NGSS STEM
CURRICULUM
GUIDE
CARLYANDADAM.COM
TABLE OF
CONTENTS
04 I CAN STATEMENTS
26 KINDERGARTEN
33
FIRST GRADE
39
SECOND GRADE
46 THIRD GRADE
53
FOURTH GRADE
61 FIFTH GRADE
70
I CAN POSTERS
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I CAN STATEMENTS
KINDERGARTEN
Engineering Design
Not a Stick
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to
change and define a simple problem that can be solved through the development of new or improved
object or tool.
I can ask questions, make observations, and gather information.
Count On Me
K-2-ETS1-2 Develop 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.
I can draw or build to show how a problem can be solved.
Dreaming Up
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.
I can test two different solutions to a problem and figure out the strengths and weaknesses of each
one.
Physical Science
Ricky the Rock that Couldn’t Roll
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.
I can make objects move in different ways.
Newton and Me
K-PS2-2 Analyze 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.
I can change the speed or direction of an object.
Sun Up, Sun Down
K-PS3-1 Make observations to determine the effect of sunlight on the Earth’s surface.
I can observe how the Sun helps the Earth.
The Sun is My Favorite Star
K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of
sunlight on an area.
I can design and build a structure to provide shade.
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I CAN STATEMENTS
KINDERGARTEN
Life Science
The Salamander Room
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to
survive.
I can observe plants and animals to find out what they need to survive.
Earth and Space Science
The Wind Blew
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.
I can observe weather to find patterns.
Animal Architects
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans)
can change the environment to meet their needs.
I can use evidence to explain how plants and animals change the environment.
The Hike
K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals
(including humans) and the places they live.
I can create and use models to explain how plants and animals relate to their environment.
What Will the Weather Be?
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for,
and respond to, severe weather.
I can ask questions to learn about weather forecasting.
The Mess that We Made
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.
I can explain ways to make a positive change on the environment.
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I CAN STATEMENTS
FIRST GRADE
Engineering Design
A Box Can Be Many Things
K-2-ETS1-1 Ask 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.
I can ask questions, make observations, and gather information.
If I Built a House
K-2-ETS1-2 Develop 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.
I can draw or build to show how a problem can be solved.
Marshall Mellow
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.
I can test two different solutions to a problem and figure out the strengths and weaknesses of each
one.
Physical Science
Sounds All Around
1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound
and that sound can make materials vibrate.
I can show how sounds and vibrations are connected.
Flashlight
1-PS4-2 Make observations to construct an evidence-based account that objects in darkness can be
seen only when illuminated.
I can observe how light helps us to see things.
Blackout
1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with
different materials in the path of a beam of light.
I can observe how light interacts with different materials.
So Many Sounds
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.
I can design something using sound to solve a problem.
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I CAN STATEMENTS
FIRST GRADE
Life Science
Mimic Makers
1-LS1-1 Use 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
I can design a solution inspired by plants and animals.
Stellaluna
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help
offspring survive.
I can learn about how parents help their offspring survive by watching or reading different
materials.
Where’s My Mom?
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are
like, but not exactly like, their parents.
I can make observations about how young plants and animals are similar to their parents.
Earth and Space Science
Moon! Earth's Best Friend
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.
I can observe the sun, moon, and stars to describe patterns.
The Shortest Day: Celebrating the Winter Solstice
1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of
year.
I can observe how the amount of daylight relates to the time of year.
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I CAN STATEMENTS
SECOND GRADE
Engineering Design
Frank the Seven-Legged Spider
K-2-ETS1-1 Ask 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.
I can ask questions, make observations, and gather information.
Izzy Gizmo
K-2-ETS1-2 Develop 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.
I can draw or build to show how a problem can be solved.
The Great Paper Caper
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.
I can test two different solutions to a problem and figure out the strengths and weaknesses of each
one.
Physical Science
Joe-Joe the Wizard Brews Up Solids, Liquids, and Gases
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties.
I can classify materials by observing properties of matter.
Building Our House
2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the
properties that are best suited for an intended purpose.
I can use different materials for different purposes.
Dream Something Big
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.
I can use parts of objects to make something new.
Melting Matter
2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be
reversed and some cannot.
I can explain how heating and cooling changes matter.
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I CAN STATEMENTS
SECOND GRADE
Life Science
If You Hold a Seed
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
I can make observations about what plants need in order to grow.
Save the Bees
2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating
plants.
I can create a model that shows how animals can help plants.
Cactus Hotel
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
I can make observations and compare the types of plants and animals in a habitat.
Earth and Space Science
How Do Wind and Water Change Earth?
2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly
or slowly.
I can gather information and provide evidence about how events on Earth can occur quickly or
slowly.
The Sun, the Wind, and the Rain
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the
shape of the land.
I can analyze and compare different solutions to prevent wind or water from changing the shape of
the land.
Water Dance
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
I can create models to represent the shapes and kinds of land and water in an area.
Water is Water: A Book About the Water Cycle
2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
I can find information to learn about where water is found on Earth.
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I CAN STATEMENTS
THIRD GRADE
Engineering Design
Rosie Revere, Engineer
3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria
for success and constraints on materials, time, or cost.
I can define simple design problems based on needs or wants.
The Boy Who Harnessed the Wind
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is
likely to meet the criteria and constraints of the problem.
I can generate and compare multiple possible solutions to a problem.
After the Fall
3-5-ETS1-3 Plan 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.
I can plan and carry out tests to identify aspects of a prototype that can be improved.
Physical Science
Just a Little Bit
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.
I can investigate forces and motion of different objects.
Oscar and the Cricket
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.
I can make observations to predict an object’s motion.
Magnet Max
3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions
between two objects not in contact with each other.
I can ask questions to learn about how objects interact.
Magnets Push and Magnets Pull
3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.
I can solve problems using what I know about magnets.
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I CAN STATEMENTS
THIRD GRADE
Life Science
999 Tadpoles
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.
I can create a model to show what I know about the life cycle of an organism.
The Honeybee Man
3-LS2-1 Construct an argument that some animals form groups that help members survive.
I can explain why some animals form groups.
Different? Same!
3-LS3-1 Analyze 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.
I can use information and look for patterns of traits in plants and animals.
Gregor Mendel: The Friar Who Grew Peas
3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
I can find evidence that traits can be influenced by the environment.
Fossils Tell Stories
3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the
environments in which they lived long ago.
I can use data from fossils to learn about organisms.
What If You Had Animal Teeth?
3-LS4-2 Use 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.
I can explain how different characteristics can be helpful to a species.
Beaks!
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.
I can explain how some organisms are able to survive better than others.
The Water Hole
3-LS4-4 Make 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.
I can determine possible solutions to problems caused by changes in the environment.
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I CAN STATEMENTS
THIRD GRADE
Earth and Space Science
Weather Forecasting
3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions
expected during a particular season.
I can show weather conditions using charts and graphs.
