
Science & Math
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Generation Genius Lesson | State | Standards Document | Grade | State ID | Standards | Sort |
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FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.N.1.2 | Compare the observations made by different groups using the same tools. | 1 | |
FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.8.6 | Measure and compare the volume of liquids using containers of various shapes and sizes. | 1 | |
FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.L.14.2 | Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity. | 2 | |
FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.L.15.2 | Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics. | 2 | |
FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.N.1.2 | Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. | 2 | |
FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.E.5.5 | Investigate and report the effects of space research and exploration on the economy and culture of Florida. | 2 | |
FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.N.1.2 | Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups. | 2 | |
FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.12.2 | Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds. | 2 | |
FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.8.2 | Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process. | 2 | |
FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.L.14.2 | Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life. | 1 | |
Animal & Plant Life Cycles | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.L.16.1 | Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. | 1 |
Animal & Plant Life Cycles; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.L.16.1 | Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. | 2 |
Animal & Plant Life Cycles; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.L.16.4 | Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. | 2 |
Balanced & Unbalanced Forces | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.13.1 | Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. | 2 |
Balanced & Unbalanced Forces | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.13.2 | Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. | 2 |
Balanced & Unbalanced Forces; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.13.4 | Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced. | 2 |
Brain Processing of Senses; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.N.1.4 | Explain how particular scientific investigations should yield similar conclusions when repeated. | 1 |
Brain Processing of Senses; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.L.14.2 | Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support. | 2 |
Brain Processing of Senses; Earth’s Orbit and Rotation; Conservation of Matter; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.N.1.3 | Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. | 2 |
Brain Processing of Senses; Structure of Living Things; Animal Group Behavior; Adaptations and the Environment; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.L.17.1 | Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. | 2 |
FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.L.17.1 | Compare the seasonal changes in Florida plants and animals to those in other regions of the country. | 2 | |
Chemical vs. Physical Changes; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.9.1 | Investigate and describe that many physical and chemical changes are affected by temperature. | 2 |
Classification of Living Things; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.L.15.1 | Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors. | 2 |
Classification of Materials; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.P.8.1 | Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float. | 1 |
Classification of Materials; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.P.8.1 | Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture. | 1 |
Classification of Materials; The Five Senses; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.N.1.2 | Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. | 1 |
Collisions | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.13.3 | Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion. | 2 |
Collisions; Brain Processing of Senses; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.N.1.3 | Recognize and explain the need for repeated experimental trials. | 2 |
Collisions; Energy Transfer; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.N.3.1 | Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence. | 2 |
Collisions; Energy Transfer; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.P.10.2 | Recognize that energy has the ability to cause motion or create change. | 2 |
Collisions; Energy Transfer; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.10.2 | Investigate and describe that energy has the ability to cause motion or create change. | 2 |
Collisions; Energy Transfer; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.10.2 | Investigate and explain that energy has the ability to cause motion or create change. | 2 |
Conservation of Matter; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.N.1.7 | Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. | 2 |
Conservation of Matter; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.N.1.6 | Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. | 2 |
Conservation of Matter; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.8.3 | Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts. | 2 |
Conservation of Matter; Particle Nature of Matter | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.P.8.2 | Measure and compare the mass and volume of solids and liquids. | 2 |
Earth's Landscapes; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.E.6.1 | Identify the three categories of rocks: igneous (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). | 2 |
Earth’s Orbit and Rotation; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.E.5.3 | Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. | 2 |
Ecosystems; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.L.15.1 | Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. | 2 |
Electricity & Circuits; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.11.2 | Identify and classify materials that conduct electricity and materials that do not. | 2 |
Energy Transfer | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.11.1 | Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop). | 2 |
Energy Transfer; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.11.1 | Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. | 2 |
Energy Transfer; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.E.6.1 | Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost. | 2 |
