Ask a testable question or define a problem with a clear purpose.
返回全部学科
科学
免费可打印 科学 练习单
Explore phenomena through connected concepts, investigation and design. Each topic distinguishes what to observe from what a model can explain.
90可用练习单
科学 知识图谱
每个想法都有成长的空间。
Explore phenomena through connected concepts, investigation and design. Each topic distinguishes what to observe from what a model can explain.
103 个独立 个目标 · 18 有关联活动
关联活动 暂无活动NGSS elementary grades are preserved. Middle/high-school topics belong to bands, not fixed biology/chemistry/physics years. Shared topics appear throughout their source band.
触控板：双指横滑 · 鼠标：拖动或 Shift＋滚轮
知识相互连接
跨学习背景 →
跨学习背景 →
学前班检查来源范围与学习准备程度
幼儿园检查来源范围与学习准备程度
一年级检查来源范围与学习准备程度
二年级检查来源范围与学习准备程度
三年级检查来源范围与学习准备程度
四年级检查来源范围与学习准备程度
五年级检查来源范围与学习准备程度
六年级检查来源范围与学习准备程度
七年级检查来源范围与学习准备程度
八年级检查来源范围与学习准备程度
九年级检查来源范围与学习准备程度
十年级检查来源范围与学习准备程度
十一年级检查来源范围与学习准备程度
十二年级检查来源范围与学习准备程度
物质、运动与能量19 个独立目标
生命与生命系统22 个独立目标
地球系统与人类15 个独立目标
此处暂无独立纲要
空间与地球历史8 个独立目标
此处暂无独立纲要
此处暂无独立纲要
工程设计4 个独立目标
此处暂无独立纲要
探究与推理35 个独立目标
贯穿图谱的实践与维度15 个框架视角
Use and revise representations, stating what they include and omit.
Plan comparisons, select measurements and consider sources of variation.
Look for patterns while distinguishing measurement from interpretation.
Use quantities, units, graphs and computation to investigate a phenomenon.
Connect evidence to a mechanism or evaluate a design against criteria.
Compare explanations and claims using evidence and reasoning.
Evaluate sources and communicate methods, evidence and limitations.
Use patterns as a reasoning lens across phenomena; connect it to a specific concept and practice rather than teaching it only as vocabulary.
Use cause & effect as a reasoning lens across phenomena; connect it to a specific concept and practice rather than teaching it only as vocabulary.
Use scale, proportion & quantity as a reasoning lens across phenomena; connect it to a specific concept and practice rather than teaching it only as vocabulary.
Use systems & system models as a reasoning lens across phenomena; connect it to a specific concept and practice rather than teaching it only as vocabulary.
Use energy & matter as a reasoning lens across phenomena; connect it to a specific concept and practice rather than teaching it only as vocabulary.
Use structure & function as a reasoning lens across phenomena; connect it to a specific concept and practice rather than teaching it only as vocabulary.
Use stability & change as a reasoning lens across phenomena; connect it to a specific concept and practice rather than teaching it only as vocabulary.
图谱覆盖范围 · 来源与资源缺口
Every unique DCI bundle in the official NGSS index has an original outline, alongside preschool inquiry, all eight practices and seven crosscutting concepts.
- This is a DCI-bundle knowledge inventory, not a completed item-by-item transcription of NGSS performance expectations or evidence statements.
- Many lessons need direct observation, materials, measurement or discussion; a printed sheet alone cannot supply every dimension.
- Advanced course detail such as AP chemistry, anatomy and astronomy is outside the current core inventory.
103 个独立目标 · 18 个有关联单元 · 85 个暂无关联单元。共同目标可能出现在多个年级，但仅计数一次。
Next Generation Science Standards (2013) ↗
All DCI bundles in the official index; original topic outlines. Individual performance expectations, assessment boundaries and evidence statements must be consulted at source.
Head Start Early Learning Outcomes Framework (2015) ↗
Preschool developmental reference. Not a readiness test or an exhaustive checklist.
MakeWorksheet authored knowledge sequence ↗
Original topics, observation prompts, reference grade positions and activity associations. These are planning choices, not official nationwide requirements.
导航标签、教学纲要、观察提示和活动关联由 MakeWorksheet 编写。来源核查日期： 2026-10-04.
选择学习路径
浏览现有练习单
使用上方图谱追踪学习目标，或在此按资源原始年级和主题浏览练习单。