Recess at 20 Below
3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
I can find information to describe climates in different regions of the world.
Planting the Trees of Kenya: The Story of Wangari Mathaai
3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weatherrelated hazard.
I can provide feedback about a solution to a weather-related problem.
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I CAN STATEMENTS
FOURTH GRADE
Engineering Design
Magnolia Mudd and the Super Jumpstastic Launcher
3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria
for success and constraints on materials, time, or cost.
I can define simple design problems based on needs or wants.
The Boy Who Invented the Popsicle
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each
meet the criteria and constraints of the problem.
I can generate and compare multiple solutions to a problem.
Just Like Rube Goldberg
3-5-ETS1-3 Plan 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.
I can plan and carry out tests to identify aspects of a prototype that can be improved.
Physical Science
Roll, Slope, and Slide
4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that
object.
I can explain how energy and speed are related.
Switch On, Switch Off
4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by
sound, light, heat, and electric currents.
I can observe different types of energy and explain how it is transferred.
Randy Riley’s Really Big Hit
4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects
collide.
I can ask questions and make predictions about what happens when objects collide.
Jackrabbit McCabe and the Electric Telegraph
4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to
another.
I can design a device that converts energy from one form to another.
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I CAN STATEMENTS
FOURTH GRADE
Physical Science - Continued
Thunder Cake
4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that
waves can cause objects to move.
I can show that waves cause objects to move.
The Doctor With an Eye for Eyes
4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows
objects to be seen.
I can create a model to describe how the eye works.
Rox’s Secret Code
4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information.
I can use patterns to send information.
Life Science
What Do You Do With a Tail Like This?
4-LS1-1 Construct an argument that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction.
I can explain how plants and animals have structures that allow them to survive.
What If You Had Animal Eyes!?
4-LS1-2 Use a model to describe that animals receive different types of information through their
senses, process information in their brain, and respond to the information in different ways.
I can create a model to show how animals process and respond to information.
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I CAN STATEMENTS
FOURTH GRADE
Earth and Space Science
Dinosaur Lady
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.
I can identify patterns to learn about changes to the Earth.
What Shapes the Land?
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.
I can observe and measure to learn about how the Earth changes.
Mapping Penny’s World
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features.
I can use maps to learn about the Earth.
Olivia's Birds: Saving the Gulf
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural
resources and that their uses affect the environment.
I can use different sources of information to learn about the environment.
Jump Into Science: Earthquakes
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes
on humans.
I can compare different solutions to reduce the impacts of natural Earth processes on humans.
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I CAN STATEMENTS
FIFTH GRADE
Engineering Design
Papa’s Mechanical Fish
3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria
for success and constraints on materials, time, or cost.
I can define simple design problems based on needs or wants.
The Dumpster Diver
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each
meet the criteria and constraints of the problem.
I can generate and compare multiple solutions to a problem.
Twenty-One Elephants
3-5-ETS1-3 Plan 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.
I can plan and carry out tests to identify aspects of a prototype that can be improved.
Physical Science
What’s the Matter in Mr. Whisker’s Room?
5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.
I can create a model to show that matter is made of particles too small to be seen.
Rivers of Sunlight
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.
I can show the weight of matter through measuring and graphing.
How a House Is Built
5-PS1-3 Make observations and measurements to identify materials based on their properties.
I can identify materials based on their properties.
Mix It Up - Solution or Mixture?
5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in
new substances.
I can distinguish between mixtures and solutions.
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I CAN STATEMENTS
FIFTH GRADE
Physical Science - Continued
Gravity
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.
I can show and explain gravitational force.
Good Eating: The Short Life of Krill
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.
I can create a model to show how energy in animals’ food comes from the sun.
Life Science
We Planted a Tree
5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and
water.
I can communicate support for the idea that plants get most of the materials they need from air and
water.
Butternut Hollow Pond
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers,
and the environment.
I can create a model to show how matter moves among plants, animals, decomposers, and the
environment.
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I CAN STATEMENTS
FIFTH GRADE
Earth and Space Science
Star Stuff: Carl Sagan and the Mysteries of the Cosmos
5-ESS1-1 Support an argument that the apparent brightness of the sun and stars is due to their relative
distances from the Earth.
I can find evidence to support that the brightness of the sun and stars is due to their relative
distances from the earth.
The Reason for Seasons. How the Position of Earth in Relation to the Sun Causes Seasons
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.
I can use data and graphs to learn about patterns in the sky.
Here We Are: Notes for Living on Earth
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere,
and/or atmosphere interact.
I can use models to describe interactions between the geosphere, biosphere, hydrosphere, and/or
atmosphere.
Common Ground: The Water, Earth, and Air We Share
5-ESS2-2 Describe and graph the amounts and percentages of salt water and fresh water in various
reservoirs to provide evidence about the distribution of water on Earth.
I can create graphs to explain about water on Earth.
We Are Water Protectors
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to
protect the Earth’s resources and environment.
I can use different sources of information to learn about ways to protect the Earth.
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Dear STEM Teacher,
You are about to embark on an exciting journey into this
hands-on STEM curriculum! We have created lessons to
develop your students as designers, engineers, and
scientists. They will engage in critical thinking, collaboration,
communication, and creativity throughout these lessons.
The elementary lessons that we have designed for
kindergarten through fifth grade follow the NGSS (Next
Generation Science Standards). The standards are
categorized into four domains: Engineering, Physical Science,
Life Science, and Earth and Space Science. Not only do the
standards help students learn about scientific ideas and
practices, but they also demonstrate the connections
between different aspects of science, technology,
engineering, and math.
While the lessons focus on the NGSS, we have also provided
a student-friendly “I Can” statement for you to use in the
classroom. The lessons also include a few key vocabulary
words that will help to build student understanding. Every
lesson includes a STEM read aloud that connects with the
content along with a hands-on component that includes
experimenting, researching, or designing. Our goal is for
students to gain proficiency in science and engineering while
engaging in fun, hands-on learning experiences.
Tips for Planning
As you plan for the lessons, you will want to make sure
that you have the necessary materials. For most lessons,
we suggest general classroom supplies or recyclable
STEM/makerspace materials. Some lessons do require
more specific items based on the standard that is being
studied.
It will be important to determine if the challenges or
activities within the lesson should be done independently or
in a small group, as that will determine how many sets of
materials you will need to gather. You may also want to
check your school library for the recommended read aloud
selections. If your library doesn’t have it, we’ve included a
YouTube link to the read aloud for you to use.
As you prepare to teach the lesson think about any
possible misconceptions students may have or any
background knowledge that you may need to provide prior
to the lesson. We’ve shared some video links and websites in
the resource section of each lesson that includes some
background information on the topic/standard.
Why the 3 E’s?
We considered a variety of formats for the framework
of these lessons. The 3 Es really embody what we believe is
an effective lesson:
Engage
Explore
Explain
It is critical that we engage our students, grabbing the
interests of the students and pulling them into the lesson.
