Science & Math
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Indiana Standards Alignment
Science Lessons
Math Lessons
| Generation Genius Lesson | State | Standards Document | Grade | State ID | Standards | Sort |
|---|---|---|---|---|---|---|
| IN | Academic Standards | First Grade | 1.PS.2 | Predict and experiment with methods (sieving, evaporation) to separate solids and liquids based on their physical properties. | 1 | |
| IN | Academic Standards | Second Grade | 2.PS.2 | Predict the result of combining solids and liquids in pairs. Mix, observe, gather, record, and discuss evidence of whether the result may have different properties than the original materials. | 1 | |
| Rocks & Minerals (Including Rock Cycle); | IN | Academic Standards | Third Grade | 3.ESS.3 | Observe the detailed characteristics of rocks and minerals. Identify and classify rocks as being composed of different combinations of minerals. | 2 |
| IN | Academic Standards | Fourth Grade | 4.PS.1 | Investigate transportation systems and devices that operate on or in land, water, air and space and recognize the forces (lift, drag, friction, thrust and gravity) that affect their motion. | 2 | |
| Gravitational Forces Between Objects; | IN | Academic Standards | Fifth Grade | 5.PS.4 | Describe the difference between weight being dependent on gravity and mass comprised of the amount of matter in a given substance or material. | 2 |
| The Solar System; | IN | Academic Standards | Fifth Grade | 5.ESS.1 | Analyze the scale of our solar system and its components: our solar system includes the sun, moon, seven other planets and their moons, and many other objects like asteroids and comets. | 2 |
| Food Webs; Food Webs: Cycling of Matter & Flow of Energy; | IN | Academic Standards | Fifth Grade | 5.LS.2 | Observe and classify common Indiana organisms as producers, consumers, decomposers, or predator and prey based on their relationships and interactions with other organisms in their ecosystem. | 2 |
| Adaptations and the Environment; Structure of Living Things; | IN | Academic Standards | Fourth Grade | 4.LS.3 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction in different ecosystems. | 2 |
| Animal & Plant Life Cycles; | IN | Academic Standards | First Grade | 1.LS.1 | Develop representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. | 1 |
| Animal Group Behavior; | IN | Academic Standards | Third Grade | 3.LS.4 | Construct an argument that some animals form groups that help members survive. | 2 |
| Animals Help Their Babies Survive; | IN | Academic Standards | Second Grade | 2.LS.1 | Determine patterns and behavior (adaptations) of parents and offspring which help offspring to survive. | 1 |
| Balanced & Unbalanced Forces; | IN | Academic Standards | Third Grade | 3.PS.1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. | 2 |
| Biodiversity of Life on Earth; | IN | Academic Standards | First Grade | 1.LS.3 | Make observations of plants and animals to compare the diversity of life in different habitats. | 1 |
| Brain Processing of Senses; | IN | Academic Standards | Fifth Grade | 5.LS.3 | 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 |
| Changing the Shape of Land; | IN | Academic Standards | Second Grade | 2.ESS.3 | Investigate how wind or water change the shape of the land and design solutions for prevention. | 1 |
| Classification of Materials; Material Properties and Purposes; Solids, Liquids and Gases; | IN | Academic Standards | Second Grade | 2.PS.1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. | 1 |
| Collisions; | IN | Academic Standards | Fourth Grade | 4.PS.2 | Investigate the relationship of the speed of an object to the energy of that object. | 2 |
| Conservation of Matter; | IN | Academic Standards | Fifth Grade | 5.PS.2 | Demonstrate that regardless of how parts of an object are assembled the mass of the whole object is identical to the sum of the mass of the parts; however, the volume can differ from the sum of the volumes. (Law of Conservation of Mass) | 2 |
| Conservation of Matter; | IN | Academic Standards | Fifth Grade | 5.PS.3 | Determine if matter has been added or lost by comparing mass when melting, freezing, or dissolving a sample of a substance. (Law of Conservation of Mass) | 2 |
| Earth’s Orbit and Rotation; | IN | Academic Standards | Fifth Grade | 5.ESS.2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. | 2 |
| Energy Transfer; | IN | Academic Standards | Fourth Grade | 4.PS.4 | Describe and investigate the different ways in which energy can be generated and/or converted from one form of energy to another form of energy. | 2 |
