Nature Bowl / CA Next Generation Science Standards Correlation
Grade Level: Third
Life Sciences
3-LS1 From Molecules to Organisms: Structures and Processes Students who demonstrate understanding can:
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.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Crosscutting
Concepts
Nature Bowl Concepts
Develop models to describe phenomena. (3-LS1-1)
Science findings are based on recognizing patterns. (3LS1-1)
Nature Bowl Investigations
Anadromous, Colonial, Hatchery, Life
Cycle, Metamorphosis, Organism,
Reproduction, Rookery, Spawning
LS1.B: Growth and Development of Organisms:
Reproduction is essential to the continued existence of
every kind of organism. Plants and animals have unique
and diverse life cycles. (3-LS1-1)
Patterns of change can be used to make predictions. (3LS1-1)
3-LS2 Ecosystems: Interactions, Energy, and Dynamics Students who demonstrate understanding can:
3-LS2-1. Construct an argument that some animals from groups that help members survive.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Crosscutting
Concepts
Nature Bowl Concepts
Construct an argument with evidence, data, and/or a
model. (3-LS2-1)
Commensalism, Mutualism, Parasite,
Population, Prey, Rookery, Symbiosis,
Wildlife
LS2.D: Social Interactions and Group Behavior: Being
part of a group helps animals obtain food, defend
themselves, and cope with changes. Groups may serve
different functions and vary dramatically in size. (3-LS21)
Cause and effect relationships are routinely identified
and used to explain change. (3-LS2-1)
Behavioral Adaptation, Rookery
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
3-LS3 Heredity: Inheritance and Variation of Traits Students who demonstrate understanding can:
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.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Crosscutting
Concepts
Nature Bowl Concepts
Analyze and interpret data to make sense of phenomena
using logical reasoning. (3-LS3-1)
Use evidence (e.g., observations, patterns) to support an
explanation. (3-LS3-1)
LS3.A: Inheritance of Traits
Many characteristics of organisms are inherited from
their parents. (3-LS3-1)
Other characteristics result from individuals’ interactions
with the environment, which can range from diet to
learning. Many characteristics involve both inheritance
and environment. (3-LS3-2)
LS3.B: Variation of Traits
Different organisms vary in how they look and function
because they have different inherited information. (3LS3-1)
The environment also affects the traits that an organism
develops. (3-LS3-2)
Patterns: Similarities and differences in patterns can be
used to sort and classify neutral phenomena. (3-LS3-1)
Cause and Effect: Cause and effect relationships are
routinely identified and used to explain change. (3-LS32)
Nature Bowl Investigations
Abiotic/ Biotic Factors, Adaptation,
Camouflage, Ecosystem,
Environment, Habitat
3-LS4 Biological Evolution: Unity and Diversity Students who demonstrate understanding can:
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
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.
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.
Nature Bowl / CA Next Generation Science Standards Correlation
3-LS4-4. Make a claim about the merit of a solution to a problem when the environment changes and the types of plants and animals that live
there may change.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Crosscutting
Concepts
Nature Bowl Concepts
Analyze and interpret data to make sense of phenomena
using logical reasoning. (3-LS4-1)
Use evidence (e.g., observations, patterns) to construct
an explanation. (3-LS4-2)
Construct an argument with evidence. (3-LS4-3)
Make a claim about the merit of a solution to a problem
by citing relevant evidence about how it meets the
criteria and constraints of the problem. (3-LS4-4)
LS2.C: Ecosystem Dynamics, Functioning, and
Resilience: When the environment changes in ways that
affect a place’s physical characteristics, temperature, or
availability of resources, some organisms survive and
reproduce, others move to new locations, yet others
move into the transformed environment, and some die.
(3-LS4-4)
LS4.A: Evidence of Common Ancestry and Diversity:
Some kinds of plants and animals that once lived on
Earth are no longer found anywhere. (3-LS4-1)
Fossils provide evidence about the types of organisms
that lived long ago and also about the nature of their
environments. (3-LS4-1)
LS4.B: Natural Selection: Sometimes the differences in
characteristics between individuals of the same species
provide advantages in surviving, finding mates, and
reproducing. (3-LS4-2)
LS4.C: Adaptation: For any particular environment,
some kinds of organisms survive well, some survive less
well, and some cannot survive at all. (3-LS4-3)
LS4.D: Biodiversity and Humans: Populations live in a
variety of habitats, and change in those habitats affects
the organisms living there. (3-LS4-4)
Cause and effect relationships are routinely identified
and used to explain change. (3-LS4-2), (3-LS4-3)
Observable phenomena exist from very short to very
long time periods. (3-LS4-1)
A system can be described in terms of its components
Abiotic/ Biotic Factor, Adaptation,
Camouflage, Carrying capacity,
Competition, Environment, Exotic,
Extinction, Habitat, Limiting factors,
Microhabitat, Native, Niche
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
and their interactions (3-LS4-4)
Science assumes consistent patterns in natural systems.
(3-LS4-1)
3-ESS2 Earth’s Systems Students who demonstrate understanding can:
3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Crosscutting
Concepts
Nature Bowl Concepts
Obtain and combine information from books and other
reliable media to explain phenomena. (3-ESS2-2)
Nature Bowl Investigations
Abiotic Factor, Biotic Factor,
Environment, Solar, Water cycle,
Watershed, Weathering
ESS2.D: Weather and Climate: Scientists record patterns
of the weather across different times and areas so that
they can make predictions about what kind of weather
might happen next (3-ESS2-1)
Climate describes a range of an area’s typical weather
conditions and the extent to which those conditions vary
over years. (3-ESS2-2)
Patterns of change can be used to make predictions. (3ESS2-1), (3-ESS2-2)
3-ESS3 Earth and Human Activity Students who demonstrate understanding can:
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impact of a weather-related hazard.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Nature Bowl Concepts
Make a claim about the merit of a solution to a problem
by citing relevant evidence about how it meets the
criteria and constraints of the problem. (3-ESS3-1)
ESS3.B: Natural Hazards: A variety of natural hazards
result from natural processes. Humans cannot eliminate
natural hazards but can take steps to reduce their
Hydroelectric, Mitigate
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
impacts. (3-ESS3-1)
Crosscutting
Concepts
Cause and effect relationships are routinely identified,
tested, and used to explain change. (3-ESS3-1)
Science affects everyday life. (3-ESS3-1).
Grade Level: Fourth
4-LS1 From Molecules to Organisms: Structures and Processes Students who demonstrate understanding can:
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior,
and reproduction.
4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain,
and respond to the information in different ways.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Crosscutting
Concepts
Nature Bowl Concepts
Use a model to test interactions concerning the
functioning of a natural system. (4-LS1-1)
LS1.D: Information Processing Different sense receptors
are specialized for particular kinds of information, which
may be then processed by the animal’s brain. Animals
are able to use their perceptions and memories to guide
their actions. (4-LS1-2)
A system can be described in terms of its components
and their interactions. (4-LS1-1), (4-LS1-2)
Adaptation, Exoskeleton
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
4-ESS2 Earth’s Systems Students who demonstrate understanding can:
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or
vegetation.
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Crosscutting
Concepts
Nature Bowl Concepts
Make observations and/or measurements to produce
data to serve as the basis for evidence for an explanation
of a phenomenon. (4-ESS2-1)
Analyze and interpret data to make sense of phenomena
using logical reasoning. (4-ESS2-2)
ESS2.A: Earth Material and Systems Rainfall helps to
shape the land and affects the types of living things
found in a region. Water, ice, wind, living organisms, and
gravity break rocks, soils, and sediments into smaller
particles and move them around. (4-ESS2-1)
ESS2.E: Biogeology Living things affect the physical
characteristics of their regions. (4-ESS2-1)
Patterns can be used as evidence to support an
explanation. (4-ESS2-2)
Cause and effect relationships are routinely identified,
tested, and used to explain change. (4-ESS2-1)
Nature Bowl Investigations
Abiotic Factor, Biotic Factor,
Ecosystem, Erosion, Silt, Water cycle,
Watershed, Weathering
4-ESS3 Earth and Human Activity Students who demonstrate understanding can:
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the
environment.
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
NGSS
Components
Science &
Engineering
Nature Bowl Concepts
Obtain and combine information from books and other
reliable media to explain phenomena. (4-ESS3-1)
Alternative energy, Energy,
Environment, Fossil fuel, Geothermal
energy, Natural resource, Nonrenewable resource, Recycle,
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
Reduce, Renewable resource, Reuse,
Solar
Disciplinary
Core Ideas
Crosscutting
Concepts
ESS3.A: Natural Resources Energy and fuels that
humans use are derived from natural sources, and their
use affects the environment in multiple ways. Some
resources are renewable over time, and others are not.
(4-ESS3-1)
ESS3.B: Natural Hazards A variety of hazards result from
natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions). Humans cannot eliminate the hazards but
can take steps to reduce their impacts. (4-ESS3-2)
ETS1.B: Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it
performs under a range of likely conditions.
Over time, people’s needs and wants change, as do their
demands for new and improved technologies. (4-ESS3-1)
Grade Level: Fifth
5-LS1 From Molecules to Organisms: Structures and Processes Students who demonstrate understanding can:
5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.
NGSS
Components
Science &
Engineering
Nature Bowl Concepts
Support an argument with evidence, data, or a model.
(5-LS1-1)
Abiotic Factor, Biotic Factor,
Ecosystem, Energy, Food chain, Food
web, Natural resource,
Photosynthesis, Producers,
Renewable resource, Solar
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
Disciplinary
Core Ideas
Crosscutting
Concepts
LS1.C: Organization for Matter and Energy Flow in
Organisms Plants acquire their material for growth
chiefly from air and water. (5-LS1-1)
Matter is transported into, out of, and within systems.
(5-LS1-1)
5-LS2 Ecosystems: Interactions, Energy, and Dynamics Students who demonstrate understanding can:
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Nature Bowl Concepts
Science explanations describe the mechanisms for
natural events. (5-LS2-1)
LS2.A: Interdependent Relationships in Ecosystems The
food of almost any kind of animal can be traced back to
plants. Organisms are related in food webs in which
some animals eat plants for food and other animals eat
the animals that eat plants. Some organisms, such as
fungi and bacteria, break down dead organisms (both
plants or plants parts and animals) and therefore
operate as “decomposers.” Decomposition eventually
restores (recycles) some materials back to the soil.
Organisms can survive only in environments in which
their particular needs are met. A healthy ecosystem is
one in which multiple species of different types are each
able to meet their needs in a relatively stable web of life.
Newly introduced species can damage the balance of
an ecosystem. (5-LS2-1)
LS2.B: Cycles of Matter and Energy Transfer in
Ecosystems Matter cycles between the air and soil and
among plants, animals, and microbes as these organisms
Abiotic Factor, Biotic Factor,
Biodegradable, Carnivore, Carrion,
Compost, Consumer, Decomposer,
Ecosystem, Environment, Fertilizer,
Food chain, Food web, Fungus,
Herbivore, Inorganic, Niche, Organic,
Omnivore, Parasite, Photosynthesis,
Predator, Prey, Producers, Scavenger
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
Crosscutting
Concepts
live and die. Organisms obtain gases, and water, from
the environment, and release waste matter (gas, liquid,
or solid) back into the environment. (5-LS2-1)
A system can be described in terms of its components
and their interactions. (5-LS2-1)
5-ESS2 Earth’s Systems Students who demonstrate understanding can:
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the
distribution of water on Earth.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Nature Bowl Concepts
Develop a model using an example to describe a
scientific principle. (5-ESS2-1)
ESS2.A: Earth Materials and Systems Earth’s major
systems are the geosphere (solid and molten rock, soil,
and sediments), the hydrosphere (water and ice), the
atmosphere (air), and the biosphere (living things,
including humans). These systems interact in multiple
ways to affect Earth’s surface materials and processes.
The ocean supports a variety of ecosystems and
organisms, shapes landforms, and influences climate.
Winds and clouds in the atmosphere interact with the
landforms to determine patterns of weather. (5-ESS2-1)
ESS2.C: The Roles of Water in Earth’s Surface Processes
Nearly all of Earth’s available water is in the ocean. Most
fresh water is in glaciers or underground; only a tiny
Abiotic/ Biotic Factor, Aquatic,
Aquifer, Biodiversity, Carrying
capacity, Decomposer, Ecosystem,
Environment, Food chain, Food web,
Groundwater, Inorganic, Limiting
factors, Microhabitat, Natural
resource, Niche, Non-renewable
resources, Organic, Photosynthesis,
Producer, Renewable resource, Solar,
Water cycle, Watershed
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
Crosscutting
Concepts
fraction is in streams, lakes, wetlands, and the
atmosphere. (5-ESS2-2)
A system can be described in terms of its components
and their interactions. (5-ESS2-1)
5-ESS3 Earth and Human Activity Students who demonstrate understanding can:
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and
environment.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Crosscutting
Concepts
Nature Bowl Concepts
Obtain and combine information from books and/or
other reliable media to explain phenomena or solutions
to a design problem. (5-ESS3-1)
ESS3.C: Human Impacts on Earth Systems Human
activities in agriculture, industry, and everyday life have
had major effects on the land, vegetation, streams,
ocean, air, and even outer space. But individuals and
communities are doing things to help protect Earth’s
resources and environments. (5-ESS3-1)
Science findings are limited to questions that can be
answered with empirical evidence. (5-ESS3-1)
Alternative energy, Biodegradable,
Bioenergy, Carbon Footprint,
Compost, Conservation,
Development, Ecosystem, Energy,
Environment, Fertilizer, Fossil fuel,
Geothermal energy, Groundwater,
Greenhouse Gases, Habitat,
Hydroelectric, Inorganic, Landfill,
Litter, Mitigate, Natural resource,
Non-renewable resource, Organic,
Pesticide, Pollution, Product, Recycle,
Reduce, Renewable resource,
Restoration, Reuse, Solar,
Sustainable Use, Toxic Waste,
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
5-PS3 Energy Students who demonstrate understanding can:
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.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Crosscutting
Concepts
Nature Bowl Concepts
Use models to describe phenomena. (5-PS3-1)
Nature Bowl Investigations
Abiotic Factor, Biotic Factor,
Carnivore, Energy, Food chain, Food
web, Herbivore, Photosynthesis,
Producer, Solar
PS3.D: Energy in Chemical Processes and Everyday Life
The energy released [from] food was once energy from
the sun that was captured by plants in the chemical
process that forms plant matter (from air and water). (5PS3-1)
LS1.C: Organization for Matter and Energy Flow in
Organisms Food provides animals with the materials
they need for body repair and growth and the energy
they need to maintain body warmth and for motion.
Energy can be transferred in various ways and between
objects. (5-PS3-1)
Grade Level: Sixth
MS-LS1 From Molecules to Organisms: Structures and Processes Students who demonstrate understanding can:
MS-LS1-4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors
and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
MS-LS1-5 Construct a scientific explanation for how environmental and genetic factors influence the growth of organisms.
NGSS
Components
Nature Bowl Concepts
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
Science &
Engineering
Construct a scientific explanation based on valid and
reliable evidence obtained from sources (including the
students’ own experiments) and the assumption that
theories and laws that describe the natural world
operate today as they did in the past and will continue
to do so in the future. (MS-LS1-5)
Disciplinary
Core Ideas
LS1.B: Growth and Development of Organisms Animals
engage in characteristic behaviors that increase the odds
of reproduction. (MS-LS1-4)
Plants reproduce in a variety of ways, sometimes
depending on animal behavior and specialized features
for reproduction. (MS-LS1-4)
Genetic factors as well as local conditions affect the
growth of the adult plant. (MS-LS1-5)
Systems may interact with other systems; they may have
sub-systems and be a part of larger complex systems.