Energy Transfer; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.P.11.1 | Investigate, observe, and explain that things that give off light often also give off heat. | 2 |
Energy Transfer; Wave Properties; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.P.10.1 | Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical. | 2 |
Energy Transfer; Wave Properties; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.10.1 | Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. | 2 |
Energy Transfer; Wave Properties; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.10.1 | Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. | 2 |
Extreme Weather Solutions; Natural Disasters; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.E.7.7 | Design a family preparedness plan for natural disasters and identify the reasons for having such a plan. | 2 |
Four Seasons and Day Length; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.L.17.1 | Describe how animals and plants respond to changing seasons. | 2 |
Four Seasons and Day Length; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.E.7.1 | Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. | 1 |
Gravity Pulls Things Down; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.E.5.4 | Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome. | 2 |
Gravity Pulls Things Down; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.E.5.2 | Explore the Law of Gravity by demonstrating that Earth's gravity pulls any object on or near Earth toward it even though nothing is touching the object. | 1 |
Gravity Pulls Things Down; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.13.3 | Recognize that objects are pulled toward the ground unless something holds them up. | 1 |
Gravity Pulls Things Down; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.E.5.1 | Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up. | 1 |
Habitats; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.L.17.2 | Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. | 1 |
Heating and Cooling; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.9.1 | Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. | 1 |
How Do We Use Food; Food Webs; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.L.17.2 | Recognize that plants use energy from the Sun, air, and water to make their own food. | 2 |
How Do We Use Food; Food Webs; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.L.17.2 | Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. | 2 |
How Do We Use Food; Food Webs; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.L.17.3 | Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. | 2 |
Human Body Systems; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.L.14.1 | Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. | 1 |
Human Body Systems; Light Reflection & Vision; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.L.14.1 | Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. | 2 |
Introduction to Sound; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.P.10.1 | Observe that things that make sound vibrate. | 1 |
Introduction to Traits; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.L.16.1 | Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population. | 1 |
Introduction to Traits; Animals Need Food; Plants Need Water And Light | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.L.14.3 | Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do. | 1 |
Introduction to Weather; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.E.7.4 | Investigate that air is all around us and that moving air is wind. | 1 |
Introduction to Weather; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.E.7.5 | State the importance of preparing for severe weather, lightning, and other weather related events. | 1 |
Light Reflection & Vision; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.P.10.3 | Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another. | 2 |
Light Reflection & Vision; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.P.10.4 | Demonstrate that light can be reflected, refracted, and absorbed. | 2 |
Living vs. Non-Living Things; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.L.14.3 | Differentiate between living and nonliving things. | 1 |
Living vs. Non-Living Things; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.N.1.3 | Keep records as appropriate - such as pictorial and written records - of investigations conducted. | 1 |
Living vs. Non-Living Things; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.N.1.4 | Ask "how do you know?" in appropriate situations. | 1 |
Living vs. Non-Living Things; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.N.1.3 | Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others. | 1 |
Living vs. Non-Living Things; Plants Need Water And Light; Animals Need Food; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.L.17.1 | Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space. | 1 |
Magnets & Static Electricity; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.13.2 | Demonstrate that magnets can be used to make some things move without touching them. | 1 |
Magnets & Static Electricity; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.8.4 | Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. | 2 |
Magnets & Static Electricity; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.10.3 | Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects. | 2 |
Magnets & Static Electricity; Properties of Matter; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.P.8.3 | Compare materials and objects according to properties such as size, shape, color, texture, and hardness. | 2 |
Magnets & Static Electricity; Properties of Matter; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.8.1 | Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. | 2 |
Material Properties and Purposes; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.P.9.1 | Recognize that the shape of materials such as paper and clay can be changed by cutting, tearing, crumpling, smashing, or rolling. | 1 |
Moon & Its Phases; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.E.5.6 | Observe that some objects are far away and some are nearby as seen from Earth. | 1 |
Moon & Its Phases; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.E.5.2 | Describe the changes in the observable shape of the moon over the course of about a month. | 2 |
Moon & Its Phases; Earth’s Orbit and Rotation; Sun and Other Stars; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.E.5.4 | Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. | 2 |
Natural Resources; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.E.6.1 | Recognize that water, rocks, soil, and living organisms are found on Earth's surface. | 1 |