| Energy Transfer; | IN | Academic Standards | Fourth Grade | 4.PS.5 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. | 2 |
| External Animal Parts; External Plant Parts | IN | Academic Standards | Kindergarten | K.LS.2 | Describe and compare the physical features of common living plants and animals. | 1 |
| External Animal Parts; Parts of a Plant; | IN | Academic Standards | Second Grade | 2.LS.2 | Compare and contrast details of body plans and structures within the life cycles of plants and animals. | 1 |
| External Animal Parts; Parts of a Plant; Inspired by Nature (Biomimicry); | IN | Academic Standards | First Grade | 1.LS.2 | Develop a model mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Explore how those external parts could solve a human problem. | 1 |
| Extreme Weather Solutions; | IN | Academic Standards | Third Grade | 3.ESS.2 | Develop solutions that could be implemented to reduce the impact of weather related hazards. | 2 |
| Fossils & Extinction; Earth's Landscapes; | IN | Academic Standards | Third Grade | 3.ESS.4 | Determine how fossils are formed, discovered, layered over time, and used to provide evidence of the organisms and the environments in which they lived long ago. | 2 |
| Habitats; | IN | Academic Standards | First Grade | 1.LS.4 | Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. | 1 |
| Habitats; | IN | Academic Standards | Second Grade | 2.LS.3 | Classify living organisms according to variations in specific physical features (i.e. body coverings, appendages) and describe how those features may provide an advantage for survival in different environments. | 1 |
| Heating and Cooling; | IN | Academic Standards | Second Grade | 2.PS.3 | Construct an argument with evidence that some changes caused by heating and cooling can be reversed and some cannot. | 1 |
| How Do We Use Food; Food Webs; | IN | Academic Standards | Fifth Grade | 5.LS.1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. | 2 |
| Interactions of Earth’s Spheres; | IN | Academic Standards | Fifth Grade | 5.ESS.4 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. | 2 |
| Introduction to Light; | IN | Academic Standards | First Grade | 1.PS.4 | Make observations to collect evidence and explain that objects can be seen only when illuminated. | 1 |
| Introduction to Sound; | IN | Academic Standards | First Grade | 1.PS.3 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. | 1 |
| Introduction to Weather; | IN | Academic Standards | Kindergarten | K.ESS.3 | Investigate the local weather conditions to describe patterns over time. | 1 |
| Introduction to Weather; | IN | Academic Standards | Second Grade | 2.ESS.1 | Record detailed weather observations, including cloud cover, cloud type, and type of precipitation on a daily basis over a period of weeks and correlate observations to the time of year. Chart and graph collected data. | 1 |
| Introduction to Weather; | IN | Academic Standards | Second Grade | 2.ESS.2 | Investigate the severe weather of the region and its impact on the community, looking at forecasting to prepare for, and respond to, severe weather. | 1 |
| Material Properties and Purposes; | IN | Academic Standards | Kindergarten | K.PS.2 | Identify and explain possible uses for an object based on its properties and compare these uses with other students’ ideas. | 1 |
| Material Properties and Purposes; | IN | Academic Standards | Second Grade | 2.PS.4 | Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. | 1 |
| Moon & Its Phases; | IN | Academic Standards | Fourth Grade | 4.ESS.1 | Investigate how the moon appears to move through the sky and it changes day to day, emphasizing the importance of how the moon impacts the Earth, the rising and setting times, and solar and lunar eclipses. | 2 |
| Natural Disasters; Weathering & Erosion; | IN | Academic Standards | Fourth Grade | 4.ESS.3 | Describe how geological forces change the shape of the land suddenly and over time. | 2 |
| Natural Resources; Reducing Our Impact on Earth; | IN | Academic Standards | Kindergarten | K.ESS.4 | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. | 1 |
| Oceans, Lakes and Rivers; | IN | Academic Standards | Second Grade | 2.ESS.4 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. | 1 |
| Patterns in the Sky; | IN | Academic Standards | Kindergarten | K.ESS.2 | Describe and compare objects seen in the night and day sky, observing that the sun and moon move across the sky. | 1 |
| Patterns in the Sky; | IN | Academic Standards | First Grade | 1.ESS.1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. | 1 |