Whether with a game, an interesting item, an image, or a
video, the lessons attempt to hook the learners and make
them want to learn more about the topics.
Once the topic has been introduced and we have shared
some content with our students, it is important for them
to dive in. Learners need to explore materials, dig into some
research, or engage in scientific processes. In our lessons,
students may engage in the engineering design process or
the scientific method during the exploration portion of the
lesson.
Lastly, students need to explain their thinking. In this part
of the lesson, students might present their ideas, create a
written response or demonstrate something that they’ve
created. This is also a time for you to further explain ideas
and extend student learning.
How to Use Our Lessons
The lessons are intended to offer a plan that can be used
from beginning to end or for teachers to choose the
components that they like best. Some lessons may be
shorter, taking 30-45 minutes, while others could be broken
apart and stretched into multiple days. You have the
flexibility to determine which activities will work best for
your students and for what period of time.
Lessons are categorized by grade level, but books and
activities with the lessons could likely be used in multiple
grades. (Again, you are the experts. Do what is best for
your students.) If you see a challenge that would be a
better fit for another grade level, give it a try!
With any lesson, feel free to make modifications or
accommodations that will meet the needs of your
students. If a small group is suggested, but you think
partner work makes more sense, then go for it. If the
lesson suggests a video but there’s one that you think will
drive home the point a little better, use it (and share it
with the Carly & Adam community as well!).
Many of the lessons include challenges that require
students to work through the engineering design process.
We have offered some ideas for materials, but you may
prefer others. Some challenges may include a time
constraint. Feel free to increase or decrease the time
depending on the needs of your students and the time you
have.
We’ve included some suggested criteria, like the height of a
tower or the amount of evidence needed to support a
scientific argument. These are recommendations for the
age and development of your grade level, but adjust the
lessons as needed to make it work for your students. You
may look at a lesson and feel like it is too challenging for
students or maybe not rigorous enough. We would love
your feedback so that we can continually improve our
content, making it most useful for you.
Are You Ready?
These lessons were designed to support your teaching and
promote student learning in fun and engaging ways. Your
students will enjoy observing, documenting, designing, and
building. As they engage in the lessons, they will be
introduced to quality children’s literature and new science
concepts. Students will use familiar materials and
processes to further their understanding of science and
engineering. They will work collaboratively on projects and
share what they’ve learned. We are excited to share these
lessons with you and hope you are ready to get started!
We teach STEM better together!
Carly and Adam
K-5 MEGA BUNDLE
www.carlyandadam.com
GRADE LEVEL BUNDLES
Clic
k
for
mor
e
info
!
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KINDERGARTEN
INTRO TO STEM
WHAT IS SCIENCE?
Introducing STEM to your kindergarten students will help to prepare them for the
collaboration and problem-solving they will engage in this year. It is important to provide
learners with a variety of experiences to learn about STEM. As we read What Is Science?,
students will begin to build their understanding of science, technology, engineering, and
math. Activities that set students up for success in STEM will benefit them in other subjects,
especially when it comes to hands-on learning.
When students get to know one another and build friendships, it will help them to develop
confidence in school. It will also foster communication and collaboration skills which will help
students to successfully navigate challenges in the STEM classroom and beyond. Students will
design and share their name in a creative way. This activity will help students to activate their
creativity while sharing something personal about themselves.
STEM classrooms need to have rules and routines in order for them to work effectively and
efficiently. We chose three simple rules to guide kindergarten students: be kind, work hard,
and be safe. To practice the application of these rules, we designed a mini challenge where
they can work together as a team as they design and engineer a tower.
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KINDERGARTEN
ENGINEERING DESIGN
K-2-ETS1-1
Materials:
Pipe Cleaners
Small Items
Ex: Plastic Straws, Popsicle
Sticks, Cotton Balls, etc.
I can ask questions,
make observations, &
gather information.
Materials:
Popsicle sticks
Paper
Crayons
Cardboard, Paper Rolls
Tape
Scissors
K-2-ETS1-2
I can draw or build to
show how a problem
can be solved.
Materials:
Non-consumable building
materials (bricks, blocks,
cups, cubes)
K-2-ETS1-3
I can test two different
solutions to a problem
and figure out the
strengths & weaknesses
of each one.
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KINDERGARTEN
PHYSICAL SCIENCE
Materials:
Toys that can roll or
move
Flat rocks
Paper
Tin foil
Tape
Rubber bands
K-PS2-1
I can make objects
move in different
ways.
Materials:
Balls - ping pong or large
pom poms recommended
Wooden blocks, Dominoes,
math manipulative, building
bricks, etc.
K-PS2-2
I can change the speed
or direction of an object.
Materials:
3 objects to observe in the
sun (rocks, sticks, toys)
Sun investigation recording
sheet
pencils
K-PS3-1
I can observe how the
Sun helps the Earth.
Materials:
Cardboard boxes,
tubes, and other
recyclables
Paper
Coffee Filters
Foil
Small, clear, plastic
cups
Ice cubes
Tape
Scissors
K-PS3-2
I can design and build a
structure to provide
shade.
www.carlyandadam.com
KINDERGARTEN
LIFE SCIENCE
Materials:
Recyclables
K-LS1-1
Empty milk cartons
Paper bowls
Toilet paper rolls
Plastic Containers
I can observe plants and
animals to find out what
they need to survive.
Bird seed, peanut butter
Markers or crayons
Scissors and hole punch
Popsicle sticks
Tape
Yarn
www.carlyandadam.com
KINDERGARTEN
EARTH AND SPACE SCIENCE
Materials:
Crayons
Chart paper
Markers
K-ESS2-1
I can observe weather
to find patterns.
Materials:
Paper
Crayons
Chart Paper
Markers
K-ESS2-2
I can use evidence to
explain how plants and
animals change the
environment.
Materials:
Play dough or clay
Crayons or markers
K-ESS3-1
I can create and use
models to explain how
plants and animals relate
to their environment.
Materials:
Chart paper
Markers
Crayons
Local newspaper
Online weather source
K-ESS3-2
I can ask questions to
learn about weather
forecasting.
www.carlyandadam.com
KINDERGARTEN
EARTH AND SPACE
Materials:
Poster board
Markers
Recyclables
Scissors
Glue
K-ESS3-3
I can explain ways to
make a positive change
on the environment.
www.carlyandadam.com
KINDERGARTEN
NGSS STEM BUNDLES
k
Clic
for
e
mor !
info
Engineering
Bundle
ENTIRE YEAR
Kindergarten Bundle
Physical Science
Bundle
www.carlyandadam.com
Life & Earth
Science Bundle
FIRST GRADE
INTRO TO STEM
BE A MAKER
Your first-grade students will be introduced to STEM through a variety of learning experiences.
When we prepare learners for collaboration and problem solving they will excel in STEM. As
we read Be A Maker, students will begin to build their design thinking and creativity. Activities
that set students up for success in STEM will benefit them in other subjects, especially when it
comes to hands-on learning.
It is important for students to get to know one another and build relationships in school.
Fostering communication and collaboration skills will help students to successfully navigate
challenges in the STEM classroom and beyond. As students explore maker materials, they will
design and share their name in a creative way. This exploration will allow them to think about
the unique ways classroom materials can be used to solve problems.
Effective STEM classrooms need to have rules and routines in order for them to
function efficiently. We chose three simple rules to guide your first graders: be kind,
work hard, and be safe. To practice the application of these rules, we designed a mini
challenge where they can work together as a team as they design a type of
transportation using the items in their mystery bag.
www.carlyandadam.com
FIRST GRADE
ENGINEERING DESIGN
Materials:
Cardboard boxes
Recyclables
Scissors
Tape and/or glue
Colored Paper
Crayons or markers
K-2-ETS1-1
I can ask questions,
make observations,
and gather
information.
Materials:
Crayons, markers
Popsicle sticks
Clothespins
K-2-ETS1-2
I can draw or build to
show how a problem
can be solved.
Materials:
Popsicle sticks
Plastic spoons
Rubber bands
Toilet paper rolls
Binder clips
Tape
Bottle caps
Marshmallows (or
cutout)
K-2-ETS1-3
I can test two different
solutions to a problem
and figure out the
strengths and
weaknesses of each one.
www.carlyandadam.com
FIRST GRADE
PHYSICAL SCIENCE
Materials: (for each pair)
Metal spoon
Popsicle stick
Pipe cleaner
1-PS4-1
I can show how sounds
and vibrations are
connected.
Items to demonstrate
(Optional)
Jar of marbles
Bag of chips
Materials:
Flashlights
Shoe boxes
Classroom items
(scissors, crayons,
paper clip, pencil,
eraser, etc.)
1-PS4-2
I can observe how
light helps use to see
things.
Materials:
Flashlight
Available materials
(cardboard, building
blocks, plastic bottles,
aluminum foil, tissue
paper)
1-PS4-3
I can observe how light
interacts with different
materials.
Materials:
Paper
Pencils
Scissors
Tape
String
Recyclable materials
(plastic cups,
cardboard, different
sized containers)
1-PS4-4
I can design something
using sound to solve a
problem.
www.carlyandadam.com
FIRST GRADE
LIFE SCIENCE
Materials:
Paper
Crayons
Markers
Scissors
Tape
Recyclable materials
cardboard
plastic
fabric
1-LS1-1
I can design a solution
inspired by plants and
animals.
Materials:
Crayons
Clay or play dough
Informational books
about animals
1-LS1-2
I can learn about how
parents help their
offspring survive by
watching or reading
different materials.
Materials:
Crayons
Paper
1-LS1-3
I can make observations
about how young plants
and animals are similar
to their parents.
www.carlyandadam.com
FIRST GRADE
EARTH AND SPACE SCIENCE
Materials:
Play dough
Crayons
Sidewalk chalk (outdoor)
Small plastic toy (indoor)
Flashlight (indoor)
1-ESS1-1
I can observe the sun,
moon, and stars to
describe patterns.
Materials:
Crayons
1-ESS1-2
I can observe how the
amount of daylight
relates to the time of
year.
www.carlyandadam.com
FIRST GRADE
NGSS STEM BUNDLES
k
Clic
for
e
mor !
info
Engineering
Bundle
ENTIRE YEAR
1st Grade Bundle
Physical Science
Bundle
www.carlyandadam.com
Life & Earth
Science Bundle
SECOND GRADE
INTRO TO STEM
MADE BY MAXINE
One part of STEM is thinking about materials and using them creatively to solve problems. Your
second-grade students will be introduced to STEM through a variety of learning experiences. When
we prepare learners for collaboration and problem solving they will excel in STEM. As we read Made
By Maxine, students will begin to build their design thinking and creativity. Activities that set students
up for success in STEM will benefit them in other subjects, especially when it comes to hands-on
learning.
It is important for students get to know one another and build relationships in school. Fostering
communication and collaboration skills will help students to successfully navigate challenges in the
STEM classroom and beyond. As students explore with maker materials, they will design and share
their name in a creative way. This exploration will allow them to think about the unique ways
classroom materials can be used to solve problems.
Effective STEM classrooms need to have rules and routines in order for them to function efficiently.
Starting in second grade, we introduce the GROUPS acronym: G-Get along, R- Respect others, O- On
task, U- Use quiet voices, P-Participate, and S-Stay in your group. These rules will help students not
only work well with others during a STEM challenge but in any collaborative task.
To practice the application of these rules, we designed a mini challenge where students can work
together as a team to recycle and upcycle to design a useful tool for the classroom.
www.carlyandadam.com
SECOND GRADE
ENGINEERING DESIGN
K-2-ETS1-1
Materials:
Yarn
Pipe cleaners
Plastic straws
Craft materials
I can ask questions,
make observations,
and gather
information.
Materials:
Pipe cleaners
Plastic Straws
Different types of paper
Tape
K-2-ETS1-2
I can draw or build to
show how a problem
can be solved.
Materials:
Paper
Tape
Paper clips
Plastic grocery bags
String
Pipe cleaners
Index cards
K-2-ETS1-3
I can test two different
solutions to a problem
and figure out the
strengths and
weaknesses of each one.
www.carlyandadam.com
SECOND GRADE
PHYSICAL SCIENCE
Materials:
2-PS1-1
Demo
I can classify
materials by observing
properties of matter.
Student
Balloon
Materials that
Ice cube
demonstrate
Clear cup
states of
Bottled water matter.
Containers
Examples:
rock
Glue
Alka-Seltzer
Crayon
tablets
Eraser
Paint
Scissors
Book
Paper clip
Materials:
2-PS1-2
Group A
I can use different
materials for
different purposes.
Construction
paper
Index cards
Scotch tape
toothpicks
play dough
Group B
Craft sticks
Glue
Building blocks
Cardboard
Duct tape
Materials:
Toy car (for demo)
Broken toys
Electronics
Games
Other loose parts
(bottle caps, buttons)
Hand tools
(screwdrivers, scissors)
2-PS1-3
I can use parts of
objects to make
something new.
Materials:
Ice Cubes
Clear plastic cups
Ice cube trays
Crayons
Muffin tins or silicone
molds
2-PS1-4
I can explain how heating
and cooling changes
matter.
www.carlyandadam.com
SECOND GRADE
LIFE SCIENCE
Materials:
Sticky notes
Two houseplants
Chart paper
Markers
2-lS2-1
I can make
observations about
what plants need in
order to grow.
Materials:
Cupcake liners
Tape or glue sticks
Powdered drink mix
(preferably orange)
Pipe cleaners (black and
yellow)
Yellow pom-poms
(optional)
2-LS2-2
I can create a model
that shows how
animals can help plants.