Natural Resources; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.10.1 | Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. | 1 |
Oceans, Lakes and Rivers; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.E.6.2 | Describe the need for water and how to be safe around water. | 1 |
Particle Nature of Matter | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.8.4 | Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of parts that are too small to be seen without magnification. | 2 |
Particle Nature of Matter; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.8.1 | Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. | 2 |
Particle Nature of Matter; Information Transfer; Water Cycle (3-5 Version); Moon & Its Phases; Earth’s Orbit and Rotation; Interactions of Earth’s Spheres; What Is Science? (3-5 Version); Earth's Landscapes; Light Reflection & Vision; Wave Properties; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.N.3.2 | Recognize that scientists use models to help understand and explain how things work. | 2 |
Particle Nature of Matter; Information Transfer; Water Cycle (3-5 Version); Wave Properties; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.N.3.1 | Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. | 2 |
Particle Nature of Matter; Water Cycle (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.P.9.1 | Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation. | 2 |
Particle Nature of Matter; Water Cycle (3-5 Version); Earth’s Orbit and Rotation; Light Reflection & Vision; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.N.3.3 | Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. | 2 |
Parts of a Plant; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.L.14.2 | Identify the major parts of plants, including stem, roots, leaves, and flowers. | 1 |
Patterns in the Sky; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.E.5.1 | Observe and discuss that there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky. | 1 |
Patterns in the Sky; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.E.5.3 | Investigate how magnifiers make things appear bigger and help people see things they could not see without them. | 1 |
Patterns in the Sky; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.E.5.2 | Recognize the repeating pattern of day and night. | 1 |
Patterns in the Sky; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.E.5.3 | Recognize that the Sun can only be seen in the daytime. | 1 |
Patterns in the Sky; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.E.5.4 | Observe that sometimes the Moon can be seen at night and sometimes during the day. | 1 |
Patterns of Motion & Friction; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.P.12.1 | Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, round-and-round, fast, and slow. | 1 |
Patterns of Motion & Friction; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.P.11.2 | Investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing one's hands together. | 2 |
Patterns of Motion & Friction; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.12.1 | Recognize that an object in motion always changes its position and may change its direction. | 2 |
Patterns of Motion & Friction; Brain Processing of Senses; Weathering & Erosion; Earth’s Orbit and Rotation; What Is Science? (3-5 Version); Properties of Matter; Balanced & Unbalanced Forces; Chemical vs. Physical Changes; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.N.1.1 | Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. | 2 |
Plant Growth | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.N.1.4 | Identify a control group and explain its importance in an experiment. | 2 |
Plant Growth Conditions; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.N.1.1 | Collaborate with a partner to collect information. | 1 |
Plant Growth Conditions; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.E.6.2 | Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. | 1 |
Plant Growth Conditions; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.E.6.3 | Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. | 1 |
Plants Need Water And Light; Animals Need Food; Living vs. Non-Living | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.L.17.1 | Compare and contrast the basic needs that all living things, including humans, have for survival. | 1 |
Properties of Matter | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.8.3 | Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction. | 2 |
Properties of Matter; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.11.2 | Identify common materials that conduct heat well or poorly. | 2 |
Properties of Matter; Chemical vs. Physical Changes; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.9.1 | Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. | 2 |
Pushes and Pulls; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.P.13.1 | Demonstrate that the way to change the motion of an object is by applying a push or a pull. | 1 |
Pushes and Pulls; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.13.1 | Investigate the effect of applying various pushes and pulls on different objects. | 1 |
Pushes and Pulls; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.13.4 | Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. | 1 |
Pushes and Pulls; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.P.12.1 | Investigate that things move in different ways, such as fast, slow, etc. | 1 |
Pushes and Pulls; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.P.13.1 | Observe that a push or a pull can change the way an object is moving. | 1 |
Renewable vs. Nonrenewable Resources; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.E.6.3 | Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. | 2 |
Renewable vs. Nonrenewable Resources; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.E.6.6 | Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). | 2 |
Renewable vs. Nonrenewable Resources; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.10.4 | Describe how moving water and air are sources of energy and can be used to move things. | 2 |
Renewable vs. Nonrenewable Resources; Energy Transfer; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.P.10.4 | Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. | 2 |
Rocks & Minerals (Including Rock Cycle); | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.E.6.1 | Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. | 1 |
Rocks & Minerals (Including Rock Cycle); | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.E.6.2 | Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. | 2 |
Solids, Liquids and Gases; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.N.1.1 | Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. | 1 |
Solids, Liquids and Gases; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.8.2 | Identify objects and materials as solid, liquid, or gas. | 1 |
Solids, Liquids and Gases; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.8.3 | Recognize that solids have a definite shape and that liquids and gases take the shape of their container. | 1 |
Solids, Liquids and Gases; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.8.4 | Observe and describe water in its solid, liquid, and gaseous states. | 1 |
Solids, Liquids and Gases; Classification of Materials; Material Properties and Purposes; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.8.1 | Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. | 1 |
Solids, Liquids and Gases; Introduction to Sound; Sunlight Warms the Earth; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.N.1.5 | Recognize that learning can come from careful observation. | 1 |
Structure of Living Things; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.L.14.1 | Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. | 2 |
Sun and Other Stars; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.E.5.5 | Observe that things can be big and things can be small as seen from Earth. | 1 |
Sun and Other Stars; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.E.5.1 | Explain that stars can be different; some are smaller, some are larger, and some appear brighter than others; all except the Sun are so far away that they look like points of light. | 2 |
Sun and Other Stars; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.E.5.2 | Identify the Sun as a star that emits energy; some of it in the form of light. | 2 |
Sun and Other Stars; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.E.5.3 | Recognize that the Sun appears large and bright because it is the closest star to Earth. | 2 |
Sun and Other Stars; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.E.5.5 | Investigate that the number of stars that can be seen through telescopes is dramatically greater than those seen by the unaided eye. | 2 |
Sun and Other Stars; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.E.5.1 | Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. | 2 |
Sunlight Warms the Earth; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.P.8.5 | Measure and compare temperatures taken every day at the same time. | 1 |
Sunlight Warms the Earth; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.P.8.1 | Measure and compare temperatures of various samples of solids and liquids. | 2 |
Sunlight Warms the Earth; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.E.5.4 | Identify the beneficial and harmful properties of the Sun. | 1 |
Sunlight Warms the Earth; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.E.7.2 | Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. | 1 |
The Five Senses; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.L.14.1 | Make observations of living things and their environment using the five senses. | 1 |
The Five Senses; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.L.14.1 | Recognize the five senses and related body parts. | 1 |
The Five Senses; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.N.1.2 | Make observations of the natural world and know that they are descriptors collected using the five senses. | 1 |
The Solar System; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.E.5.1 | Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way. | 2 |
The Solar System; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.E.5.2 | Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. | 2 |
The Solar System; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.E.5.3 | Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and identify Earth's position in it. | 2 |
Timescale of Earth's Events; | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.E.6.3 | Recognize that some things in the world around us happen fast and some happen slowly. | 1 |
Variation of Traits; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.L.16.2 | Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. | 2 |
Variation of Traits; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.L.16.3 | Recognize that animal behaviors may be shaped by heredity and learning. | 2 |
Water Cycle (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.E.7.3 | Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). | 1 |
Water Cycle (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.E.7.1 | Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another. | 2 |
Water Cycle (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.E.7.2 | Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes. | 2 |
Water Quality & Distribution; Interactions of Earth’s Spheres; Ecosystems; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.L.17.4 | Recognize ways plants and animals, including humans, can impact the environment. | 2 |
Water Quality & Distribution; Water Cycle (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.8.2 | Identify properties and common uses of water in each of its states. | 2 |
Wave Properties; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.P.10.3 | Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates. | 2 |
Weather vs. Climate; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.E.7.3 | Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time. | 2 |
Weather vs. Climate; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.E.7.4 | Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. | 2 |
Weather vs. Climate; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.E.7.5 | Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains. | 2 |
Weather vs. Climate; Interactions of Earth’s Spheres; | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.E.7.6 | Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. | 2 |
Weathering & Erosion; | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.N.1.1 | Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. | 2 |
Weathering & Erosion; | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.E.6.4 | Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). | 2 |
Weathering & Erosion; What Is Science? (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.N.1.1 | Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. | 2 |
What is Engineering?; | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.N.1.6 | Explain how scientists alone or in groups are always investigating new ways to solve problems. | 1 |
What is Engineering?; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.N.1.3 | Keep records as appropriate -- such as pictorial records -- of investigations conducted. | 1 |
What is Engineering?; | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.N.1.4 | Observe and create a visual representation of an object which includes its major features. | 1 |
What Is Science? (3-5 Version) | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.N.1.4 | Attempt reasonable answers to scientific questions and cite evidence in support. | 2 |
