Standards

Lessons by standard

Pick the code you're teaching to see the Fieldbook lessons that teach it. For provincial, state and international curricula, see curriculum alignment.

Next Generation Science Standards

Kindergarten

K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. (A Kindergarten expectation that this unit revisits and extends.)
K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K-PS3-1 Make observations to determine the effect of sunlight on Earth's surface.

Grade 1

1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.
1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1-PS4-3 Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Grades K–2

K-2-ETS1-2 Develop a simple sketch, drawing or physical model to show how the shape of an object helps it work as needed to solve a 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.

Grade 2

2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow. (A Grade 2 expectation; this unit gives Grade 1 students an early, teacher-guided version of it.)
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. (A Grade 2 expectation; students compare two microhabitats in one schoolyard, so the unit builds toward comparing whole habitats.)
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2-PS1-2 Analyze data from testing different materials to decide which materials have the properties best suited for an intended purpose.
2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Grade 3

3-ESS2-1 Represent data in tables and graphs to describe typical weather conditions expected during a particular season.
3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
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-PS2-1 Plan and carry out an investigation to find evidence of the effects of balanced and unbalanced forces on the motion of an object.
3-PS2-2 Make observations and measurements of an object's motion to find a pattern that can be used to predict its future motion.
3-PS2-3 Ask questions to find cause-and-effect relationships in electric or magnetic interactions between two objects that are not touching.
3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.

Grade 4

4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth's features.
4-ESS3-1 Obtain and combine information to describe that energy and fuels come from natural resources and that their use affects the environment.
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (Plants only: flower parts, fruits and seed structures that support reproduction.)
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-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-PS3-4 Apply scientific ideas to design, test and refine a device that converts energy from one form to another.
4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Grades 3–5

3-5-ETS1-1 Define a simple design problem that includes criteria for success and limits on materials, time or cost.
3-5-ETS1-2 Generate and compare several possible solutions to a problem based on how well each is likely to meet the criteria and constraints.
3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered, to find parts of a model or prototype that can be improved.

Grade 5

5-ESS1-1 Support an argument that the Sun looks brighter than other stars because it is much closer to Earth.
5-ESS1-2 Represent 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. (The unit covers shadows and day and night, not the stars.)
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.
5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
5-PS1-3 Make observations and measurements to identify materials based on their properties.
5-PS1-4 Conduct an investigation to decide whether mixing two or more substances makes new substances.
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.
5-PS3-1 Use 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.

Middle school (Grades 6–8)

MS-ESS1-1 Develop and use a model of the Earth, Sun and Moon to describe the cycles of Moon phases and seasons.
MS-ESS1-3 Analyze data to find the scale properties (sizes and distances) of objects in the solar system.
MS-ESS2-1 Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
MS-ESS2-3 Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
MS-ETS1-1 Define the criteria and constraints of a design problem precisely enough to ensure a successful solution.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to see how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests of similar design solutions to find how they differ and which features work best (here, comparing paper towels to check an advertising claim).
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
MS-PS1-2 Analyze and interpret data on the properties of substances before and after they interact to decide whether a chemical reaction has occurred.
MS-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature and state of a pure substance when thermal energy is added or removed.
MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction, so mass is conserved.
MS-PS2-1 Apply Newton's third law to design a solution to a problem involving the motion of two colliding objects.
MS-PS2-2 Plan 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.
MS-PS3-1 Construct 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.
MS-PS3-3 Design, build and test a device that slows down (or speeds up) the transfer of thermal energy.
MS-PS3-4 Plan an investigation into how energy transfer, the type of matter and its mass relate to changes in particle motion, measured as temperature.
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

High school (Grades 9–12)

HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

Common Core State Standards for Mathematics

Grade 2

2.MD.A.2 Measure the same length twice with units of different sizes and describe how the two measurements relate to the size of the unit. (A review from Grade 2.)
2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens, called a "hundred"; the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Grade 3

3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems that add and subtract time intervals in minutes, for example on a number line.
3.MD.A.2 Measure and estimate masses of objects in grams and kilograms (and liquid volumes in litres), and solve one-step word problems with masses given in the same units.
3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
3.MD.B.4 Generate measurement data by measuring lengths and show the data on a line plot marked in whole numbers, halves or quarters. (The standard names rulers marked in halves and fourths of an inch; US classes can measure feet in inches in Lesson 1.)
3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 Relate area to the operations of multiplication and addition.
3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.B.5 Apply properties of operations as strategies to multiply and divide.
3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Grade 4

4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …
4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.
4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Grade 5

5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.G.A.2 Graph points in the first quadrant of the coordinate plane to represent real-world problems, and interpret what the coordinates mean in context.
5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
5.MD.B.2 Make a line plot to display a set of measurements in fractions of a unit (1/2, 1/4, 1/8) and use it to solve problems.
5.NBT.A.3 Read, write, and compare decimals to thousandths.
5.NBT.A.4 Use place value understanding to round decimals to any place.
5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Grade 6

6.SP.A.3 Recognize that a measure of centre sums up a data set with a single number, while a measure of variation describes how spread out the values are. (A look ahead.)
6.SP.B.5 Summarize numerical data in context: how many observations, what was measured and how, measures of centre and spread, and any striking deviations. (A look ahead.)

Grade 7

7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

Grade 8

8.SP.A.1 Construct and interpret scatter plots for two-variable measurement data and describe patterns of association. (An informal early look.)

Curriculum alignment by province, state and country