Next Generation Science Standards (NGSS)
Montessori Laboratory lessons have been designed to encourage student-led learning based on interest and readiness. This often means introducing topics within a grade-range rather than a specific grade-level. It also commonly means allowing students to first explore a topic broadly, and then later return to it in-depth. Because our lessons align with the Montessori curriculum and approach, they often meet standards for multiple grade levels.
| Montessori Laboratory Lesson | NGSS ID | Next Generation Science Standards & Expectations |
|---|---|---|
| The First Great Lesson | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| The First Great Lesson | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| The First Great Lesson | 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| The Second Great Lesson | 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| The Second Great Lesson | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Combining and Separating | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Combining and Separating | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. |
| Crystallization | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Crystallization | 2-PS1-3 | Make 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. |
| Crystallization | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. |
| Different Properties at Different Temperatures | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Different Properties at Different Temperatures | 5-PS1-3 | Make observations and measurements to identify materials based on their properties. |
| Particle Behavior - Solids, Liquids, and Gases | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Particle Behavior - Solids, Liquids, and Gases | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. |
| Force Direction of Solids, Liquids, and Gases | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Force Direction of Solids, Liquids, and Gases | 2-PS1-2 | Students will explore how applying a force to matter can change its shape or motion. |
| Viscous and Fluid + Rigid, Elastic, and Plastic | 2-PS1-2 | Students will explore how applying a force to matter can change its shape or motion. |
| Viscous and Fluid + Rigid, Elastic, and Plastic | 3-PS2-2 | Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. |
| Viscous and Fluid + Rigid, Elastic, and Plastic | 5-PS1-3 | Make observations and measurements to identify materials based on their properties. |
| Density | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Air Pressure | 3-PS2-1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Air Pressure | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. |
| Composition of the Earth | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| Composition of the Earth | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Layers of the Earth | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| Layers of the Earth | 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. |
| Movement on Earth's Surface | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| Movement on Earth's Surface | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Effects of Moving Tectonic Plates | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Effects of Moving Tectonic Plates | MS-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
| Our Solar System and Planetary Movement | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Our Solar System and Planetary Movement | 3-PS2-2 | Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. |
| Our Solar System and Planetary Movement | 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Earth and Sun | K-PS3-1 | Make observations to determine the effect of sunlight on Earth’s surface. |
| Earth and Sun | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Earth and Sun | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| Earth and Sun | 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
| When Light Hits a Sphere | K-PS3-1 | Make observations to determine the effect of sunlight on Earth’s surface. |
| When Light Hits a Sphere | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. |
| Earth's Axis Tilt | K-PS3-1 | Make observations to determine the effect of sunlight on Earth’s surface. |
| Earth's Axis Tilt | K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. |
| Earth's Axis Tilt | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Earth's Axis Tilt | 1-ESS1-2 | Make observations at different times of year to relate the amount of daylight to the time of year. |
| Earth's Axis Tilt | 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Earth's Axis Tilt | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. |
| Earth's Axis Tilt | 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
| Foundations for the Work of Air | 2-ESS2-1 | Students will learn about the basics of atmospheric science and how the Earth's atmosphere works. |
| Foundations for the Work of Air | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. |
| Earth's Blanket | 2-ESS2-1 | Students will learn about the basics of atmospheric science and how the Earth's atmosphere works. |
| Earth's Blanket | 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, or electric currents. |
| Earth's Blanket | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Earth's Blanket | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth's Blanket | 5-ESS3-1 | Obtain and combine information about ways individual communities use scientific ideas to protect the Earth's resources and environment. |
| Earth's Blanket | MS-PS3-3 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
| Where Does the Wind Come From? | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. Students will be able to identify patterns of where the wind comes from and how it affects climate. |
| Where Does the Wind Come From? | 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| Where Does the Wind Come From? | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Where Does the Wind Come From? | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Where Does the Wind Come From? | 6-ESS2-5 | Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. |
| Intro to the Work of Water | 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| The River | K-ESS3-3 | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| The River | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| The River | 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| The River | 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. |
| Parts of a River | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| Parts of a River | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. |
| More River Features | 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. |
| More River Features | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| More River Features | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Sedimentation | 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. |
| Sedimentation | 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. |
| Sedimentation | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Erosion, Valleys, and Canyons | 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. |
| Erosion, Valleys, and Canyons | 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. |
| Erosion, Valleys, and Canyons | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Erosion, Valleys, and Canyons | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| How to Stop Erosion | 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. |
| How to Stop Erosion | 3-5-ETS1-2 | Generate and compare multiple solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| How to Stop Erosion | 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. |
| How to Stop Erosion | 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| How to Stop Erosion | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Erosion from Rainfall | 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. |
| Erosion from Rainfall | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Coastal Erosion and Ocean Weathering | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| Coastal Erosion and Ocean Weathering | 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. |
| Coastal Erosion and Ocean Weathering | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Plant Nature Walk (Intro to Botany) | 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. |
| Parts of a Plant | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| Animal Nature Walk (Intro to Zoology) | 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. |
| Animal Nature Walk (Intro to Zoology) | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| Animal Nature Walk (Intro to Zoology) | 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. |
| The Scientific Method and Lab Safety | 3-5-ETS1-3 | Students will be able to plan and carry out fair tests in which variables are controlled and failure points are identified to improve the design solution. |
| The Scientific Method and Lab Safety | 3-5-ETS1-4 | Students will be able to evaluate a design solution using a systematic process to determine how well it meets the criteria and constraints of the problem. |
| The Story of the Elements | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. |
| The Story of the Elements | 5-PS1-3 | Make observations and measurements to identify materials based on their properties. |
| The Story of the Elements | 6-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| How Did Humans Discover Fire? | 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. |
| How Did Humans Discover Fire? | 2-PS1-2 | Analyze data obtained from testing different materials to determine which materials have properties that are best suited for an intended purpose. |
| How Did Humans Discover Fire? | 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| How Did Humans Discover Fire? | MS-PS1-2 | Analyzing and interpreting data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |