Below are the Next Generation Science Standards and Common Core Standards for which our visits and presentations will serve as enrichment. Presentations will be tailored to the age of each class, and therefore tailored to align with the standards listed for each grade. 

In order to align with Common Core Standards, which do not directly cover science but instead focus on literacy of scientific and informational texts, our team will be providing grade-tailored documents to each class before we visit. You are not required to read the document with your class before we visit, but if you choose to, it will allow for more integration with the standards and will provide some background information about our science and experiment. 

If you have any feedback for Team Cooke regarding these alignments, please reach out to us at NoMADS.TeamCooke@unh.edu.

We can't wait to visit you and your students! Space is for everybody!

Next Generation Science Standards - NoMADS Tribe Visits & Presentations

K-2

Life Sciences

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

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.

2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.

Physical Sciences & Engineering, Technology, and Applications

N/A

Earth & Space Sciences

K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the

environment to meet their needs.

K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans)

and the places they live.

1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.

2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. 

Engineering Design

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.

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.

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.

6-8

Life Sciences

MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to

the function.

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of

groups of cells.

MS-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 based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms.

MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an

ecosystem affect populations. 

MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 

MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population

increase some individuals’ probability of surviving and reproducing in a specific environment.

MS-LS4-5. Gather and synthesize information about technologies that have changed the way humans influence the

inheritance of desired traits in organisms.

Physical Sciences & Engineering, Technology, and Applications

N/A

Earth & Space Sciences

MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

Engineering Design

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

3-5

Life Sciences

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth,

growth, reproduction, and death.

3-LS2-1. Construct an argument that some animals form groups that help members survive.

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.

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. 

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.

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.

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Physical Sciences & Engineering, Technology, and Applications

N/A

Earth & Space Sciences

5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Engineering Design

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.

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.

9-12

Life Sciences

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of

proteins, which carry out the essential functions of life through systems of specialized cells.

HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic

and anaerobic conditions.

HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. 

HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for

characteristic traits passed from parents to offspring.

HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1)

the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due

to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those

organisms that are better able to survive and reproduce in the environment. 

HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Physical Sciences & Engineering, Technology, and Applications

N/A

Earth & Space Sciences

HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

Engineering Design

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Common Core - NoMADS Tribe Visits & Presentations

K-2

Key Ideas & Details

CCSS.ELA-LITERACY.RI.K.1. With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

CCSS.ELA-LITERACY.RI.1.1. Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RI.1.2. Identify the main topic and retell key details of a text.

CCSS.ELA-LITERACY.RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-LITERACY.RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

CCSS.ELA-LITERACY.RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

 

Craft & Structure

CCSS.ELA-LITERACY.RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

CCSS.ELA-LITERACY.RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

CCSS.ELA-LITERACY.RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

CCSS.ELA-LITERACY.RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

CCSS.ELA-LITERACY.RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

CCSS.ELA-LITERACY.RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

CCSS.ELA-LITERACY.RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Knowledge & Ideas

CCSS.ELA-LITERACY.RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

CCSS.ELA-LITERACY.RI.1.7. Use the illustrations and details in a text to describe its key ideas.

CCSS.ELA-LITERACY.RI.1.8. Identify the reasons an author gives to support points in a text.

CCSS.ELA-LITERACY.RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

CCSS.ELA-LITERACY.RI.2.8. Describe how reasons support specific points the author makes in a text.

Range of Reading & Level of Text Complexity

CCSS.ELA-LITERACY.RI.K.10. Actively engage in group reading activities with purpose and understanding.

CCSS.ELA-LITERACY.RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1.

CCSS.ELA-LITERACY.RI.2.10.By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

3-5

Key Ideas & Details

CCSS.ELA-LITERACY.RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RI.3.2.Determine the main idea of a text; recount the key details and explain how they support the main idea.

CCSS.ELA-LITERACY.RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CCSS.ELA-LITERACY.RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

CCSS.ELA-LITERACY.RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Craft & Structure

CCSS.ELA-LITERACY.RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

CCSS.ELA-LITERACY.RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

CCSS.ELA-LITERACY.RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

CCSS.ELA-LITERACY.RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

CCSS.ELA-LITERACY.RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Integration of Knowledge & Ideas

CCSS.ELA-LITERACY.RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CCSS.ELA-LITERACY.RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-LITERACY.RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

CCSS.ELA-LITERACY.RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Range of Reading & Level of Text Complexity

CCSS.ELA-LITERACY.RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

CCSS.ELA-LITERACY.RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

6-8

Key Ideas & Details

CCSS.ELA-LITERACY.RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.

CCSS.ELA-LITERACY.RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Craft & Structure

CCSS.ELA-LITERACY.RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

Integration of Knowledge & Ideas

CCSS.ELA-LITERACY.RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-LITERACY.RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

CCSS.ELA-LITERACY.RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Range of Reading & Level of Text Complexity

CCSS.ELA-LITERACY.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

9-10

Key Ideas & Details

CCSS.ELA-LITERACY.RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

CCSS.ELA-LITERACY.RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Craft & Structure

CCSS.ELA-LITERACY.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

Integration of Knowledge & Ideas

CCSS.ELA-LITERACY.RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CCSS.ELA-LITERACY.RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.

Range of Reading & Level of Text Complexity

CCSS.ELA-LITERACY.RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

11-12

Key Ideas & Details

CCSS.ELA-LITERACY.RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

CCSS.ELA-LITERACY.RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Craft & Structure

CCSS.ELA-LITERACY.RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.

CCSS.ELA-LITERACY.RST.11-12.6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integration of Knowledge & Ideas

CCSS.ELA-LITERACY.RST.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Range of Reading & Level of Text Complexity

CCSS.ELA-LITERACY.RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.