What Is Science? (3-5 Version) | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.N.1.7 | Recognize and explain that scientists base their explanations on evidence. | 2 |
What Is Science? (3-5 Version) | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.N.1.8 | Recognize that science involves creativity in designing experiments. | 2 |
What Is Science? (3-5 Version) | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.N.2.1 | Explain that science focuses solely on the natural world. | 2 |
What Is Science? (3-5 Version) | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.N.1.6 | Recognize and explain the difference between personal opinion/interpretation and verified observation. | 2 |
What Is Science? (3-5 Version) | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.N.2.2 | Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. | 2 |
What Is Science? (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 1 | SC.1.N.1.1 | Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. | 1 |
What Is Science? (K-2 Version); | FL | Next Generation Sunshine State Standards | Kindergarten | SC.K.L.14.C | Humans can better understand the natural world through careful observation. | 1 |
What Is Science? (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.N.1.4 | Recognize the importance of communication among scientists. | 2 |
What Is Science? (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 2 | SC.2.N.1.5 | Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). | 1 |
What Is Science? (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.N.1.5 | Recognize that scientists question, discuss, and check each other's evidence and explanations. | 2 |
What Is Science? (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 3 | SC.3.N.1.6 | Infer based on observation. | 2 |
What Is Science? (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.N.1.3 | Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. | 2 |
What Is Science? (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.N.1.5 | Compare the methods and results of investigations done by other classmates. | 2 |
What Is Science? (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.N.1.2 | Explain the difference between an experiment and other types of scientific investigation. | 2 |
What Is Science? (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.N.1.5 | Recognize and explain that authentic scientific investigation frequently does not parallel the steps of "the scientific method." | 2 |
What Is Science? (3-5 Version); | FL | Next Generation Sunshine State Standards | Grade 5 | SC.5.N.2.1 | Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. | 2 |
What Is Science? (3-5 Version); Sun and Other Stars | FL | Next Generation Sunshine State Standards | Grade 4 | SC.4.E.6.5 | Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things. | 2 |
Weathering & Erosion; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.E.6.1 | Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. | |
FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.E.6.2 | Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. | ||
Heat: Transfer of Thermal Energy; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.E.7.1 | Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. | |
Water Cycle (6-8 Version); | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.E.7.2 | Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. | |
Climate Zones & Ocean Currents; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.E.7.3 | Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. | |
Interactions of Earth’s Spheres; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.E.7.4 | Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. | |
Climate Zones & Ocean Currents; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.E.7.5 | Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. | |
Weather vs. Climate; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.E.7.6 | Differentiate between weather and climate. | |
Predicting Natural Disasters | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.E.7.7 | Investigate how natural disasters have affected human life in Florida. | |
Predicting Natural Disasters | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.E.7.8 | Describe ways human beings protect themselves from hazardous weather and sun exposure. | |
Intro to Climate Change; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.E.7.9 | Describe how the composition and structure of the atmosphere protects life and insulates the planet. | |
Multicellular Organisms; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.14.1 | Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. | |
Plant & Animal Cells; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.14.2 | Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. | |
Multicellular Organisms; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.14.3 | Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. | |
Plant & Animal Cells; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.14.4 | Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. | |
Multicellular Organisms; Rock Layers (Geologic Time); | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.14.5 | Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. | |
Bacteria & Viruses; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.14.6 | Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. | |
Classification of Living Things; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.14.A | All living things share certain characteristics. | |
Plant & Animal Cells; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.14.B | The scientific theory of cells, also called cell theory, is a fundamental organizing principle of life on Earth. | |
Classification of Living Things; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.14.C | Life can be organized in a functional and structural hierarchy. | |
Plant & Animal Cells; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.14.D | Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. | |
Classification of Living Things; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.15.1 | Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. | |
Natural Selection; Comparative Anatomy; The Fossil Record; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.15.A | The scientific theory of evolution is the organizing principle of life science. | |
Natural Selection; Comparative Anatomy; The Fossil Record; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.15.B | The scientific theory of evolution is supported by multiple forms of evidence. | |
Natural Selection; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.L.15.C | Natural Selection is a primary mechanism leading to change over time in organisms. | |
Potential vs. Kinetic Energy; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.11.1 | Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. | |