| Plant Growth Conditions; | IN | Academic Standards | First Grade | 1.ESS.2 | Observe and compare properties of sand, clay, silt, and organic matter. Look for evidence of sand, clay, silt, and organic matter as components of soil samples. | 1 |
| Plant Growth Conditions; | IN | Academic Standards | First Grade | 1.ESS.3 | Observe a variety of soil samples and describe in words and pictures the soil properties in terms of color, particle size and shape, texture, and recognizable living and nonliving items. | 1 |
| Plants Need Water And Light (K-2 Series); Animal & Plant Life Cycles; | IN | Academic Standards | Third Grade | 3.LS.2 | Plan and conduct an investigation to determine the basic needs of plants to grow, develop, and reproduce. | 2 |
| Plants Need Water And Light; Animals Need Food; Living vs. Non-Living | IN | Academic Standards | Kindergarten | K.LS.3 | Use observations to describe patterns of what plants and animals (including humans) need to survive. | 1 |
| Plants Need Water And Light; Pollination and Seed Dispersal; Living vs. Non-Living | IN | Academic Standards | Kindergarten | K.LS.1 | Describe and compare the growth and development of common living plants and animals. | 1 |
| Properties of Matter; Conservation of Matter; | IN | Academic Standards | Fifth Grade | 5.PS.1 | Describe and measure the volume and mass of a sample of a given material. | 2 |
| Pushes and Pulls; | IN | Academic Standards | Kindergarten | K.PS.3 | 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 and Pulls; | IN | Academic Standards | Kindergarten | K.PS.4 | 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 |
| Reducing Our Impact on Earth; Natural Resources; | IN | Academic Standards | First Grade | 1.ESS.4 | Develop solutions that could be implemented to reduce the impact of humans on the land, water, air, and/or other living things in the local environment. | 1 |
| Renewable vs. Nonrenewable Resources; | IN | Academic Standards | Fourth Grade | 4.ESS.2 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. | 2 |
| Simple Machines (K-2 Series) | IN | Academic Standards | Third Grade | 3.PS.2 | Identify types of simple machines and their uses. Investigate and build simple machines to understand how they are used. | 2 |
| Simple Machines (K-2 Series) | IN | Academic Standards | Fourth Grade | 4.PS.3 | Investigate how multiple simple machines work together to perform everyday tasks. | 2 |
| Solids, Liquids and Gases; | IN | Academic Standards | First Grade | 1.PS.1 | Characterize materials as solid, liquid, or gas and investigate their properties, record observations and explain the choices to others based on evidence (i.e., physical properties). | 1 |
| Solids, Liquids and Gases; Classification of Materials; Material Properties and Purposes; | IN | Academic Standards | Kindergarten | K.PS.1 | Plan and conduct an investigation using all senses to describe and classify different kinds of objects by their composition and physical properties. Explain these choices to others and generate questions about the objects. | 1 |
| Structure of Living Things; | IN | Academic Standards | Third Grade | 3.LS.3 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. | 2 |
| Sunlight Warms the Earth; | IN | Academic Standards | Kindergarten | K.ESS.1 | Make observations to determine the effect of sunlight on Earth’s surface and use tools and materials to design and build a structure to reduce the warming effect on Earth's surface. | 1 |
| Variation of Traits; | IN | Academic Standards | Third Grade | 3.LS.1 | Analyze 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; | IN | Academic Standards | Fourth Grade | 4.LS.1 | Observe, analyze, and interpret how offspring are very much, but not exactly, like their parents or one another. Describe how these differences in physical characteristics among individuals in a population may be advantageous for survival and reproduction. | 2 |
| Variations of Traits; Adaptations and the Environment; Ecosystems; | IN | Academic Standards | Fourth Grade | 4.LS.2 | Use evidence to support the explanation that a change in the environment may result in a plant or animal will survive and reproduce, move to a new location, or die. | 2 |
| Water Quality & Distribution; | IN | Academic Standards | Fifth Grade | 5.ESS.3 | Investigate ways individual communities within the United States protect the Earth’s resources and environment. | 2 |
| Water Quality & Distribution; Interactions of Earth’s Spheres; | IN | Academic Standards | Fourth Grade | 4.ESS.4 | Develop solutions that could be implemented to reduce the impact of humans on the natural environment and the natural environment on humans. | 2 |
