
Information Transfer;MACurriculum FrameworksGrade 44-PS4-3Develop and compare multiple ways to transfer information through encoding, sending, receiving, and decoding a pattern.2
Renewable vs. Nonrenewable Resources;MACurriculum FrameworksGrade 55.3-5-ETS3-1(MA)Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants.2
MACurriculum FrameworksGrade 55.3-5-ETS3-2(MA)Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.2
Sun and Other Stars;MACurriculum FrameworksGrade 55-ESS1-1Use observations, first-hand and from various media, to argue that the Sun is a star that appears larger and brighter than other stars because it is closer to Earth.2
Moon & Its Phases; Earth’s Orbit and Rotation; Sun and Other Stars;MACurriculum FrameworksGrade 55-ESS1-2Use a model to communicate Earth’s relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year.2
Water Cycle;MACurriculum FrameworksGrade 55-ESS2-1Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation.2
Water Quality & Distribution;MACurriculum FrameworksGrade 55-ESS2-2Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere.2
Water Quality & Distribution; Interactions of Earth’s Spheres;MACurriculum FrameworksGrade 55-ESS3-1Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process.2
Water Quality & Distribution;MACurriculum FrameworksGrade 55-ESS3-2(MA)Test a simple system designed to filter particulates out of water and propose one change to the design to improve it.2
How Do We Use Food; Food Webs;MACurriculum FrameworksGrade 55-LS1-1Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction.2
How Do We Use Food; Food Webs;MACurriculum FrameworksGrade 55-LS2-1Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil.2
Food Webs;MACurriculum FrameworksGrade 55-LS2-2(MA)Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.2
Particle Nature of Matter;MACurriculum FrameworksGrade 55-PS1-1Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid.2
Conservation of Matter;MACurriculum FrameworksGrade 55-PS1-2Measure and graph the weights (masses) of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight (mass) of matter is conserved.2
Properties of Matter;MACurriculum FrameworksGrade 55-PS1-3Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.2
Properties of Matter; Chemical vs. Physical Changes;MACurriculum FrameworksGrade 55-PS1-4Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties (a chemical reaction) or not (a mixture).2
Balanced & Unbalanced Forces;MACurriculum FrameworksGrade 55-PS2-1Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center.2
How Do We Use Food; Food Webs;MACurriculum FrameworksGrade 55-PS3-1Use a model to describe that the food animals digest (a) contains energy that was once energy from the Sun, and (b) provides energy and nutrients for life processes, including body repair, growth, motion, body warmth, and reproduction.2

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