Wave Reflection, Absorption & Transmittance; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.11.A | Waves involve a transfer of energy without a transfer of matter. | |
Wave Reflection, Absorption & Transmittance; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.11.B | Water and sound waves transfer energy through a material. | |
Wave Reflection, Absorption & Transmittance; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.11.C | Light waves can travel through a vacuum and through matter. | |
FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.11.D | The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. | ||
FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.12.1 | Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. | ||
FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.12.A | Motion is a key characteristic of all matter that can be observed, described, and measured. | ||
Newton’s Laws of Motion; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.12.B | The motion of objects can be changed by forces. | |
Electric & Magnetic Fields; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.13.1 | Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. | |
Gravitational Forces Between Objects; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.13.2 | Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. | |
Newton’s Laws of Motion; Balanced & Unbalanced Forces; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.13.3 | Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. | |
Newton’s Laws of Motion; Balanced & Unbalanced Forces; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.13.A | It takes energy to change the motion of objects. | |
Newton’s Laws of Motion; Balanced & Unbalanced Forces; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.13.B | Energy change is understood in terms of forces--pushes or pulls. | |
Gravitational Forces Between Objects; Electric & Magnetic Fields; | FL | Next Generation Sunshine State Standards | Grade 6 | SC.6.P.13.C | Some forces act through physical contact, while others act at a distance. | |
Tectonic Plates; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.E.6.1 | Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. | |
Rock Layers (Geologic Time); Tectonic Plates; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.E.6.2 | Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). | |
Rock Layers (Geologic Time); | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.E.6.3 | Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. | |
Tectonic Plates; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.E.6.4 | Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. | |
Tectonic Plates; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.E.6.5 | Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. | |
Human Impacts on the Environment; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.E.6.6 | Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. | |
Natural Resource Distribution; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.E.6.7 | Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. | |
Natural Selection; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.15.1 | Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. | |
Natural Selection; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.15.2 | Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. | |
Natural Selection; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.15.3 | Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. | |
Natural Selection; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.15.A | The scientific theory of evolution is the organizing principle of life science. | |
Natural Selection; Comparative Anatomy; The Fossil Record; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.15.B | The scientific theory of evolution is supported by multiple forms of evidence. | |
Natural Selection; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.15.C | Natural Selection is a primary mechanism leading to change over time in organisms. | |
Genes & Mutations; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.16.1 | Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. | |
Reproduction of Living Things; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.16.2 | Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. | |
Reproduction of Living Things; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.16.3 | Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. | |
Biotechnology; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.16.4 | Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. | |
Reproduction of Living Things; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.16.A | Reproduction is characteristic of living things and is essential for the survival of species. | |
Genes & Mutations; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.16.B | Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. | |
Genes & Mutations; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.16.C | Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. | |
Food Webs: Cycling of Matter & Flow of Energy; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.17.1 | Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. | |
Symbiosis (Interactions Between Organisms); | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.17.2 | Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. | |
Competition in Ecosystems; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.17.3 | Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. | |
Human Impacts on the Environment; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.17.A | Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. | |
Human Impacts on the Environment; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.17.B | Both human activities and natural events can have major impacts on the environment. | |
Food Webs: Cycling of Matter & Flow of Energy; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.L.17.C | Energy flows from the sun through producers to consumers. | |
Electromagnetic Spectrum; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.10.1 | Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. | |
Wave Reflection, Absorption & Transmittance; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.10.2 | Observe and explain that light can be reflected, refracted, and/or absorbed. | |
Wave Reflection, Absorption & Transmittance; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.10.3 | Recognize that light waves, sound waves, and other waves move at different speeds in different materials. | |
Potential vs. Kinetic Energy; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.10.A | Energy is involved in all physical processes and is a unifying concept in many areas of science. | |
