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Students will work collaboratively to make observations and predictions in order to answer testable questions and use their senses, tools and materials to find possible solutions to simple problems.

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Students will work collaboratively and individually to generate testable questions or to define problems in terms of a given situation; research, plan, and conduct investigations or apply engineering design practices; analyze and interpret data; and construct and communicate evidence-based explanations or best possible solutions.

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Students will work collaboratively and individually to generate testable questions or define problems in terms of given constraints and criteria; plan and conduct investigations or apply engineering design practices to analyze and interpret data, and construct and communicate evidence-based explanations or possible optimal solutions.

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Students will observe patterns in the natural world (including human), develop questions to investigate, make connections, and support connections with evidence.

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Student will demonstrate the ability to work collaboratively and individually to generate testable questions or define problems, plan and conduct investigations using a variety of research methods in a various settings, analyze and interpret data, reason with evidence to construct explanations in light of existing theory and previous research, and effectively communicate the research processes and conclusions.

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Within this competency across grade levels exists the common thread of investigation through the scientific process. At the most basic level, students are expected to make observations and predications, and use basic materials to solve simple problems. With increasing grade level, the expectation for more detailed and meticulous investigation arises to solve for complex problems. In higher grade levels, students will plan and conduct their own investigations using a variety of research methods, analyze data, draw conclusions, and communicate their findings. Another common thread emphasized through grade levels within this competency is the ability to work individually and collaboratively.

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Students will sort and classify natural and designed phenomena, identifying similarities and differences, in order to recognize and use patterns

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Students will observe, predict, and analyze patterns in order to support evidence based claims about relationships (e.g., cause and effect, structure and function, macroscopic and microscopic).

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Students will demonstrate the ability to investigate, explain, and evaluate potential causal relationships by using evidence to support claims and predictions about the mechanisms that drive those relationships.

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Within this competency, the ability to observe, interpret, anticipate, and use patterns to make predictions is the core focus. At the lowest level, students should observe basic patterns and develop questions to investigate them. Increasing grade levels are expected to understand and utilize patterns in more complex ways. Higher levels will demonstrate the ability to determine relationships within patterns and use evidence to make predictions about those relationships.

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Students will investigate causal relationships that generate observable patterns and explain their thinking with evidence.

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Students will investigate cause and effect relationships to make predictions and support evidence-based explanations or claims about change.

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Students will investigate, explain, and evaluate potential causal relationships, using evidence to support claims and predictions about the mechanisms that drive those relationships.

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Students will demonstrate the ability to investigate, explain, and evaluate potential causal relationships by using evidence to support claims and predictions about the mechanisms that drive those relationships.

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Students will describe and compare objects, situations, or events using relative scale and standard and nonstandard measurement tools, units, and attributes when making observations or solving problems.

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Students will use relative scale and quantity to describe, compare, or represent data in order to answer questions about observable and non-observable phenomena, create investigations, and solve problems.

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Students will apply reasoning and modeling to determine the proportional relationships in observable and non-observable phenomena in terms of relative scale and quantity.

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Students will demonstrate the ability to describe and represent the significance of changes in observable and non-observable phenomena in terms of relative scale, proportion, and quantity.

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With this competency, students will demonstrate their ability to utilize quantitative skills when describing events or objects, representing data, or representing changes in phenomena. Lower level students are expected to make observations and comparisons between situations or events, and use relative scale and measurements to do so. With increasing grade level, students must use relative scale and proportional measurements to accurately represent data and information.  Higher level students must also use concepts of scale, proportion, and quantity to represent changes in phenomena.

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Students will explain how the parts of systems work together (e.g., an environment, including the animals and plants) in order to function effectively.

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Students will investigate and use models of natural or human- designed systems in order to describe a system, how its parts function together, and how internal and external factors affect the system or its parts.

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Students will investigate and analyze a natural or human designed system in order to develop and justify a model that accurately represents the system or aspects of the system (e.g., boundaries, inputs, outputs, interactions, and behaviors).

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Students will demonstrate the ability to investigate and analyze a natural or human designed system in terms of its boundaries, inputs, outputs, interactions, and behaviors and use this information to develop a system model that can be used to understand and empirically evaluate the accuracy of models in terms of representing the underlying system.

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Students will investigate, observe and describe solids, liquids, and gases, and what happens when matter and energy is manipulated (e.g., heated, cooled, disassembled, reassembled).

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Students will investigate and use models to make predictions and support evidence-based explanations about the cycling of matter and flow of energy within and between systems.

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Students will analyze evidence (e.g., investigations, models, theories, scenarios) to predict and track changes in the cycling of matter and flow of energy within and between systems in order to identify their possibilities and limitations.

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Students will demonstrate the ability to analyze evidence from a variety of sources (investigations, models) to predict, connect and/or evaluate the cycling of matter and flow of energy within and between systems in order to understand, describe, or predict possibilities and limitations of systems.

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Students will observe, demonstrate, and explain how the shape and stability of structures of natural or designed objects are related to their functions.

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This competency requires students to examine and explain how the parts of systems work together to achieve a function. Initially, students should should be able to identify the basic parts that lead to the function, before they progress to modeling of systems. Higher level students must build on these understandings in order to investigate more complex systems (inputs, outputs, boundaries, interactions, behaviors) and create models of them. At this highest level, students should be able to use their models to determine the accuracy to which the model represents and reflects the function of the system.

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This competency reflects a student's understanding of matter and energy. Lower levels will identify and observe the phases of matter and  investigate changes in matter when energy is manipulated. With increasing grade levels, higher students are required to investigate and demonstrate understanding of how matter and energy move between systems through modeling and theory. In high school, students should additionally understand, describe, or predict possibilities and limitations of systems.

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Students will investigate the structure, substructure, and function of organisms and human-designed objects in order to analyze relationships and support evidence-based explanations about survival or performance.

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Students will analyze the relationship among structure and function of natural or human designed objects, using evidence to redesign or support claims about survival and/or improved performance

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Students will demonstrate the ability to use evidence to support claims about the relationship among structure and function of natural and human designed objects.

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This competency highlights a student's ability to demonstrate their understanding of the relationship between the structure and function of natural and manmade phenomena. The lowest levels will be able to explain how stability and shape of a structure are related to its function. In higher levels, students will be required to develop complex and deeper understanding of structure (now including substructure) and function as they must also support or refute claims about how these can implicate survival and performance.

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Students will distinguish between changes in natural systems that happen rapidly and changes that happen over time.

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Students will investigate natural or designed systems in order to make predictions, analyze, and explain how slow or rapid changes may affect the stability of a system over time

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Students will analyze and evaluate the stability of natural and human designed systems in order to develop evidence-based explanations and predictions of changes over time.

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Students will demonstrate the ability to investigate and analyze static and dynamic conditions of natural and human designed systems in order to explain and predict changes over time.

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This competency highlights a student's ability to understand and interpret cause and effect relationships. Throughout grade levels, students must demonstrate their understanding of these relationships with greater depth. Beginning in lower levels, students should observe causal relationships, and make predictions using evidence from the observed changes. In higher levels, students will need to use evidence to support claims and predictions about the mechanisms which drive those relationships.

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This competency requires students to investigate the stability and change of both natural and human made systems. Lower level students must be able to distinguish between system changes that occur rapidly and those that happen over time. As students progress through grade levels, they must further understand the impact of change on the stability of systems, and how to develop explanations and predictions of systems over time.