Materials:
Sticky notes
Crayons, markers,
and/or colored pencils
Construction paper
Scissors
Glue or tape
Library books on
habitats (types, plant
life, animals)
2-LS4-1
I can make observations
and compare the types
of plants and animals in
a habitat.
www.carlyandadam.com
SECOND GRADE
EARTH AND SPACE SCIENCE
Materials:
books on weathering,
landforms, and erosion
crayons, markers
poster board or chart
paper
magazines
scissors and glue sticks
digital tools (Google
Slides, Canva or other
creative online sites)
2-ESS1-1
I can gather
information and provide
evidence about how
events on Earth can
occur quickly or slowly.
Materials:
tin pans or plastic tubs
soil or sand
large plastic cups
craft sticks
water
materials from nature
small shovels (optional)
plastic table clothes,
newspaper and paper
towels (for clean up)
2-ESS2-1
I can analyze and
compare different
solutions to prevent
wind or water from
changing the shape of
the land.
Materials:
Sticky notes
Play dough
Dry erase markers
Cardboard
Markers or crayons
Glue or tape
Scissors
Construction paper
2-ESS2-2
I can create models to
represent the shapes
and kinds of land and
water in an area.
Materials:
Water bottles
Cups
Food coloring
Cotton balls
Aluminum foil
Tape
Scissors
Markers
2-ESS2-3
I can find information
to learn about where
water is found on Earth.
www.carlyandadam.com
SECOND GRADE
NGSS STEM BUNDLES
k
Clic
for
e
mor !
info
www.carlyandadam.com
K-2 MEGA BUNDLE
k
Clic
for
e
mor !
info
www.carlyandadam.com
THIRD GRADE
INTRO TO STEM
MISS MAKEY
One part of STEM is thinking about materials and using them creatively to solve problems. If we want
our third graders to be resourceful and use materials in different ways, we need to provide them with
a variety of opportunities to do so. We can introduce ways that student learning can connect with the
work of engineers in the field. By learning about different types of engineering, students can begin to
build their understanding of what STEM looks like in various careers.
Just like engineers, we can encourage students to use their imaginations to think about how materials
can be combined or changed. They will use this mindset to create a nameplate that represents them
and share it with their classmates. As students continue to build relationships in school, we can foster
communication and collaboration skills so that students can successfully navigate challenges in the
STEM classroom and beyond.
Effective STEM classrooms need to have rules and routines in order for them to function efficiently.
Starting in second grade, we introduce the GROUPS acronym: G-Get along, R- Respect others, O- On
task, U- Use quiet voices, P-Participate, and S-Stay in your group. These rules will help students to not
only work well with others during a STEM challenge but in any collaborative task.
To practice the application of these rules, we designed a mini-challenge where students will work
together as a team to complete a challenge. Using various recyclable materials students will construct
a model that will represent a type of engineering.
www.carlyandadam.com
THIRD GRADE
ENGINEERING DESIGN
3-5-ETS1-1
Materials:
Paper
Tape
Plastic straws
I can define simple
design problems based
on needs or wants.
Materials:
Cardboard
Paper/cardstock
Paper plates
Straws
Brads
Tape
Scissors
Clean recyclables
Hair dryer (test windmills)
3-5-ETS1-2
I can generate and
compare multiple
possible solutions to a
problem.
Materials:
Newspaper
Tape
Cardboard
Plastic Bags
Recyclable materials
Can of Pringles
3-5-ETS1-3
I can plan and carry out
tests to identify
aspects of a prototype
that can be improved.
www.carlyandadam.com
THIRD GRADE
PHYSICAL SCIENCE
3-PS2-1
Materials:
Toy cars/vehicles that
roll
Balls (plastic, inflated,
rubber, any size)
I can investigate
forces and motion of
different objects.
Materials:
Painter's tape (or duct)
Toy car
Tennis ball
General classroom supplies
3-PS2-2
I can make
observations to predict
an object’s motion.
Materials:
Magnets
Magnetic objects
Non-magnetic objects
Tray to hold items
3-PS2-3
I can ask questions to
learn about how objects
interact.
Materials:
Magnets (wands)
Bar magnets
Toy Cars
Small adhesive craft
magnets
Race track template
scissors
Tape
Cardboard
Car cutouts
Paper clips or binder clips
3-PS2-4
I can solve problems
using what I know about
magnets.
www.carlyandadam.com
THIRD GRADE
LIFE SCIENCE
Materials:
Frog templates (included)
Paper
Tape
Pipe cleaners
Crayons or markers
3-LS1-1
I can create a model
to show what I know
about the life cycle of
an organism.
Materials:
Stackables (cups,
cardstock, plates, etc.)
Printable job cards
3-LS2-1
I can explain why some
animals form groups.
Materials:
Trait scavenger hunt
(included)
Animal cards (included)
3-LS3-1
I can use information
and look for patterns
of traits in plants and
animals.
Materials:
Monster body copies
Crayons/Markers/Stickers
Dice
Monster body parts
Trait headers
Picture print outs
Post-its
Dry erase markers
3-LS3-2
I can find evidence that
traits can be influenced
by the environment.
www.carlyandadam.com
THIRD GRADE
LIFE SCIENCE
Materials:
Fossil Images (included)
Books about fossils or
access to technology
for research
3-LS4-1
I can use data from
fossils to learn about
organisms.
Materials:
Construction paper
Crayons/Markers
Glue or tape
Pipe cleaners
Cotton balls
Cups
Books about animals
3-LS4-2
I can explain how
different
characteristics can be
helpful to a species.
Materials:
Paper
Pencils
Crayons/Markers
Grabbing tools
Small materials to pick up
Dish with water
Books about beaks
3-LS4-3
I can explain how some
organisms are able to
survive better than
others.
3-LS4-4
I can determine possible
solutions to problems
caused by changes in the
environment.
www.carlyandadam.com
Materials:
Makerspace consumables
(cardboard, paper towel
rolls, cups, bowls, straws,
plastic bottles)
Aluminum foil
Tape
Aluminum or plastic tray
Water source (faucet,
watering can)
Blue food coloring (opt.)
Measuring cup
Sticky notes
Chart paper
THIRD GRADE
EARTH AND SPACE SCIENCE
Materials:
Chart templates (included)
Weather calendars
(included)
Crayons/markers/color
sticks
3-ESS2-1
I can show weather
conditions using charts
and graphs.
Materials:
Crayons/markers/color
sticks
Glue
Scissors
Yarn/string/ribbon
Library books about
climates/online resources
3-ESS2-2
I can find information
to describe climates in
different regions of
the world.
Materials:
Aluminum or plastic tray
Measuring cup
Various barrier materials:
cotton balls, paper towels,
modeling clay, sponges,
straws, popsicle sticks,
cups, pieces of plastic bags
Attachment materials:
tape, paper clips, rubber
bands
Toilet paper rolls with door
printable
Sticky notes
3-ESS3-1
I can provide feedback
about a solution to a
weather-related
problem.
www.carlyandadam.com
THIRD GRADE
NGSS STEM BUNDLES
k
Clic
for
e
mor !
info
www.carlyandadam.com
FOURTH GRADE
INTRO TO STEM
WHAT DO YOU DO WITH AN IDEA?