Potential vs. Kinetic Energy; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.10.B | Energy exists in many forms and has the ability to do work or cause a change. | |
Intro to Thermal Energy; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.11.1 | Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. | |
Intro to Thermal Energy; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.11.2 | Investigate and describe the transformation of energy from one form to another. | |
FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.11.3 | Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. | ||
Heat: Transfer of Thermal Energy; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.11.4 | Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. | |
Wave Reflection, Absorption & Transmittance; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.11.A | Waves involve a transfer of energy without a transfer of matter. | |
Wave Reflection, Absorption & Transmittance; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.11.B | Water and sound waves transfer energy through a material. | |
Wave Reflection, Absorption & Transmittance; | FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.11.C | Light waves can travel through a vacuum and through matter. | |
FL | Next Generation Sunshine State Standards | Grade 7 | SC.7.P.11.D | The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. | ||
The Solar System; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.1 | Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. | |
The Solar System; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.10 | Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. | |
Wave Reflection, Absorption & Transmittance; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.11 | Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. | |
FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.12 | Summarize the effects of space exploration on the economy and culture of Florida. | ||
The Solar System; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.2 | Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. | |
The Solar System; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.3 | Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. | |
Gravitational Forces Between Objects; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.4 | Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. | |
FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.5 | Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). | ||
The Solar System; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.6 | Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. | |
The Solar System; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.7 | Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. | |
FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.8 | Compare various historical models of the Solar System, including geocentric and heliocentric. | ||
Causes of Seasons; Solar & Lunar Eclipses; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.9.1 | Explain the impact of objects in space on each other including: the Sun on the Earth including seasons and gravitational attraction | |
Causes of Seasons; Solar & Lunar Eclipses; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.E.5.9.2 | Explain the impact of objects in space on each other including: the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. | |
Photosynthesis & Respiration; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.L.18.1 | Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. | |
Photosynthesis & Respiration; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.L.18.2 | Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. | |
FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.L.18.3 | Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. | ||
FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.L.18.4 | Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. | ||
Plant & Animal Cells; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.L.18.A | Living things all share basic needs for life. | |
Photosynthesis & Respiration; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.L.18.B | Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). | |
Food Webs: Cycling of Matter & Flow of Energy; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.L.18.C | Matter and energy are recycled through cycles such as the carbon cycle. | |
Atoms & Molecules; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.8.1 | Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. | |
Gravitational Forces Between Objects; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.8.2 | Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. | |
Properties of Elements; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.8.3 | Explore and describe the densities of various materials through measurement of their masses and volumes. | |
Properties of Elements; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.8.4 | Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. | |
Properties of Elements; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.8.5 | Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. | |
Properties of Elements; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.8.6 | Recognize that elements are grouped in the periodic table according to similarities of their properties. | |
Atoms & Molecules; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.8.7 | Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). | |
FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.8.8 | Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. | ||
FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.8.9 | Distinguish among mixtures (including solutions) and pure substances. | ||
Atoms & Molecules; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.8.A | All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. | |
Gravitational Forces Between Objects; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.8.B | Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. | |
FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.9.1 | Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. | ||
Chemical Reactions; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.9.2 | Differentiate between physical changes and chemical changes. | |
Intro to Thermal Energy; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.9.3 | Investigate and describe how temperature influences chemical changes. | |
Chemical Reactions; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.9.A | Matter can undergo a variety of changes. | |
Chemical Reactions; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.9.B | When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. | |
Chemical Reactions; | FL | Next Generation Sunshine State Standards | Grade 8 | SC.8.P.9.C | When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. |