Science & Math
$/yr
Alaska Standards Alignment
Science Lessons
Math Lessons
| Generation Genius Lesson | State | Standards Document | Grade | State ID | Performance Expectations | Sort |
|---|---|---|---|---|---|---|
| What is Engineering?; | AK | NGSS | Grade 2 | 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. | 1 |
| What is Engineering?; | AK | NGSS | Kindergarten | 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. | 1 |
| What is Engineering?; | AK | NGSS | Kindergarten | K-2-ETS1-3 | Analyze and discuss data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. | 1 |
| Weathering & Erosion; Interactions of Earth’s Spheres; | AK | NGSS | Grade 4 | 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. | 2 |
| Weather vs. Climate; | AK | NGSS | Grade 3 | 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. | 2 |
| Weather vs. Climate; | AK | NGSS | Grade 3 | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. | 2 |
| Wave Properties; | AK | NGSS | Grade 4 | 4-PS4-1 | Develop and use a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. | 2 |
| Water Quality & Distribution; Interactions of Earth’s Spheres; | AK | NGSS | Grade 5 | 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment | 2 |
| Water Quality & Distribution; | AK | NGSS | Grade 5 | 5-ESS2-2 | Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. | 2 |
| Variation of Traits; | AK | NGSS | Grade 3 | 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. | 2 |
| Variation of Traits; | AK | NGSS | Grade 3 | 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. | 2 |
| Variation of Traits; | AK | NGSS | Grade 3 | 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. | 2 |
| Timescale of Earth's Events; | AK | NGSS | Grade 2 | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. | 1 |
| Sunlight Warms the Earth; What is Engineering?; | AK | NGSS | Kindergarten | 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. | 1 |
| Sunlight Warms the Earth; | AK | NGSS | Kindergarten | K-PS3-1 | Make observations to determine the effect of sunlight on Earth’s surface. | 1 |
| Sunlight Warms the Earth; | AK | NGSS | Kindergarten | K-PS3-2 | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area | 1 |
| Sun & Other Stars; | AK | NGSS | Grade 5 | 5-ESS1-1 | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. | 2 |
| Structure of Living Things; Brain Processing of Senses; Human Body Systems; | AK | NGSS | Grade 4 | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. | 2 |
| Solids, Liquids & Gases; Classification of Materials; Material Properties & Purposes; | AK | NGSS | Grade 2 | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties | 1 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | AK | NGSS | Grade 3 | 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. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | AK | NGSS | Grade 3 | 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 | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | AK | NGSS | Grade 3 | 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. | 2 |
| Renewable vs. Nonrenewable Resources; Energy Transfer; | AK | NGSS | Grade 4 | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. | 2 |
| Renewable vs. Nonrenewable Resources; | AK | NGSS | Grade 4 | 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. | 2 |
| Reducing Our Impact on Earth; Natural Resources; | AK | NGSS | Kindergarten | 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.* | 1 |
| Pushes & Pulls; | AK | NGSS | Kindergarten | 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. | 1 |
| Pushes & Pulls; | AK | NGSS | Kindergarten | 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. | 1 |
| Properties of Matter; Chemical vs. Physical Changes; | AK | NGSS | Grade 5 | 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. | 2 |
| Properties of Matter; | AK | NGSS | Grade 5 | 5-PS1-3 | Make observations and measurements to identify materials based on their properties. | 2 |
| Pollination & Seed Dispersal; | AK | NGSS | Grade 2 | 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. | 1 |
| Plants Need Water & Light; Animals Need Food; | AK | NGSS | Kindergarten | K-LS1-1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. | 1 |
| Plant Growth; | AK | NGSS | Grade 2 | 2-LS2-1 | Plan and conduct an investigation to determine if plants need sunlight and water to grow. | 1 |
| Patterns of Motion & Friction; | AK | NGSS | Grade 3 | 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. | 2 |
| Patterns in the Sky; | AK | NGSS | Grade 1 | 1-ESS1-1 | Use observations of the sun, moon, stars, and tides to describe patterns that can be predicted. | 1 |
| Particle Nature of Matter; | AK | NGSS | Grade 5 | 5-PS1-1 | Develop and use a model to describe that matter is made of particles too small to be seen. | 2 |
| Oceans, Lakes and Rivers; | AK | NGSS | Grade 2 | 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. | 1 |
| Natural Disasters; | AK | NGSS | Grade 4 | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features | 2 |
| Material Properties & Purposes; | AK | NGSS | Grade 2 | 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. | 1 |
