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New York Standards Alignment

We Cover 98% of the Learning Standards in New York.

Generation Genius LessonStateStandards DocumentGradeState IDStandardsSort
Solids, Liquids and Gases; Heating and Cooling;NYLearning StandardsKindergartenK-PS1-1Plan and conduct an investigation to test the claim that different kinds of matter exist as either solid or liquid, depending on temperature.1
Pushes and Pulls;NYLearning StandardsKindergartenK-PS2-1Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.1
Pushes and Pulls;NYLearning StandardsKindergartenK-PS2-2Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.1
Living vs. Non-Living Things; Plants Need Water And Light; Animals Need Food;NYLearning StandardsKindergartenK-LS1-1Use observations to describe patterns of what plants and animals (including humans) need to survive.1
Living Things Change Their Environment;NYLearning StandardsKindergartenK-ESS2-2Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.1
Habitats;NYLearning StandardsKindergartenK-ESS3-1Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.1
Reducing Our Impact on Earth; Natural Resources;NYLearning StandardsKindergartenK-ESS3-3Communicate solutions that will reduce the impact of humans on living organisms and non-living things in the local environment.1
Introduction to Weather;NYLearning StandardsKindergartenK-ESS2-1Use and share observations of local weather conditions to describe patterns over time.1
Introduction to Weather;NYLearning StandardsKindergartenK-ESS3-2Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.1
Sunlight Warms the Earth;NYLearning StandardsKindergartenK-PS3-1Make observations to determine the effect of sunlight on Earth’s surface.1
Sunlight Warms the Earth;NYLearning StandardsKindergartenK-PS3-2Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.1
Introduction to Sound;NYLearning StandardsFirst Grade1-PS4-1Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.1
Introduction to Light;NYLearning StandardsFirst Grade1-PS4-2Make observations (firsthand or from media) to construct an evidence-based account that objects can be seen only when illuminated.1
Introduction to Light;NYLearning StandardsFirst Grade1-PS4-3Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.1
Communication Over Distances;NYLearning StandardsFirst Grade1-PS4-4Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.1
Inspired by Nature (Biomimicry);NYLearning StandardsFirst Grade1-LS1-1Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.1
Animals Help Their Babies Survive;NYLearning StandardsFirst Grade1-LS1-2Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.1
Introduction to Traits;NYLearning StandardsFirst Grade1-LS3-1Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents.1
Patterns in the Sky;NYLearning StandardsFirst Grade1-ESS1-1Use observations of the Sun, moon, and stars to describe patterns that can be predicted.1
Four Seasons and Day Length;NYLearning StandardsFirst Grade1-ESS1-2Make observations at different times of year to relate the amount of daylight to the time of year.1
Material Properties and Purposes; Solids, Liquids and Gases;NYLearning StandardsSecond Grade2-PS1-1Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.1
Material Properties and Purposes;NYLearning StandardsSecond Grade2-PS1-2Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.1
What is Engineering?;NYLearning StandardsSecond Grade2-PS1-3Make 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.1
Heating and Cooling;NYLearning StandardsSecond Grade2-PS1-4Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.1
Plant Growth Conditions;NYLearning StandardsSecond Grade2-LS2-1Plan and conduct an investigation to determine if plants need sunlight and water to grow.1
Habitats;NYLearning StandardsSecond Grade2-LS2-2Develop a simple model that illustrates how plants and animals depend on each other for survival.1
Biodiversity of Life on Earth;NYLearning StandardsSecond Grade2-LS4-1Make observations of plants and animals to compare the diversity of life in different habitats.1
Timescale of Earth's Events;NYLearning StandardsSecond Grade2-ESS1-1Use information from several sources to provide evidence that Earth events can occur quickly or slowly.1
Changing the Shape of Land;NYLearning StandardsSecond Grade2-ESS2-1Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.1
Maps of Landforms;NYLearning StandardsSecond Grade2-ESS2-2Develop a model to represent the shapes and kinds of land and bodies of water in an area.1
Oceans, Lakes and Rivers;NYLearning StandardsSecond Grade2-ESS2-3Obtain information to identify where water is found on Earth and that it can be solid or liquid.1
What is Engineering?;NYLearning StandardsGrades K-2 Engineering DesignK-2-ETS1-1Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.1
What is Engineering?;NYLearning StandardsGrades K-2 Engineering DesignK-2-ETS1-2Develop 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.1
What is Engineering?;NYLearning StandardsGrades K-2 Engineering DesignK-2-ETS1-3Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.1
Animal Group Behavior;NYLearning StandardsThird Grade3-LS2-1Construct an argument that some animals form groups that help members survive.2
Animal & Plant Life Cycles;NYLearning StandardsThird Grade3-LS1-1Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.2
Balanced & Unbalanced Forces;NYLearning StandardsThird Grade3-PS2-1Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.2
Balanced & Unbalanced Forces;NYLearning StandardsFifth Grade5-PS2-1Support an argument that the gravitational force exerted by Earth on objects is directed down.2
