Mississippi Standards Alignment
Science Lessons
Math Lessons
| Generation Genius Lesson | State | Standards Document | Grade | State ID | Standard | Sort |
|---|---|---|---|---|---|---|
| Classification of Living Things; | MS | College and Career Readiness Standards | 2nd Grade | L.2.1.1 | Compare and sort groups of animals with backbones (vertebrates) from groups of animals without backbones (invertebrates). | 1 |
| Classification of Living Things; | MS | College and Career Readiness Standards | 2nd Grade | L.2.1.2 | Classify vertebrates (mammals, fish, birds, amphibians, and reptiles) based on their physical characteristics. | 1 |
| Classification of Living Things; | MS | College and Career Readiness Standards | 2nd Grade | L.2.1.3 | Compare and contrast physical characteristics that distinguish classes of vertebrates (i.e., reptiles compared to amphibians). | 1 |
| Classification of Living Things; | MS | College and Career Readiness Standards | 2nd Grade | L.2.1.4 | Construct a scientific argument for classifying vertebrates that have unusual characteristics, such as bats, penguins, snakes, salamanders, dolphins, and duck-billed platypuses (i.e., bats have wings yet they are mammals). | 1 |
| MS | College and Career Readiness Standards | 2nd Grade | P.2.5.2 | Compare and measure the length of solid objects using technology and mathematical representations. Analyze and communicate findings. | 1 | |
| Photosynthesis & Respiration; Light Reflection & Vision; | MS | College and Career Readiness Standards | 5th Grade | L.5.3A.2 | Analyze environments that do not receive direct sunlight and devise explanations as to how photosynthesis occurs, either naturally or artificially. | 2 |
| Engineering Design Process; | MS | College and Career Readiness Standards | 5th Grade | P.5.5A.5 | Design a vessel that can safely transport a dense substance (e.g., syrup, coins, marbles) through water at various distances and under variable conditions. Use an engineering design process to define the problem, design, construct, evaluate, and improve the vessel. | 2 |
| MS | College and Career Readiness Standards | 5th Grade | P.5.5B.2 | Analyze and interpret data to communicate that the concentration of a solution is determined by the relative amount of solute versus solvent in various mixtures. | 2 | |
| MS | College and Career Readiness Standards | 5th Grade | P.5.5B.3 | Investigate how different variables (e.g., temperature change, stirring, particle size, or surface area) affect the rate at which a solute will dissolve. | 2 | |
| The Solar System; | MS | College and Career Readiness Standards | 5th Grade | E.5.8A.1 | Develop and use scaled models of Earth’s solar system to demonstrate the size, composition (i.e., rock or gas), location, and order of the planets as they orbit the Sun. | 2 |
| Causes of Seasons; | MS | College and Career Readiness Standards | 5th Grade | E.5.8B.3 | Develop and use models to explain the factors (e.g., tilt, revolution, and angle of sunlight) that result in Earth’s seasonal changes. | 2 |
| Bacteria & Viruses; Multicellular Organisms; | MS | College and Career Readiness Standards | 4th Grade | L.4.1.4 | Research and communicate how noninfectious diseases (e.g., diabetes, heart disease) and infectious diseases (e.g., cold, flu) serve to disrupt the function of the body system. | 2 |
| MS | College and Career Readiness Standards | 4th Grade | L.4.1.5 | Using informational text, investigate how scientific fields, medical specialties, and research methods help us find new ways to maintain a healthy body and lifestyle (e.g., diet, exercise, vaccines, and mental health). | 2 | |
| Electricity & Circuits; | MS | College and Career Readiness Standards | 4th Grade | P.4.6A.2 | Plan and conduct scientific investigations to classify different materials as either an insulator or conductor of electricity. | 2 |
| MS | College and Career Readiness Standards | 4th Grade | P.4.6C.3 | Obtain and communicate information about scientists who pioneered in the science of sound, (e.g., Alexander Graham Bell, Robert Boyle, Daniel Bernoulli, and Guglielmo Marconi). | 2 | |
| MS | College and Career Readiness Standards | 3rd Grade | E.3.7B.1 | Obtain and evaluate scientific information (e.g., using technology) to describe the four major layers of Earth and the varying compositions of each layer. | 2 | |
| Adaptations and the Environment; | MS | College and Career Readiness Standards | 2nd Grade | L.2.4.1 | Evaluate and communicate findings from informational text or other media to describe how plants and animals use adaptations to survive (e.g., ducks use webbed feet to swim in lakes and ponds, cacti have waxy coatings and spines to grow in the desert) in distinct environments (e.g., polar lands, saltwater and freshwater, desert, rainforest, woodlands). | 1 |