| Maps of Landforms; | AK | NGSS | Grade 2 | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. | 1 |
| Magnets & Static Electricity; | AK | NGSS | Grade 3 | 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. | 2 |
| Magnets & Static Electricity; | AK | NGSS | Grade 3 | 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets. | 2 |
| Living Things Change Their Environment; | AK | NGSS | Kindergarten | K-ESS2-2 | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. | 1 |
| Light Reflection & Vision; | AK | NGSS | Grade 4 | 4-PS4-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen | 2 |
| Introduction to Weather; | AK | NGSS | Kindergarten | K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. | 1 |
| Introduction to Weather; | AK | NGSS | Kindergarten | K-ESS3-2 | Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* | 1 |
| Introduction to Traits; | AK | NGSS | Grade 1 | 1-LS3-1 | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. | 1 |
| Introduction to Sound; | AK | NGSS | Grade 1 | 1-PS4-1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. | 1 |
| Introduction to Light; | AK | NGSS | Grade 1 | 1-PS4-2 | Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. | 1 |
| Introduction to Light; | AK | NGSS | Grade 1 | 1-PS4-3 | Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. | 1 |
| Interactions of Earth’s Spheres; Water Cycle (3-5 Version); | AK | NGSS | Grade 5 | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere (water), cryosphere (ice), and/or atmosphere interact. | 2 |
| Inspired by Nature (Biomimicry); | AK | NGSS | Grade 1 | 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. | 1 |
| Information Transfer; | AK | NGSS | Grade 4 | 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information. | 2 |
| How Do We Use Food; Food Webs; | AK | NGSS | Grade 5 | 5-PS3-1 | Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. | 2 |
| How Do We Use Food; | AK | NGSS | Grade 5 | 5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water. | 2 |
| Heating & Cooling; | AK | NGSS | Grade 2 | 2-PS1-4 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. | 1 |
| Habitats; | AK | NGSS | Kindergarten | 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. | 1 |
| Four Seasons and Day Length; | AK | NGSS | Grade 1 | 1-ESS1-2 | Make and graph observations at different times of year to relate the amount of daylight to the time of year, and graph findings. | 1 |
| Fossils & Extinction; Earth's Landscapes; | AK | NGSS | Grade 3 | 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. | 2 |
| Food Webs; | AK | NGSS | Grade 5 | 5-LS2-1 | Develop and describe a model that describes the movement of matter among plants, animals, decomposers, and the environment. | 2 |
| Extreme Weather Solutions; Natural Disasters; | AK | NGSS | Grade 4 | 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. | 2 |
| Extreme Weather Solutions; | AK | NGSS | Grade 3 | 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* | 2 |
| Energy Transfer; Wave Properties; | AK | NGSS | Grade 4 | 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. | 2 |
| Ecosystems; Adaptations and the Environment; | AK | NGSS | Grade 3 | 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. | 2 |
| Ecosystems; | AK | NGSS | Grade 3 | 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. | 2 |
| Earth’s Orbit and Rotation; | AK | NGSS | Grade 5 | 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, daily appearance of the moon, and the seasonal appearance of some stars in the night sky. | 2 |
| Earth's Landscapes; | AK | NGSS | Grade 4 | 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 | 2 |
| Conservation of Matter; | AK | NGSS | Grade 5 | 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. | 2 |
| Communication Over Distances; | AK | NGSS | Grade 1 | 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. | 1 |
| Collisions; | AK | NGSS | Grade 4 | 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. | 2 |
| Collisions; | AK | NGSS | Grade 4 | 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. | 2 |
| Changing the Shape of Land; | AK | NGSS | Grade 2 | 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* | 1 |
| Brain Processing of Senses; | AK | NGSS | Grade 4 | 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. | 2 |
| Biodiversity of Life on Earth; | AK | NGSS | Grade 2 | 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. | 1 |
| Balanced & Unbalanced Forces; | AK | NGSS | Grade 3 | 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. | 2 |
| Balanced & Unbalanced Forces; | AK | NGSS | Grade 5 | 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed toward the center of the Earth. | 2 |
| Animals Help Their Babies Survive; | AK | NGSS | Grade 1 | 1-LS1-2 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. | 1 |
| Animal Group Behavior; | AK | NGSS | Grade 3 | 3-LS2-1 | Construct an argument that some animals form groups that help members survive. | 2 |
| Animal & Plant Life Cycles; | AK | NGSS | Grade 3 | 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. | 2 |