| Wave Properties; | IN | Academic Standards | Third Grade | 3.PS.3 | Generate sound energy using a variety of materials and techniques, and recognize that it passes through solids, liquids, and gases (i.e. air). | 2 |
| Wave Properties; Introduction to Sound (K-2 Series); | IN | Academic Standards | Third Grade | 3.PS.4 | Investigate and recognize properties of sound that include pitch, loudness (amplitude), and vibration as determined by the physical properties of the object making the sound. | 2 |
| Weather vs. Climate; | IN | Academic Standards | Third Grade | 3.ESS.1 | Obtain and combine information to determine seasonal weather patterns across the different regions of the United States. | 2 |
| What Is Engineering? (K-2 Series); | IN | Academic Standards | Third Grade | 3-5.E.1 | Identify a simple problem with the design of an object that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost. | 2 |
| What Is Engineering? (K-2 Series); | IN | Academic Standards | Third Grade | 3-5.E.2 | Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | 2 |
| What Is Engineering? (K-2 Series); | IN | Academic Standards | Third Grade | 3-5.E.3 | Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | 2 |
| What Is Engineering? (K-2 Series); | IN | Academic Standards | Fourth Grade | 3-5.E.1 | Identify a simple problem with the design of an object that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost. | 2 |
| What Is Engineering? (K-2 Series); | IN | Academic Standards | Fourth Grade | 3-5.E.2 | Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | 2 |
| What Is Engineering? (K-2 Series); | IN | Academic Standards | Fourth Grade | 3-5.E.3 | Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | 2 |
| What Is Engineering? (K-2 Series); | IN | Academic Standards | Fifth Grade | 3-5.E.1 | Identify a simple problem with the design of an object that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost. | 2 |
| What Is Engineering? (K-2 Series); | IN | Academic Standards | Fifth Grade | 3-5.E.2 | Construct and compare multiple plausible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | 2 |
| What Is Engineering? (K-2 Series); | IN | Academic Standards | Fifth Grade | 3-5.E.3 | Construct and perform fair investigations in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | 2 |
| What is Engineering?; | IN | Academic Standards | Kindergarten | K-2.E.1 | Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool. | 1 |
| What is Engineering?; | IN | Academic Standards | Kindergarten | K-2.E.2 | Develop a simple sketch, drawing, or physical model to illustrate and investigate how the shape of an object helps it function as needed to solve an identified problem. | 1 |
| What is Engineering?; | IN | Academic Standards | Kindergarten | K-2.E.3 | Analyze data from the investigation of two objects constructed to solve the same problem to compare the strengths and weaknesses of how each performs. | 1 |
| What is Engineering?; | IN | Academic Standards | First Grade | K-2.E.1 | Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool. | 1 |
| What is Engineering?; | IN | Academic Standards | First Grade | K-2.E.2 | Develop a simple sketch, drawing, or physical model to illustrate and investigate how the shape of an object helps it function as needed to solve an identified problem. | 1 |
| What is Engineering?; | IN | Academic Standards | First Grade | K-2.E.3 | Analyze data from the investigation of two objects constructed to solve the same problem to compare the strengths and weaknesses of how each performs. | 1 |
| What is Engineering?; | IN | Academic Standards | Second Grade | K-2.E.1 | Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool. | 1 |
| What is Engineering?; | IN | Academic Standards | Second Grade | K-2.E.2 | Develop a simple sketch, drawing, or physical model to illustrate and investigate how the shape of an object helps it function as needed to solve an identified problem. | 1 |
| What is Engineering?; | IN | Academic Standards | Second Grade | K-2.E.3 | Analyze data from the investigation of two objects constructed to solve the same problem to compare the strengths and weaknesses of how each performs. | 1 |
| Gravitational Forces Between Objects; | IN | Academic Standards | Sixth Grade | 6.ESS.1 | Describe the role of gravity and inertia in maintaining the regular and predictable motion of celestial bodies. | |