It is important for scientists, engineers, and inventors to know that their work isn’t going to be successful the
first time through. They will need to push through challenges and persevere--that’s what having a growth
mindset is all about. It is critical that our fourth graders begin to develop this mindset, too! We will engage in
discussion, watch a video, and read a book that encourages students to embrace new ideas and persevere
through challenges as that idea develops and grows.
Students will use a growth mindset and activate their imagination to create a 3D representation of their name.
As students connect with one another and build relationships in school, we can foster communication and
collaboration skills. This will also help students successfully navigate challenges in the STEM classroom and
beyond.
Effective STEM classrooms need to have rules and routines in order for them to function efficiently. Starting in
fourth grade, we introduce the STEAM model, with each letter standing for an important guideline for
classrooms. S stands for stay in your area and on task. T is for treat everyone and everything with respect. E
means that everyone participates. A encourages students to always try their best. M is for make mistakes and
learn from them.
To practice the application of these routines, we designed a mini challenge where students will work together
as a team to construct a tower. With limited materials, students will demonstrate their ability to stay focused
on the goal of designing and building the tallest freestanding tower possible. They work together respectfully
with everyone participating in the challenge. Knowing that it's OK to make mistakes, teams will try their best to
accomplish this task.
www.carlyandadam.com
FOURTH GRADE
ENGINEERING DESIGN
Materials:
Toilet paper rolls
Tape
Balloons
Rubber bands
Popsicle sticks
Large and mini cups
Scissors and hole punch
Pom poms
3-5-ETS1-1
I can define simple
design problems based
on needs or wants.
3-5-ETS1-2
Materials:
Plastic recyclables
Cardboard
Tape
Craft sticks
Play dough (test the
molds)
I can generate and
compare multiple
solutions to a problem.
Materials:
General classroom items
Marbles or small balls
Math manipulatives
Recyclable materials
3-5-ETS1-3
I can plan and carry out
tests to identify
aspects of a prototype
that can be improved.
www.carlyandadam.com
FOURTH GRADE
PHYSICAL SCIENCE
Materials:
Paper Plates (sturdy)
Tape
Toilet paper rolls
Paper towel rolls
Plastic or paper cups
Paper
Marbles
4-PS3-1
I can explain how
energy and speed are
related.
Materials:
White cardstock
Crayons, markers, pencils
Paper circuit template
Copper tape (1/4) with
conductive adhesive
5mm LED lights
Coin cell batteries
(3V) CR2032
Scissors
Clear plastic tape
4-PS3-2
I can observe
different types of
energy and understand
how it is transferred.
Materials:
1 ping pong ball per team
10 clothes pins per team
Bowling pin printable
Bowling lane printable
Glue or tape
Bowling scorecard
4-PS3-3
I can ask questions and
make predictions about
what happens when
objects collide.
Materials:
Large popsicle stick
Coin cell battery
LED light
conductive cloth fabric
adhesive tape (or
copper tape)
Transparent tape
Binder clip
4-PS3-4
I can design a device
that converts energy
from one form to
another.
www.carlyandadam.com
FOURTH GRADE
PHYSICAL SCIENCE
Materials:
2 bowls per team
Plastic wrap
1 empty tin can per pair
Rubber band (1 per pair)
Salt
Water
Tuning forks (larger
work better)
4-PS4-1
I can show that waves
cause objects to move.
Materials:
Credit card size
magnifying lenses or
mini magnifying glasses
Eye printable
Index cards
Crayons/markers/color
sticks
4-PS4-2
I can create a model
to describe how the
eye works.
Materials:
Coding mat (Included)
Coding pieces (Included)
Scissors
STEM journals (Included)
4-PS4-3
I can use patterns to
send information.
www.carlyandadam.com
FOURTH GRADE
LIFE SCIENCE
Materials:
Construction paper
Crayons/markers/color
sticks
Toilet paper roll
Glue/tape
Other recyclables
Library books about
animals/online
resources
4-LS1-1
I can explain how
plants and animals
have structures that
allow them to survive.
Materials:
Crayons/markers/color
sticks
Googly eyes
Play dough or clay
Cardboard
Paper
Recyclable materials
(optional)
Cardboard connectors like
3DuxDesign (optional)
Informational books on
animals and online
resources
4-LS1-2
I can create a model
to show how animals
process and respond
to information.
www.carlyandadam.com
FOURTH GRADE
EARTH AND SPACE SCIENCE
Materials:
Bowl and cookie scoop
(or spoon)
Small plastic dinosaurs,
leaves, pinecones, or other
items
1 cup used coffee grounds
1/2 cup cold coffee
1/2 cup salt
1 cup flour
Wax paper or parchment
4-ESS1-1
I can identify patterns
to learn about changes
to the Earth.
Materials:
Sand
Water
Cup
Baking pan/tray
Towel or pan (optional)
Watering can
Ice
Straws
4-ESS2-1
I can observe and
measure to learn about
how the Earth changes.
Materials:
Craft foam
Scissors
Glue
Colored pencils
Ruler
4-ESS2-2
I can use maps to learn
about the Earth.
Materials:
Crayons/markers/color
sticks
Maker space consumables
Construction paper
Glue/tape
Library books/online
resources
4-ESS3-1
I can use different
sources of information
to learn about the
environment.
www.carlyandadam.com
FOURTH GRADE
EARTH AND SPACE
Materials:
Straws
Clay
Cardboard
Large rubber bands
4 tennis balls
Large binder clips
File folder or cardstock
4-ESS3-2
I can compare different
solutions to reduce the
impacts of natural
Earth processes on
humans.
Standard
www.carlyandadam.com
FOURTH GRADE
NGSS STEM BUNDLES
k
Clic
for
e
mor !
info
Engineering
Bundle
ENTIRE YEAR
Fourth Grade Bundle
Physical Science
Bundle
www.carlyandadam.com
Life & Earth
Science Bundle
FIFTH GRADE
INTRO TO STEM
THE GIRL WHO NEVER MADE MISTAKES
It is important for scientists, engineers, and inventors to know that their work isn’t going to be
successful the first time through. They will experience failure. Students will learn about inventions that
happened through failures and even by accident! It is critical that our fifth graders understand that
failure is a natural part of learning, especially in STEM. They will begin to develop a growth mindset as
they explore new ideas and persevere through challenges.
Students will use a growth mindset and activate their imagination as they create a unique representation
of their name. They will be encouraged to try a variety of materials and techniques, designing each letter
in a different style. When students share their designs with their classmates, they connect with one
another and build relationships. This will foster communication and collaboration skills, while also helping
them successfully navigate challenges in the STEM classroom and beyond.