| Animal & Plant Life Cycles; | MS | College and Career Readiness Standards | Kindergarten | L.K.2.1 | Use informational text or other media to make observations about plants as they change during the life cycle (e.g., germination, growth, reproduction, and death) and use models (e.g., drawing, writing, dramatization, or technology) to communicate findings. | 1 |
| Animal & Plant Life Cycles; | MS | College and Career Readiness Standards | Kindergarten | L.K.2.2 | Construct explanations using observations to describe and model the life cycle (birth, growth, adulthood, death) of a familiar mammal (e.g., dog, squirrel, rabbit, deer). | 1 |
| Animal & Plant Life Cycles; | MS | College and Career Readiness Standards | 1st Grade | L.1.2.1 | Investigate, using observations and measurements (non-standard units), flowering plants (pumpkins, peas, marigolds, or sunflowers) as they change during the life cycle (i.e., germination, growth, reproduction, and seed dispersal). Use drawings, writing, or models to communicate findings. | 1 |
| Animal & Plant Life Cycles; | MS | College and Career Readiness Standards | 1st Grade | L.1.2.2 | Obtain, evaluate, and communicate information through labeled drawings, the life cycle (egg, larva, pupa, adult) of pollinating insects (e.g., bees, butterflies). | 1 |
| Animal & Plant Life Cycles; | MS | College and Career Readiness Standards | 2nd Grade | L.2.2.2 | Construct explanations using first-hand observations or other media to describe the life cycle of an amphibian (birth, growth/development, reproduction, and death). Communicate findings. | 1 |
| Animal & Plant Life Cycles; | MS | College and Career Readiness Standards | 4th Grade | L.4.2.1 | Compare and contrast life cycles of familiar plants and animals. | 2 |
| Animal & Plant Life Cycles; | MS | College and Career Readiness Standards | 4th Grade | L.4.2.2 | Develop and use models to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, or butterflies) including commonalities (e.g., birth, growth, reproduction, or death). | 2 |
| Animals Need Food; | MS | College and Career Readiness Standards | Kindergarten | L.K.3A.2 | Construct explanations using observations to describe and report what animals need to live and grow (food, water, shelter, and space). | 1 |
| Animals Need Food; Plants Need Water And Light; | MS | College and Career Readiness Standards | Kindergarten | L.K.3B.1 | Observe and communicate that animals get food from plants or other animals. Plants make their own food and need light to live and grow. | 1 |
| Balanced & Unbalanced Forces; | MS | College and Career Readiness Standards | 5th Grade | P.5.6.1 | Obtain and communicate information describing gravity's effect on an object. | 2 |
| Balanced & Unbalanced Forces; | MS | College and Career Readiness Standards | 5th Grade | P.5.6.4 | Plan and conduct scientific investigations to test the effects of balanced and unbalanced forces on the speed and/or direction of objects in motion. | 2 |
| Balanced & Unbalanced Forces; | MS | College and Career Readiness Standards | 3rd Grade | P.3.6.1 | Compare and contrast the effects of different strengths and directions of forces on the motion of an object (e.g., gravity, polarity, attraction, repulsion, or strength). | 2 |
| Balanced & Unbalanced Forces; | MS | College and Career Readiness Standards | 3rd Grade | P.3.6.2 | Plan an experiment to investigate the relationship between a force applied to an object (e.g., friction, gravity) and resulting motion of the object. | 2 |
| Brain Processing of Senses; Human Body Systems; | MS | College and Career Readiness Standards | 4th Grade | L.4.1.1 | Use technology or other resources to research and discover general system function (e.g., machines, water cycle) as they relate to human organ systems and identify organs that work together to create organ systems. | 2 |
| Brain Processing of Senses; Human Body Systems; | MS | College and Career Readiness Standards | 4th Grade | L.4.1.3 | Construct models of organ systems (e.g., circulatory, digestive, respiratory, muscular, skeletal, nervous) to demonstrate both the unique function of the system and how multiple organs and organ systems work together to accomplish more complex functions. | 2 |
| Brain Processing of Senses; Human Body Systems; Structure of Living Things; | MS | College and Career Readiness Standards | 3rd Grade | L.3.1.1 | Examine evidence to communicate information that the internal and external structures of animals (e.g., heart, stomach, bone, lung, brain, skin, ears, appendages) function to support survival, growth, and behavior. | 2 |