| Atoms & Molecules; | AK | NGSS | MS Physical Sciences | MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. | |
| Synthetic Materials; | AK | NGSS | MS Physical Sciences | MS-PS1-3 | Collect information that supports the idea that synthetic materials come from the use of natural resources, and analyze the positive and negative effects of use and development of synthetics on society. | |
| Intro to Thermal Energy; | AK | NGSS | MS Physical Sciences | MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. | |
| Chemical Reactions; | AK | NGSS | MS Physical Sciences | MS-PS1-2 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | |
| Chemical Reactions; | AK | NGSS | MS Physical Sciences | MS-PS1-5 | Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. | |
| Intro to Thermal Energy; | AK | NGSS | MS Physical Sciences | MS-PS1-6 | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. | |
| Newton’s Laws of Motion; | AK | NGSS | MS Physical Sciences | MS-PS2-1 | Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. | |
| Newton’s Laws of Motion; | AK | NGSS | MS Physical Sciences | MS-PS2-2 | Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. | |
| Electric & Magnetic Fields; | AK | NGSS | MS Physical Sciences | MS-PS2-3 | Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. | |
| Gravitational Forces Between Objects; | AK | NGSS | MS Physical Sciences | MS-PS2-4 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. | |
| Electric & Magnetic Fields; | AK | NGSS | MS Physical Sciences | MS-PS2-5 | Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. | |
| Potential vs. Kinetic Energy; | AK | NGSS | MS Physical Sciences | MS-PS3-1 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | |
| Potential vs. Kinetic Energy; | AK | NGSS | MS Physical Sciences | MS-PS3-2 | Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | |
| Heat: Transfer of Thermal Energy; | AK | NGSS | MS Physical Sciences | MS-PS3-3 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. | |
| Heat: Transfer of Thermal Energy; | AK | NGSS | MS Physical Sciences | MS-PS3-4 | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. | |
| Potential vs. Kinetic Energy; | AK | NGSS | MS Physical Sciences | MS-PS3-5 | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. | |
| Wave Reflection, Absorption & Transmittance; | AK | NGSS | MS Physical Sciences | MS-PS4-1 | Qualitatively and quantitatively describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. | |
| Wave Reflection, Absorption & Transmittance; | AK | NGSS | MS Physical Sciences | MS-PS4-2 | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. | |
| Plant & Animal Cells; | AK | NGSS | MS 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. | |
| Plant & Animal Cells; | AK | NGSS | MS Life Sciences | 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. | |
| Multicellular Organisms; | AK | NGSS | MS Life Sciences | MS-LS1-3 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. | |
| Multicellular Organisms; | AK | NGSS | MS Life Sciences | MS-LS1-8 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. | |
| Photosynthesis & Respiration; | AK | NGSS | MS Life Sciences | MS-LS1-6 | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | |
| Food Webs: Cycling of Matter & Flow of Energy; | AK | NGSS | MS Life Sciences | MS-LS1-7 | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. | |
| Competition in Ecosystems; | AK | NGSS | MS Life Sciences | MS-LS2-1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. | |
| Food Webs: Cycling of Matter & Flow of Energy; | AK | NGSS | MS Life Sciences | MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | |
| Competition in Ecosystems; | AK | NGSS | MS Life Sciences | MS-LS2-4 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | |
| Symbiosis (Interactions Between Organisms); | AK | NGSS | MS Life Sciences | MS-LS2-2 | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | |
| Maintaining Biodiversity; | AK | NGSS | MS Life Sciences | MS-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. | |
| Reproduction of Living Things; | AK | NGSS | MS Life Sciences | MS-LS1-4 | Use an evidence-based argument to support an explanation for how characteristic behaviors and/or structures of organisms affect the probability of their successful reproduction. | |
| Competition in Ecosystems; | AK | NGSS | MS Life Sciences | MS-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | |
| Genes & Mutations; | AK | NGSS | MS Life Sciences | 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. | |
| Reproduction of Living Things; | AK | NGSS | MS Life Sciences | 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. | |
| Biotechnology; | AK | NGSS | MS Life Sciences | MS-LS4-5 | Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. | |
| The Fossil Record; | AK | NGSS | MS Life Sciences | MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. | |
| Comparative Anatomy; | AK | NGSS | MS Life Sciences | MS-LS4-2 | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | |
| Comparative Anatomy; | AK | NGSS | MS Life Sciences | MS-LS4-3 | Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. | |
