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New York Standards Alignment

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

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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 Electricity; 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 Electricity; 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? (3-5 Version); 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? (3-5 Version); 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? (3-5 Version); 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 (3-5 Version); NYLearning StandardsThird Grade3-ESS2-3Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.2
Water Cycle (3-5 Version); 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
Potential vs. Kinetic Energy; 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
Atoms & Molecules; NYLearning StandardsMS Physical SciencesMS-PS1-1Develop models to describe the atomic composition of simple molecules and extended structures.
Synthetic Materials; NYLearning StandardsMS Physical SciencesMS-PS1-3Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
Intro to Thermal Energy; NYLearning StandardsMS Physical SciencesMS-PS1-4Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.
Properties of Elements;NYLearning StandardsMS Physical SciencesMS-PS1-7Use evidence to illustrate that density is a property that can be used to identify samples of matter.
NYLearning StandardsMS Physical SciencesMS-PS1-8Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.
Chemical Reactions; NYLearning StandardsMS Physical SciencesMS-PS1-2Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Chemical Reactions; NYLearning StandardsMS Physical SciencesMS-PS1-5Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Intro to Thermal Energy; NYLearning StandardsMS Physical SciencesMS-PS1-6Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy during a chemical and/or physical process.
Newton’s Laws of Motion; NYLearning StandardsMS Physical SciencesMS-PS2-1Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
Newton’s Laws of Motion; NYLearning StandardsMS Physical SciencesMS-PS2-2Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Electric & Magnetic Fields; NYLearning StandardsMS Physical SciencesMS-PS2-3Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Gravitational Forces Between Objects;NYLearning StandardsMS Physical SciencesMS-PS2-4Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
Electric & Magnetic Fields; NYLearning StandardsMS Physical SciencesMS-PS2-5Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Potential vs. Kinetic Energy; NYLearning StandardsMS Physical SciencesMS-PS3-1Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Potential vs. Kinetic Energy; NYLearning StandardsMS Physical SciencesMS-PS3-2Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Heat: Transfer of Thermal Energy; NYLearning StandardsMS Physical SciencesMS-PS3-3Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Heat: Transfer of Thermal Energy; NYLearning StandardsMS Physical SciencesMS-PS3-4Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter.
NYLearning StandardsMS Physical SciencesMS-PS3-5Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Electricity & Circuits;NYLearning StandardsMS Physical SciencesMS-PS3-6Make observations to provide evidence that energy can be transferred by electric currents.
Wave Reflection, Absorption & Transmittance; NYLearning StandardsMS Physical SciencesMS-PS4-1Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.
Wave Reflection, Absorption & Transmittance; NYLearning StandardsMS Physical SciencesMS-PS4-2Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Digital vs. Analog Signals; NYLearning StandardsMS Physical SciencesMS-PS4-3Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
Plant & Animal Cells; NYLearning StandardsMS Life SciencesMS-LS1-1Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Plant & Animal Cells; NYLearning StandardsMS Life SciencesMS-LS1-2Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Multicellular Organisms; NYLearning StandardsMS Life SciencesMS-LS1-3Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
Multicellular Organisms; NYLearning StandardsMS Life SciencesMS-LS1-8Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate behavior and/or storage as memories.
Photosynthesis & Respiration; NYLearning StandardsMS Life SciencesMS-LS1-6Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Food Webs: Cycling of Matter & Flow of Energy; NYLearning StandardsMS Life SciencesMS-LS1-7Develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism.
Competition in Ecosystems; NYLearning StandardsMS Life SciencesMS-LS2-1Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Food Webs: Cycling of Matter & Flow of Energy; NYLearning StandardsMS Life SciencesMS-LS2-3Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Competition in Ecosystems; NYLearning StandardsMS Life SciencesMS-LS2-4Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Symbiosis (Interactions Between Organisms); NYLearning StandardsMS Life SciencesMS-LS2-2Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems.
Maintaining Biodiversity; NYLearning StandardsMS Life SciencesMS-LS2-5Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.
Reproduction of Living Things; NYLearning StandardsMS Life SciencesMS-LS1-4Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Competition in Ecosystems; NYLearning StandardsMS Life SciencesMS-LS1-5Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Genes & Mutations; NYLearning StandardsMS Life SciencesMS-LS3-1Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Reproduction of Living Things; NYLearning StandardsMS Life SciencesMS-LS3-2Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Biotechnology; NYLearning StandardsMS Life SciencesMS-LS4-5Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
The Fossil Record; NYLearning StandardsMS Life SciencesMS-LS4-1Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Comparative Anatomy; NYLearning StandardsMS Life SciencesMS-LS4-2Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
Comparative Anatomy; NYLearning StandardsMS Life SciencesMS-LS4-3Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
Natural Selection; NYLearning StandardsMS Life SciencesMS-LS4-4Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
Natural Selection; NYLearning StandardsMS Life SciencesMS-LS4-6Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Solar & Lunar Eclipses; NYLearning StandardsMS Earth and Space SciencesMS-ESS1-1Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and moon, and seasons.
The Solar System; NYLearning StandardsMS Earth and Space SciencesMS-ESS1-2Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
The Solar System; NYLearning StandardsMS Earth and Space SciencesMS-ESS1-3Analyze and interpret data to determine scale properties of objects in the solar system.
Rock Layers (Geologic Time); NYLearning StandardsMS Earth and Space SciencesMS-ESS1-4Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
Tectonic Plates; NYLearning StandardsMS Earth and Space SciencesMS-ESS2-2Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying temporal and spatial scales.
Tectonic Plates; NYLearning StandardsMS Earth and Space SciencesMS-ESS2-3Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Rocks & Minerals (Including Rock Cycle); NYLearning StandardsMS Earth and Space SciencesMS-ESS2-1Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Water Cycle (6-8 Version); NYLearning StandardsMS Earth and Space SciencesMS-ESS2-4Develop a model to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.
Natural Resource Distribution; NYLearning StandardsMS Earth and Space SciencesMS-ESS3-1Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geologic processes.
Air Masses & Weather Fronts; NYLearning StandardsMS Earth and Space SciencesMS-ESS2-5Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
Climate Zones & Ocean Currents; NYLearning StandardsMS Earth and Space SciencesMS-ESS2-6Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Intro to Climate Change; NYLearning StandardsMS Earth and Space SciencesMS-ESS3-5Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Predicting Natural Disasters; NYLearning StandardsMS Earth and Space SciencesMS-ESS3-2Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Human Impacts on the Environment; NYLearning StandardsMS Earth and Space SciencesMS-ESS3-3Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Human Impacts on the Environment; NYLearning StandardsMS Earth and Space SciencesMS-ESS3-4Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Engineering Design Process; NYLearning StandardsMS Engineering DesignMS-ETS1-1Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Design Process; NYLearning StandardsMS Engineering DesignMS-ETS1-2Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Design Process; NYLearning StandardsMS Engineering DesignMS-ETS1-3Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Design Process; NYLearning StandardsMS Engineering DesignMS-ETS1-4Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

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