(MS-LS1-3)
Crosscutting
Concepts
Adaptation, Anadromous,
Biodiversity, Camouflage,
Commensalism, Competition,
Migration, Mutualism, Niche,
Parasite, Reproduction, Spawning,
Symbiosis
MS-ESS2 Earth’s Systems Students who demonstrate understanding can:
MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
NGSS
Components
Science &
Engineering
Disciplinary
Core Ideas
Nature Bowl Concepts
Develop and use a model to describe phenomena. (MSESS2-6)
ESS2.C: The Roles of Water in Earth’s Surface Processes
Water continually cycles among land, ocean, and
atmosphere via transpiration, evaporation,
condensation and crystallization, and precipitation, as
well as downhill flows on land. (MS-ESS2-4)
The complex patterns of the changes and the movement
of water in the atmosphere, determined by winds,
landforms, and ocean temperatures and currents, are
major determinants of local weather patterns. (MSESS2-5)
Abiotic Factor, Biotic Factor, Aquifer,
Erosion, Groundwater, Hydroelectric,
Natural resource, Runoff, Solar,
Water cycle, Watershed, Weathering
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
Global movements of water and its changes in form are
propelled by sunlight and gravity. (MS-ESS2-4)
Variations in density due to variations in temperature
and salinity drive a global pattern of interconnected
ocean currents. (MS-ESS2-6)
ESS2.D: Weather and Climate Weather and climate are
influenced by interactions involving sunlight, the ocean,
the atmosphere, ice, landforms, and living things. These
interactions vary with latitude, altitude, and local and
regional geography, all of which can affect oceanic and
atmospheric flow patterns. (MS-ESS2-6)
Because these patterns are so complex, weather can
only be predicted probabilistically. (MS-ESS2-5)
The ocean exerts a major influence on weather and
climate by absorbing energy from the sun, releasing it
over time, and globally redistributing it through ocean
currents. (MS-ESS2-6)
Crosscutting
Concepts
Models can be used to represent systems and their
interactions—such as inputs, processes and outputs—
and energy, matter, and information flows within
systems. (MS-ESS2-6)
Within a natural or designed system, the transfer of
energy drives the motion and/or cycling of matter. (MSESS2-4)
MS-ESS3 Earth and Human Activity Students who demonstrate understanding can:
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
NGSS
Components
Science &
Engineering
Nature Bowl Concepts
Ask questions to identify and clarify evidence of an
argument. (MS-ESS3-5)
Bioenergy, Carbon Dioxide, Carbon
Climate Change, Carbon Footprint
Ecosystem, Environment, Fossil fuel,
Geothermal energy, Greenhouse
Nature Bowl Investigations
Nature Bowl / CA Next Generation Science Standards Correlation
Gases, Hydroelectric, Litter, Nonrenewable resources, Renewable
resources, Sustainable Use, Toxic
Waste
Disciplinary
Core Ideas
Crosscutting
Concepts
ESS3.C: Human Impacts on Earth Systems Human
activities have significantly altered the biosphere,
sometimes damaging or destroying natural habitats and
causing the extinction of other species. But changes to
Earth’s environments can have different impacts
(negative and positive) for different living things. (MSESS3-3)
ESS3.D: Global Climate Change Human activities, such
as the release of greenhouse gases from burning fossil
fuels, are major factors in the current rise in Earth’s
mean surface temperature (global warming). Reducing
the level of climate change and reducing human
vulnerability to whatever climate changes do occur
depend on the understanding of climate science,
engineering capabilities, and other kinds of knowledge,
such as understanding of human behavior and on
applying that knowledge wisely in decisions and
activities. (MS-ESS3-5)
The use of technologies and any limitations on their use
are driven by individual or societal needs, desires, and
values; by the findings of scientific research; and by
differences in such factors as climate, natural resources,
and economic conditions. Thus technology use varies
from region to region and over time. (MS-ESS3-3)