| Causes of Seasons; Solar & Lunar Eclipses; | IN | Academic Standards | Sixth Grade | 6.ESS.2 | Design models to describe how Earth's rotation, revolution, tilt, and interaction with the sun and moon cause seasons, tides, changes in daylight hours, eclipses, and phases of the moon. | |
| The Solar System; | IN | Academic Standards | Sixth Grade | 6.ESS.3 | Compare and contrast the Earth, its moon, and other planets in the solar system, including comets and asteroids. (Comparisons should be made in regard to size, surface features, atmospheric characteristics, and the ability to support life.) | |
| IN | Academic Standards | Sixth Grade | 6.LS.1 | Investigate and describe how homeostasis is maintained as living things seek out their basic needs of food, water, shelter, space, and air. | ||
| Photosynthesis & Respiration; | IN | Academic Standards | Sixth Grade | 6.LS.2 | Describe the role of photosynthesis in the flow of energy in food chains, energy pyramids, and food webs. Create diagrams to show how the energy in animals' food used for bodily processes was once energy from the sun. | |
| Symbiosis (Interactions Between Organisms); | IN | Academic Standards | Sixth Grade | 6.LS.3 | Describe specific relationships (predator/prey, consumer/producer, parasite/host) and symbiotic relationships between organisms. Construct an explanation that predicts why patterns of interactions develop between organisms in an ecosystem. | |
| Competition in Ecosystems; | IN | Academic Standards | Sixth Grade | 6.LS.4 | Investigate and use data to explain how changes in biotic and abiotic components in a given habitat can be beneficial or detrimental to native plants and animals. | |
| Competition in Ecosystems; | IN | Academic Standards | Sixth Grade | 6.LS.5 | Research invasive species and discuss their impact on ecosystems. | |
| IN | Academic Standards | Sixth Grade | 6.PS.1 | Distinguish between the terms position, distance, and displacement, as well as the terms speed and velocity. | ||
| IN | Academic Standards | Sixth Grade | 6.PS.2 | Describe the motion of an object graphically showing the relationship between time and position. | ||
| Potential vs. Kinetic Energy; | IN | Academic Standards | Sixth Grade | 6.PS.3 | Describe how potential and kinetic energy can be transferred from one form to another. | |
| Wave Reflection, Absorption & Transmittance | IN | Academic Standards | Sixth Grade | 6.PS.4 | Investigate the properties of light, sound, and other energy waves and how they are reflected, absorbed, and transmitted through materials and space. | |
| Engineering Design Process; | IN | Academic Standards | Grades 6-8 | 6-8.E.1 | Identify the criteria and constraints of a design 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; | IN | Academic Standards | Grades 6-8 | 6-8.E.2 | Evaluate competing design solutions using a systematic process to identify how well they meet the criteria and constraints of the problem. | |
| Engineering Design Process; | IN | Academic Standards | Grades 6-8 | 6-8.E.3 | Analyze data from investigations 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; | IN | Academic Standards | Grades 6-8 | 6-8.E.4 | Develop a prototype to generate data for repeated investigations and modify a proposed object, tool, or process such that an optimal design can be achieved. | |
| Rocks & Minerals (Including Rock Cycle); | IN | Academic Standards | Seventh Grade | 7.ESS.1 | Identify and investigate the properties of minerals. Identify and classify a variety of rocks based on physical characteristics from their origin, and explain how they are related using the rock cycle. (i.e. Sedimentary, igneous, and metamorphic rocks) | |
| The Fossil Record; Rock Layers (Geologic Time); | IN | Academic Standards | Seventh Grade | 7.ESS.2 | Construct a model or scale drawing (digitally or on paper), based on evidence from rock strata and fossil records, for how the geologic time scale is used to organize Earths 4.6 billion-year-old history. | |
| Tectonic Plates; | IN | Academic Standards | Seventh Grade | 7.ESS.3 | Using simulations or demonstrations, explain continental drift theory and how lithospheric (tectonic) plates have been and still are in constant motion resulting in the creation of landforms on the Earth's surface over time. | |
| IN | Academic Standards | Seventh Grade | 7.ESS.4 | Construct an explanation, based on evidence found in and around Indiana, for how large scale physical processes, such as Karst topography and glaciation, have shaped the land. | ||