| Natural Selection; | AK | NGSS | MS Life Sciences | MS-LS4-4 | Construct and present an evidence-based explanation of how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. | |
| Natural Selection; | AK | NGSS | MS Life Sciences | MS-LS4-6 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | |
| Solar & Lunar Eclipses; | AK | NGSS | MS Earth and Space Sciences | MS-ESS1-1a | Develop and use a model to explain how the positions of the Earth-Sun-Moon in a system and the cyclic patterns of each cause lunar phases and eclipses of the sun and moon. | |
| Causes of Seasons; | AK | NGSS | MS Earth and Space Sciences | MS-ESS1-1b | Develop and use a model to explain how the seasons occur. | |
| The Solar System; | AK | NGSS | MS Earth and 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. | |
| The Solar System; | AK | NGSS | MS Earth and Space Sciences | MS-ESS1-3 | Analyze data to determine scale properties of objects in the solar system. | |
| Rock Layers (Geologic Time); | AK | NGSS | MS Earth and Space Sciences | MS-ESS1-4 | Construct and explain, using evidence from rock strata, how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. | |
| Tectonic Plates; | AK | NGSS | MS Earth and Space Sciences | MS-ESS2-2 | Construct and present an evidence-based explanation of how geoscience processes have changed Earth’s surface at varying time and spatial scales. | |
| Tectonic Plates; | AK | NGSS | MS Earth and Space Sciences | MS-ESS2-3 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. | |
| Rocks & Minerals (Including Rock Cycle); | AK | NGSS | MS Earth and Space Sciences | MS-ESS2-1 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. | |
| Water Cycle (6-8 Version); | AK | NGSS | MS Earth and Space Sciences | 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. | |
| Natural Resource Distribution; | AK | NGSS | MS Earth and Space Sciences | MS-ESS3-1 | Construct an evidence-based explanation for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. | |
| Air Masses & Weather Fronts; | AK | NGSS | MS Earth and Space Sciences | MS-ESS2-5 | Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. | |
| Climate Zones & Ocean Currents; | AK | NGSS | MS Earth and Space Sciences | MS-ESS2-6 | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. | |
| Intro to Climate Change; | AK | NGSS | MS Earth and Space Sciences | MS-ESS3-5 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. | |
| Predicting Natural Disasters; | AK | NGSS | MS Earth and Space Sciences | MS-ESS3-2 | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. | |
| Human Impacts on the Environment; | AK | NGSS | MS Earth and Space Sciences | MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. | |
| Human Impacts on the Environment; | AK | NGSS | MS Earth and Space Sciences | MS-ESS3-4 | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. | |
| Engineering Design Process; | AK | NGSS | MS 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. | |
| Engineering Design Process; | AK | NGSS | MS Engineering Design | MS-ETS1-2 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | |
| Engineering Design Process; | AK | NGSS | MS Engineering Design | 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. | |
| Engineering Design Process; | AK | NGSS | MS Engineering Design | 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. |
Other Standards
- Alaska Science Standards
- Alabama Science Standards
- Alberta Science Standards
- Arkansas Science Standards
- Australia Science Standards
- Arizona Science Standards
- British Columbia Science Standards
- California Science Standards
- Colorado Science Standards
- Connecticut Science Standards
- Washington DC Science Standards
- Delaware Science Standards
- Florida Science Standards
- Georgia Science Standards
- Hawaii Science Standards
- Iowa Science Standards
- Idaho Science Standards
- Illinois Science Standards
- Indiana Science Standards
- Kansas Science Standards
- Kentucky Science Standards
- Louisiana Science Standards
- Massachusetts Science Standards
- Manitoba Science Standards
- Maryland Science Standards
- Maine Science Standards
- Michigan Science Standards
- Minnesota Science Standards
- Missouri Science Standards
- Mississippi Science Standards
- Montana Science Standards
- North Carolina Science Standards
- North Dakota Science Standards
- Nebraska Science Standards
- New Hampshire Science Standards
- New Jersey Science Standards
- New Mexico Science Standards
- Nevada Science Standards
- New York Science Standards
- Ohio Science Standards
- Oklahoma Science Standards
- Ontario Science Standards
- Oregon Science Standards
- Pennsylvania Science Standards
- Quebec Science Standards
- Rhode Island Science Standards
- Saskatchewan Science Standards
- South Carolina Science Standards
- South Dakota Science Standards
- Tennessee Science Standards
- Texas Science Standards
- United Kingdom Science Standards
- Utah Science Standards
- Virginia Science Standards
- Vermont Science Standards
- Washington Science Standards
- Wisconsin Science Standards
- West Virginia Science Standards
- Wyoming Science Standards