Effective STEM classrooms need to have rules and routines in order for them to function efficiently. Starting in
fourth grade, we introduce the STEAM model, with each letter standing for an important guideline for
classrooms. S stands for stay in your area and on task. T is for treat everyone and everything with respect. E
means that everyone participates. A encourages students to always try their best. M is for make mistakes and
learn from them.
To practice the application of these routines, we designed a mini challenge where students will work together
as a team to design a new invention. Using our design cards, students will combine two items to create
something new. They will demonstrate their ability to stay focused on the goal as they create a quick prototype
of their design. They will work together respectfully with everyone participating in the challenge. Knowing that
it's OK to make mistakes, teams will try their best to accomplish this task.
www.carlyandadam.com
FIFTH GRADE
ENGINEERING DESIGN
3-5-ETS1-1
Materials:
2 liter bottles
Tape
Other recyclables
Disposable cups & plates
Tubs of water (testing)
I can define simple
design problems based
on needs or wants.
Materials:
Recyclables
Large Bin
Tape or glue
Scissors
Colored paper
3-5-ETS1-2
I can generate and
compare multiple
solutions to a problem.
Materials:
35 Plastic straws
40 Pipe cleaners
Tape
To Test:
String
Plastic cup
Rulers
Pennies or weights
3-5-ETS1-3
I can plan and carry out
tests to identify
aspects of a prototype
that can be improved.
www.carlyandadam.com
FIFTH GRADE
PHYSICAL SCIENCE
Materials:
chart paper or poster
board
markers
small items to serve as
particles (beads,
pebbles, Lego bricks,
breakfast cereal, pom
poms, etc.)
5-PS1-1
I can create a model
to show that matter
is made up of particles
too small to be seen.
Materials:
ice cube
small plate
digital scale
aluminum plate (optional)
baking soda
vinegar
balance scale with weights
sealable bag
small cup
measuring spoons
5-PS1-2
I can show the weight
of matter through
measuring and
graphing.
Materials:
a variety of materials
for the table
exploration including
items (wood, a glass,
fabric, metal tool,
rubber band
water dropper
magnifying glass
flashlight
magnet
5-PS1-3
I can identify materials
based on their
properties.
Materials:
Cheerios
Marshmallows
Soil
Sand
Water
Vegetable Oil
Juice
Vinegar
Salt
Clear Plastic Cups
Spoons
5-PS1-4
I can distinguish between
mixtures and solutions.
www.carlyandadam.com
FIFTH GRADE
PHYSICAL SCIENCE
Materials:
cardboard and other
makerspace
consumables (boxes,
tubes, cups, other
recyclables)
tape
scissors
marbles
5-PS2-1
I can show and explain
gravitational force.
Materials:
Paper
Glue
Crayons/markers/color
sticks
Construction paper
5-PS3-1
I can create a model
to show how energy in
animals’ food comes
from the sun.
www.carlyandadam.com
FIFTH GRADE
LIFE SCIENCE
Materials:
1 large houseplant
seeds, soil, water
small pebbles
5 small plastic
containers
1 large Ziploc bag
1 large brown paper
lunch bag
sticky notes
5-LS1-1
I can communicate
support for the idea
that plants get most
of the materials they
need from air and
water..
Materials:
paper
recyclable materials
crayons/markers/color
sticks/chalk
play dough
library books/online
resources
5-LS2-1
I can create a model
to show how matter
moves among plants,
animals, decomposers,
and the environment.
www.carlyandadam.com
FIFTH GRADE
EARTH AND SPACE SCIENCE
Materials:
flashlight
small globe, ball, or
printable Earth
(included)
measuring tape
5-ESS1-1
I can find evidence to
support that the
brightness of the sun
and stars is due to
their relative distances
from the Earth .
Materials:
a measuring tape
a clipboard
chalk
investigation
worksheets (included)
5-ESS1-2
I can use data and
graphs to learn about
patterns in the sky.
Materials:
play dough
paper
makerspace
consumables
5-ESS2-1
I can use models to
describe interactions
between the geosphere,
biosphere, hydrosphere,
and/or atmosphere.
Materials:
crayons/markers/color
sticks
5-ESS2-2
I can create graphs to
explain about water on
Earth.
www.carlyandadam.com
FIFTH GRADE
EARTH AND SPACE
Materials:
sticky notes
crayons/markers/color
sticks
poster board
makerspace
consumables
library books/online
resources
5-ESS3-1
I can use different
sources of
information to learn
about ways to
protect the Earth.
www.carlyandadam.com
FIFTH GRADE
NGSS STEM BUNDLES
k
Clic
for
e
mor !
info
Engineering
Bundle
ENTIRE YEAR
Fifth Grade Bundle
Physical Science
Bundle
www.carlyandadam.com
Life & Earth
Science Bundle
3-5 MEGA BUNDLE
k
Clic
for
e
mor !
info
www.carlyandadam.com
I can...
ask questions,
make observations,
and gather
information.
Engineering Design
K-2-ETS1-1
I can...
draw or build
to show how
a problem
can be solved.
Engineering Design
K-2-ETS1-2
I can...
test two different
solutions to a
problem and figure
out the strengths
and weaknesses
of each one.
Engineering Design
K-2-ETS1-3
I can...
make objects
move in different
ways.
Physical Science
K-PS2-1
I can...
change the speed
or direction
of an object.
Physical Science
K-PS2-2
I can...
observe how
the Sun helps
the Earth.
Physical Science
K-PS3-1
I can...
design and build a
structure to
provide shade.
Physical Science
K-PS3-2
I can...
observe plants and
animals to find out
what they need to
survive.
Life Science
K-LS1-1
I can...
observe weather
to find patterns.
Earth and Space Science
K-ESS2-1
I can...
use evidence
to explain how
plants and animals
change the
environment.
Earth and Space Science
K-ESS2-2
I can...
create and use
models to explain
how plants and
animals relate to
their environment.
Earth and Space Science
K-ESS3-1
I can...
ask questions
to learn about
weather
forecasting.
Earth and Space Science
K-ESS3-2
I can...
explain ways to
make a positive
change on the
environment.
Earth and Space Science
K-ESS3-3
I can...
ask questions,
make
observations, and
gather information.
Engineering Design
K-2-ETS1-1
I can...
draw or build
to show how
a problem can
be solved.
Engineering Design
K-2-ETS1-2
I can...
test two different
solutions to a
problem and figure
out the strengths
and weaknesses of
each one.
Engineering Design
K-2-ETS1-3
I can...
show how sounds
and vibrations are
connected.
Physical Science
1-PS4-1
I can...
observe how
light helps us
to see things.
Physical Science
1-PS4-2
I can...
observe how
light interacts with
different
materials.
Physical Science
1-PS4-3
I can...
design something
using sound to
solve a problem.
Physical Science
1-PS4-4
I can...
design a solution
inspired by plants
and animals.
Life Science
1-LS1-1
I can...
learn about how
parents help their
offspring survive
by watching or
reading different
materials.
Life Science
1-LS1-2
I can...
make observations
about how young
plants and animals
are similar to their
parents.