Brain Processing of Senses;NYLearning StandardsFourth Grade4-LS1-2Use 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.2
Brain Processing of Senses; Human Body Systems; Structure of Living Things; Adaptations and the Environment;NYLearning StandardsFourth Grade4-LS1-1Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.2
Collisions;NYLearning StandardsFourth Grade4-PS3-1Use evidence to construct an explanation relating the speed of an object to the energy of that object.2
Collisions;NYLearning StandardsFourth Grade4-PS3-3Ask questions and predict outcomes about the changes in energy that occur when objects collide.2
Conservation of Matter;NYLearning StandardsFifth Grade5-PS1-2Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances the total amount of matter is conserved.2
Earth’s Orbit and Rotation;NYLearning StandardsFifth Grade5-ESS1-2Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.2
Earth's Landscapes;NYLearning StandardsFourth Grade4-ESS1-1Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.2
Ecosystems;NYLearning StandardsThird Grade3-LS4-4Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.2
Ecosystems; Adaptations and the Environment;NYLearning StandardsThird Grade3-LS4-3Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.2
Extreme Weather Solutions;NYLearning StandardsThird Grade3-ESS3-1Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.2
Extreme Weather Solutions; Natural Disasters;NYLearning StandardsFourth Grade4-ESS3-2Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.2
Food Webs;NYLearning StandardsFifth Grade5-LS2-1Develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.2
Fossils & Extinction; Earth's Landscapes;NYLearning StandardsThird Grade3-LS4-1Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.2
How Do We Use Food;NYLearning StandardsFifth Grade5-LS1-1Support an argument that plants get the materials they need for growth chiefly from air and water.2
How Do We Use Food; Food Webs;NYLearning StandardsFifth Grade5-PS3-1Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the Sun.2
Information Transfer;NYLearning StandardsFourth Grade4-PS4-3Generate and compare multiple solutions that use patterns to transfer information.2
Light Reflection & Vision;NYLearning StandardsFourth Grade4-PS4-2Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.2
Magnets & Static Electricty;NYLearning StandardsThird Grade3-PS2-3Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.2
Magnets & Static Electricty;NYLearning StandardsThird Grade3-PS2-4Define a simple design problem that can be solved by applying scientific ideas about magnets.2
Natural Disasters;NYLearning StandardsFourth Grade4-ESS2-2Analyze and interpret data from maps to describe patterns of Earth’s features.2
Particle Nature of Matter;NYLearning StandardsFifth Grade5-PS1-1Develop a model to describe that matter is made of particles too small to be seen.2
Patterns of Motion & Friction;NYLearning StandardsThird Grade3-PS2-2Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.2
Properties of Matter;NYLearning StandardsFifth Grade5-PS1-3Make observations and measurements to identify materials based on their properties.2
Properties of Matter; Chemical vs. Physical Changes;NYLearning StandardsFifth Grade5-PS1-4Conduct an investigation to determine whether the mixing of two or more substances results in new substances.2
Renewable vs. Nonrenewable Resources;NYLearning StandardsFourth Grade4-ESS3-1Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.2
Renewable vs. Nonrenewable Resources; Energy Transfer;NYLearning StandardsFourth Grade4-PS3-4Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science?;NYLearning StandardsGrades 3-5 Engineering Design3-5-ETS1-1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science?;NYLearning StandardsGrades 3-5 Engineering Design3-5-ETS1-2Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science?;NYLearning StandardsGrades 3-5 Engineering Design3-5-ETS1-3Plan 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.2
Sun and Other Stars;NYLearning StandardsFifth Grade5-ESS1-1Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.2
Variation of Traits;NYLearning StandardsThird Grade3-LS3-1Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.2
Variation of Traits;NYLearning StandardsThird Grade3-LS3-2Use evidence to support the explanation that traits can be influenced by the environment.2
Variation of Traits;NYLearning StandardsThird Grade3-LS4-2Use 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.2
Water Cycle;NYLearning StandardsThird Grade3-ESS2-3Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.2
Water Cycle; Interactions of Earth’s Spheres;NYLearning StandardsFifth Grade5-ESS2-1Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.2
Water Quality & Distribution;NYLearning StandardsFifth Grade5-ESS2-2Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.2
Water Quality & Distribution; Interactions of Earth’s Spheres;NYLearning StandardsFifth Grade5-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.2
Wave Properties;NYLearning StandardsFourth Grade4-PS4-1Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.2
Weather vs. Climate;NYLearning StandardsThird Grade3-ESS2-1Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.2
Weather vs. Climate;NYLearning StandardsThird Grade3-ESS2-2Obtain and combine information to describe climates in different regions of the world.2
Weathering & Erosion; Interactions of Earth’s Spheres;NYLearning StandardsFourth Grade4-ESS2-1Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.2
NYLearning StandardsFourth Grade4-PS3-2Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.2

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