Series

SciGirls

47 episodes

Half-hour episodes in which real upper-elementary girls take on a STEM project with a working scientist or engineer beside them. They build underwater robots and fight buoyancy against thrust, map where bees are thriving and turn it into a data visualization, test wind-turbine blade shapes, sample streams for dragonfly larvae to read water quality, and playtest their own board games until the math underneath is fair. Several are presented bilingually in Spanish and English, and one learns the night sky from Dakota knowledge keepers. What carries through every episode is the redesign-and-retest loop, the part of science that usually gets skipped.

what this series covers

What SciGirls covers

47 episodes in the library, tagged for 3rd–6th. Heaviest coverage: Science, Technology and Art. Between them they line up with 53 distinct standards across 7 frameworks.

Episodes per grade

3rd: 47
4th: 47
5th: 47
6th: 47

Episodes per subject

Science: 44
Technology: 11
Art: 6
Health: 5
Math: 3
Social Studies: 2
Music: 1
Social-Emotional Learning: 1

NGSS (Science) 26

3-LS4-3Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
4-LS1-1Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
3-LS1-1Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3-LS4-4Make 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.
5-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
3-LS2-1Construct an argument that some animals form groups that help members survive.

+ 20 more

3-PS2-1Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
4-PS3-2Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-PS4-3Generate and compare multiple solutions that use patterns to transfer information.
5-PS1-3Make observations and measurements to identify materials based on their properties.
4-LS1-2Use 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.
4-PS3-4Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
5-ESS2-1Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-2Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
5-LS1-1Support an argument that plants get the materials they need for growth chiefly from air and water.
3-ESS2-1Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3-ESS2-2Obtain and combine information to describe climates in different regions of the world.
4-ESS2-2Analyze and interpret data from maps to describe patterns of Earth's features.
4-ESS3-1Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4-PS3-1Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4-PS4-1Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
4-PS4-2Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
5-ESS1-1Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
5-ESS1-2Represent 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.
5-LS2-1Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5-PS1-4Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Common Core — Math 2

3.MD.A.1Tell and write time to the nearest minute and measure time intervals in minutes; solve word problems involving addition and subtraction of time intervals.
3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories; solve one- and two-step "how many more" and "how many less" problems.

Social Studies (C3 / NCSS) 2

D2.His.16.3-5Use evidence to develop a claim about the past.
D2.His.4.3-5Explain why individuals and groups during the same historical period differed in their perspectives.

National Core Arts 4

VA:Cr2.1.4Explore and invent art-making techniques and approaches.
MU:Re7.2.3aDemonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context.
VA:Cr1.1.6Combine concepts collaboratively to generate innovative ideas for creating art.
VA:Cr1.2.1Use observation and investigation in preparation for making a work of art.

CASEL (Social-Emotional) 2

CASEL.SA.1Name your own feelings and notice how they change during the day.
CASEL.SM.2Use calming and stress-management strategies (deep breaths, a break, asking for space).

National Health Education 7

NHES.1.5.1List examples of the physical, social, emotional, and intellectual dimensions of health.
NHES.1.5.6Explain ways to take part in healthy practices and behaviors, such as daily moderate-to-vigorous physical activity.
NHES.1.5.2Describe benefits of practicing health-promoting behaviors.
NHES.1.5.5Describe practices and behaviors that prevent or reduce health risks, such as eating vegetables and fruit daily.
NHES.5.5.6Choose a health-promoting option that fits your values when making a decision.
NHES.6.5.3Develop a basic plan for achieving a personal health goal.

+ 1 more

NHES.6.5.6Use strategies toward achieving a health goal — tracking progress, reminders, small steps, getting past barriers.

ISTE (Technology) 10

ISTE.1.4.cPrototypes: build, test, and improve prototypes through cycles of revision.
ISTE.1.5.bData sets: collect and analyze data with digital tools to inform a decision.
ISTE.1.6.bOriginal and remixed works: create original work, or remix digital resources responsibly and with credit.
ISTE.1.4.aDesign process: follow a deliberate design process to generate ideas and possible solutions.
ISTE.1.5.aProblem definitions: state a problem in a way that data analysis or an algorithm could help solve.
ISTE.1.5.dAlgorithmic thinking: put steps in order to solve a problem, and recognize what can be automated.

+ 4 more

ISTE.1.1.dTechnology fundamentals: understand how the technology you use works, and try out new tools confidently.
ISTE.1.3.dExplore real-world issues: build knowledge by investigating authentic questions and problems.
ISTE.1.4.bDesign constraints: choose digital tools with an eye to limits, tradeoffs, and calculated risks.
ISTE.1.5.cDecompose problems: break a complex system or task into smaller parts.

Every episode is vetted and tagged before it goes in. Pick your state in the filters above to see your own state’s codes alongside these.

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