| Tectonic Plates; | IN | Academic Standards | Seventh Grade | 7.ESS.5 | Construct a model, diagram, or scale drawing of the interior layers of the Earth. Identify and compare the compositional (chemical) layers to the mechanical (physical) layers of the Earths interior including magnetic properties. | |
| Synthetic Materials; | IN | Academic Standards | Seventh Grade | 7.ESS.6 | Research common synthetic materials (i.e. plastics, composites, polyester, and alloys) to gain an understanding that synthetic materials do come from natural resources and have an impact on society. | |
| Human Impacts on the Environment; | IN | Academic Standards | Seventh Grade | 7.ESS.7 | Describe the positive and negative environmental impacts of obtaining and utilizing various renewable and nonrenewable energy resources in Indiana. Determine which energy resources are the most beneficial and efficient. | |
| Bacteria & Viruses; Plant & Animal Cells; | IN | Academic Standards | Seventh Grade | 7.LS.1 | Investigate and observe cells in living organisms and collect evidence showing that living things are made of cells. Compare and provide examples of prokaryotic and eukaryotic organisms. Identify the characteristics of living things. | |
| Multicellular Organisms; | IN | Academic Standards | Seventh Grade | 7.LS.2 | Create a model to show how the cells in multicellular organisms repeatedly divide to make more cells for growth and repair as a result of mitosis. Explain how mitosis is related to cancer. | |
| Multicellular Organisms; | IN | Academic Standards | Seventh Grade | 7.LS.3 | Explain how cells develop through differentiation into specialized tissues and organs in multicellular organisms. | |
| Multicellular Organisms; | IN | Academic Standards | Seventh Grade | 7.LS.4 | Research and describe the functions and relationships between various cell types, tissues, and organs in the immune system, circulatory system and digestive system of the human body. | |
| Plant & Animal Cells; | IN | Academic Standards | Seventh Grade | 7.LS.5 | Compare and contrast the form and function of the organelles found in plant and animal cells. | |
| Atoms & Molecules; | IN | Academic Standards | Seventh Grade | 7.PS.1 | Draw, construct models, or use animations to differentiate between atoms, elements, molecules, and compounds. | |
| Intro to Thermal Energy; | IN | Academic Standards | Seventh Grade | 7.PS.2 | Describe the properties of solids, liquids, and gases. Develop models that predict and describe changes in particle motion, density, temperature, and state of a pure substance when thermal energy is added or removed. | |
| Chemical Reactions; | IN | Academic Standards | Seventh Grade | 7.PS.3 | Investigate the Law of Conservation of Mass by measuring and comparing the mass of a substance before and after a change of state. | |
| Newton’s Laws of Motion; | IN | Academic Standards | Seventh Grade | 7.PS.4 | Investigate Newtons first law of motion (Law of Inertia) and how different forces (gravity, friction, push and pull) affect the velocity of an object. | |
| Newton’s Laws of Motion; | IN | Academic Standards | Seventh Grade | 7.PS.5 | Investigate Newtons second law of motion to show the relationship among force, mass and acceleration. | |
| Newton’s Laws of Motion; | IN | Academic Standards | Seventh Grade | 7.PS.6 | Investigate Newtons third law of motion to show the relationship between action and reaction forces. | |
| Newton’s Laws of Motion; | IN | Academic Standards | Seventh Grade | 7.PS.7 | Construct a device that uses one or more of Newtons laws of motion. Explain how motion, acceleration, force, and mass are affecting the device. | |
| IN | Academic Standards | Seventh Grade | 7.PS.8 | Investigate a process in which energy is transferred from one form to another and provide evidence that the total amount of energy does not change during the transfer when the system is closed. (Law of conservation of energy) | ||
| Heat: Transfer of Thermal Energy; | IN | Academic Standards | Seventh Grade | 7.PS.9 | Compare and contrast the three types of heat transfer: radiation, convection, and conduction. | |
| Intro to Climate Change; | IN | Academic Standards | Eighth Grade | 8.ESS.1 | Research global temperatures over the past century. Compare and contrast data in relation to the theory of climate change. | |
| Water Cycle (6-8 Version); | IN | Academic Standards | Eighth Grade | 8.ESS.2 | Create a diagram or carry out a simulation to describe how water is cycled through the earth's crust, atmosphere and oceans. Explain how the water cycle is driven by energy from the sun and the force of gravity. | |