Life Science
1-LS3-1
I can...
observe the sun,
moon, and stars to
describe patterns.
Earth and Space Science
1-ESS1-1
I can...
observe how the
amount of daylight
relates to the time
of year.
Earth and Space Science
1-ESS1-2
I can...
ask questions,
make
observations, and
gather information.
Engineering Design
K-2-ETS1-1
I can...
draw or build
to show how a
problem can
be solved.
Engineering Design
K-2-ETS1-2
I can...
test two different
solutions to a
problem and figure
out the strengths
and weaknesses of
each one.
Engineering Design
K-2-ETS1-3
I can...
classify materials
by observing
properties of
matter.
Physical Science
2-PS1-1
I can...
use different
materials for
different purposes.
Physical Science
2-PS1-2
I can...
use parts of
objects to make
something new.
Physical Science
2-PS1-3
I can...
explain how heating
and cooling
changes matter.
Physical Science
2-PS1-4
I can...
make observations
about what plants
need in order to
grow.
Physical Science
2-LS2-1
I can...
create a model
that shows
how animals
can help plants.
Physical Science
2-LS2-2
I can...
make observations
and compare the
types of plants and
animals in a habitat.
Physical Science
2-LS4-1
I can...
gather information
and provide
evidence about
how events on
Earth can occur
quickly or slowly.
Earth and Space Science
2-ESS1-1
I can...
analyze and
compare different
solutions to
prevent wind or
water from
changing the shape
of the land.
Earth and Space Science
2-ESS2-1
I can...
create models to
represent shapes
and kinds of land
and water in an
area.
Earth and Space Science
2-ESS2-2
I can...
find information
to learn about
where water is
found on Earth.
Earth and Space Science
2-ESS2-3
I can...
define simple
design problems
based on needs
or wants.
Engineering Design
3-5-ETS1-1
I can...
generate and
compare multiple
possible solutions
to a problem.
Engineering Design
3-5-ETS1-2
I can...
plan and carry out
tests to identify
aspects of a
prototype that can
be improved.
Engineering Design
3-5-ETS1-3
I can...
investigate forces
and motion of
different objects.
Physical Science
3-PS2-1
I can...
make observations
to predict an
object’s motion.
Physical Science
3-PS2-2
I can...
ask questions to
learn about how
objects interact.
Physical Science
3-PS2-3
I can...
solve problems
using what I know
about magnets.
Physical Science
3-PS2-4
I can...
create a model
to show what
I know about
the life cycle
of an organism.
Life Science
3-LS1-1
I can...
explain why
some animals
form groups.
Life Science
3-LS2-1
I can...
use information
and look for
patterns of
traits in plants
and animals.
Life Science
3-LS3-1
I can...
find evidence
that traits can be
influenced by the
environment.
Life Science
3-LS3-2
I can...
use data from
fossils to learn
about organisms.
Life Science
3-LS4-1
I can...
explain how
different
characteristics
can be helpful
to a species.
Life Science
3-LS4-2
I can...
explain how some
organisms are able
to survive better
than others.
Life Science
3-LS4-3
I can...
determine possible
solutions to
problems caused
by changes in the
environment.
Life Science
3-LS4-4
I can...
show weather
conditions using
charts and graphs.
Earth and Space Science
3-ESS2-1
I can...
find information
to describe
climates in
different regions
of the world.
Earth and Space Science
3-ESS2-2
I can...
provide feedback
about a solution to
a weather-related
problem.
Earth and Space Science
3-ESS3-1
I can...
define simple
design problems
based on needs
or wants.
Engineering Design
3-5-ETS1-1
I can...
generate and
compare multiple
solutions to a
problem.
Engineering Design
3-5-ETS1-2
I can...
plan and carry out
tests to identify
aspects of a
prototype that
can be improved.
Engineering Design
3-5-ETS1-3
I can...
explain how
energy and speed
are related.
Physical Science
4-PS3-1
I can...
observe different
types of energy
and explain how it
is transferred.
Physical Science
4-PS3-2
I can...
ask questions and
make predictions
about what
happens when
objects collide.
Physical Science
4-PS3-3
I can...
design a device
that converts
energy from one
form to another.
Physical Science
4-PS3-4
I can...
show that waves
cause objects
to move.
Physical Science
4-PS4-1
I can...
create a model
to describe how
the eye works.
Physical Science
4-PS4-2
I can...
use patterns to
send information.
Physical Science
4-PS4-3
I can...
explain how
plants and animals
have structures
that allow them
to survive.
Life Science
4-LS1-1
I can...
create a model to
show how animals
process and
respond to
information.
Life Science
4-LS1-2
I can...
identify patterns
to learn about
changes to the
Earth.
Earth and Space Science
4-ESS1-1
I can...
observe and
measure to learn
about how the
Earth changes.
Earth and Space Science
4-ESS2-1
I can...
use maps to learn
about the Earth.
Earth and Space Science
4-ESS2-2
I can...
use different
sources of
information to
learn about the
environment.
Earth and Space Science
4-ESS3-1
I can...
compare different
solutions to reduce
the impacts of
natural Earth
processes on
humans.
Earth and Space Science
4-ESS3-2
I can...
define simple
design problems
based on needs
or wants.
Engineering Design
3-5-ETS1-1
I can...
generate and
compare multiple
solutions to a
problem.
Engineering Design
3-5-ETS1-2
I can...
plan and carry out
tests to identify
aspects of a
prototype that can
be improved.
Engineering Design
3-5-ETS1-3
I can...
create a model
to show that
matter is made up
of particles too
small to be seen.
Physical Science
5-PS1-1
I can...
show the weight
of matter
through measuring
and graphing.
Physical Science
5-PS1-2
I can...
identify materials
based on their
properties.
Physical Science
5-PS1-3
I can...
distinguish between
mixtures and
solutions.
Physical Science
5-PS1-4
I can...
show and explain
gravitational
force.
Physical Science
5-PS2-1
I can...
create a model
to show how
energy in animals’
food comes
from the sun.
Physical Science
5-PS3-1
I can...
communicate
support for
the idea that plants
get most of the
materials they
need from air and
water.
Life Science
5-LS1-1
I can...
create a model
to show how
matter moves
among plants,
animals,
decomposers, and
the environment.
Life Science
5-LS2-1
I can...
find evidence
to support that the
brightness of the
sun and stars is due
to their relative
distances from the
Earth.
Earth and Space Science
5-ESS1-1
I can...
use data and
graphs to learn
about patterns
in the sky.
Earth and Space Science
5-ESS1-2
I can...
use models to
describe
interactions
between the
geosphere, biosphere,
hydrosphere, and/or
atmosphere.
Earth and Space Science
5-ESS2-1
I can...
create graphs
to explain about
water on Earth.
Earth and Space Science
5-ESS2-2
I can...
use different
sources of
information to learn
about ways to
protect the Earth.
Earth and Space Science
5-ESS3-1