| Human Impacts on the Environment; | IN | Academic Standards | Eighth Grade | 8.ESS.3 | Research how human consumption of finite natural resources (i.e. coal, oil, natural gas, and clean water) and human activities have had an impact on the environment (i.e. causes of air, water, soil, light, and noise pollution). | |
| Reproduction of Living Things; | IN | Academic Standards | Eighth Grade | 8.LS.1 | Compare and contrast the transmission of genetic information in sexual and asexual reproduction. Research organisms that undergo these two types of reproduction. | |
| Biotechnology; | IN | Academic Standards | Eighth Grade | 8.LS.10 | Gather and synthesize information about how humans alter organisms genetically through a variety of methods. | |
| Bacteria & Viruses; | IN | Academic Standards | Eighth Grade | 8.LS.11 | Investigate how viruses and bacteria affect the human body. | |
| Reproduction of Living Things; | IN | Academic Standards | Eighth Grade | 8.LS.2 | Demonstrate how genetic information is transmitted from parent to offspring through chromosomes via the process of meiosis. Explain how living things grow and develop. | |
| Reproduction of Living Things; | IN | Academic Standards | Eighth Grade | 8.LS.3 | Create and analyze Punnett squares to calculate the probability of specific traits being passed from parents to offspring using different patterns of inheritance. | |
| IN | Academic Standards | Eighth Grade | 8.LS.4 | Differentiate between and provide examples of acquired and genetically inherited traits. | ||
| Natural Selection; | IN | Academic Standards | Eighth Grade | 8.LS.5 | Explain how factors affecting natural selection (competition, genetic variations, environmental changes, and overproduction) increase or decrease a species ability to survive and reproduce. | |
| Genes & Mutations; | IN | Academic Standards | Eighth Grade | 8.LS.6 | Create models to show how the structures of chromatin, chromosomes, chromatids, genes, alleles and deoxyribonucleic acid (DNA) molecules are related and differ. | |
| Classification of Living Things; | IN | Academic Standards | Eighth Grade | 8.LS.7 | Recognize organisms are classified into taxonomic levels according to shared characteristics. Explain how an organisms scientific name correlates to these shared characteristics. | |
| Comparative Anatomy; | IN | Academic Standards | Eighth Grade | 8.LS.8 | Explore and predict the evolutionary relationships between species looking at the anatomical differences among modern organisms and fossil organisms. | |
| Natural Selection; | IN | Academic Standards | Eighth Grade | 8.LS.9 | Examine traits of individuals within a species that may give them an advantage or disadvantage to survive and reproduce in stable or changing environment. | |
| Properties of Elements; | IN | Academic Standards | Eighth Grade | 8.PS.1 | Create models to represent the arrangement and charges of subatomic particles in an atom (protons, neutrons and electrons). Understand the significance that the currently 118 known chemical elements combine to form all the matter in the universe. | |
| Atoms & Molecules; | IN | Academic Standards | Eighth Grade | 8.PS.2 | Illustrate with diagrams (drawings) how atoms are arranged in simple molecules. Distinguish between atoms, elements, molecules, and compounds. | |
| Properties of Elements; | IN | Academic Standards | Eighth Grade | 8.PS.3 | Use basic information provided for an element (atomic mass, atomic number, symbol, and name) to determine its place on the Periodic Table. Use this information to find the number of protons, neutrons, and electrons in an atom. | |
| Properties of Elements; | IN | Academic Standards | Eighth Grade | 8.PS.4 | Identify organizational patterns (radius, atomic number, atomic mass, properties and radioactivity) on the Periodic Table. | |
| Properties of Elements; | IN | Academic Standards | Eighth Grade | 8.PS.5 | Investigate the property of density and provide evidence that properties, such as density, do not change for a pure substance. | |
| Chemical Reactions; | IN | Academic Standards | Eighth Grade | 8.PS.6 | Compare and contrast physical change vs. chemical change. Analyze the properties of substances before and after substances interact to determine if a chemical reaction has occurred. | |
| Chemical Reactions; | IN | Academic Standards | Eighth Grade | 8.PS.7 | Balance chemical equations to show how the total number of atoms for each element does not change in chemical reactions and as a result, mass is always conserved in a closed system. (Law of Conservation of Mass.) |
Other Standards
- Alaska Science Standards
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