| Brain Processing of Senses; Structure of Living Things; Animal Group Behavior; Adaptations and the Environment; | MS | College and Career Readiness Standards | 3rd Grade | L.3.1.3 | Obtain and communicate examples of physical features or behaviors of vertebrates and invertebrates and how these characteristics help them survive in particular environments, (e.g., animals hibernate, migrate, or estivate to stay alive when food is scarce or temperatures are not favorable). | 2 |
| Changing the Shape of Land; | MS | College and Career Readiness Standards | 1st Grade | L.1.4.3 | Create a solution for an agricultural problem (i.e., pollination, seed dispersal, over-crowding). Use an engineering design process to define the problem, design, construct, evaluate, and improve the solution. | 1 |
| Changing the Shape of Land; | MS | College and Career Readiness Standards | 1st Grade | E.1.9B.3 | With teacher guidance, plan and conduct a structured investigation to determine how the movement of water can change the shape of the land on earth. | 1 |
| Changing the Shape of Land; | MS | College and Career Readiness Standards | 2nd Grade | E.2.10.4 | Use informational text, other media, and first-hand observations to investigate and communicate the process and consequences of soil erosion. | 1 |
| Changing the Shape of Land; | MS | College and Career Readiness Standards | 2nd Grade | E.2.10.5 | With teacher guidance, investigate possible solutions to prevent or repair soil erosion. | 1 |
| Chemical vs. Physical Changes; | MS | College and Career Readiness Standards | 5th Grade | P.5.5C.2 | Analyze and communicate the results of physical changes to a substance that results in a reversible change (e.g., changes in states of matter with the addition or removal of energy, changes in size or shape, or combining/separating mixtures or solutions). | 2 |
| Classification of Materials; Material Properties and Purposes; | MS | College and Career Readiness Standards | Kindergarten | P.K.5A.2 | Describe and compare the properties of different materials (e.g., wood, plastic, metal, cloth, paper) and classify these materials by their observable characteristics (visual, aural, or natural textural) and by their physical properties (weight, volume, solid or liquid, and sink or float). | 1 |
| Communication Over Distances; | MS | College and Career Readiness Standards | 1st Grade | P.1.6B.2 | Create a device that uses light and/or sound to communicate over a distance (e.g., signal lamp with a flashlight). Use an engineering design process to define the problem, design, construct, evaluate, and improve the device. | 1 |
| Conservation of Matter; | MS | College and Career Readiness Standards | 2nd Grade | P.2.5.3 | Compare the weight of solid objects and the volume of liquid objects. Analyze and communicate findings. | 1 |
| Conservation of Matter; | MS | College and Career Readiness Standards | 5th Grade | P.5.5C.3 | Analyze and interpret data to support claims that when two substances are mixed, the total weight of matter is conserved. | 2 |
| Earth's Landscapes; | MS | College and Career Readiness Standards | 3rd Grade | E.3.7A.1 | Plan and conduct controlled scientific investigations to identify the processes involved in forming the three major types of rock, and investigate common techniques used to identify them. | 2 |
| Earth's Landscapes; | MS | College and Career Readiness Standards | 3rd Grade | E.3.7A.2 | Develop and use models to demonstrate the processes involved in the development of various rock formations, including superposition, and how those formations can fracture and move over time. | 2 |
| Earth's Orbit & Rotation | MS | College and Career Readiness Standards | 5th Grade | E.5.8B.4 | Obtain information and analyze how our understanding of the solar system has evolved over time (e.g., Earth-centered model of Aristotle and Ptolemy compared to the Sun-centered model of Copernicus and Galileo). | 2 |
| Earth's Orbit & Rotation; | MS | College and Career Readiness Standards | 2nd Grade | E.2.8.4 | With teacher support, gain an understanding that scientists are humans who use observations and experiments to learn about space. Obtain information from informational text or other media about scientists who have made important discoveries about objects in space (e.g., Galileo Galilei, Johannes Kepler, George Ellery Hale, Jill Tarter) or the development of technologies (e.g., various telescopes and detection devices, computer modeling, and space exploration). | 1 |
| Earth’s Orbit and Rotation; Sun and Other Stars; | MS | College and Career Readiness Standards | 5th Grade | E.5.8A.3 | Describe how constellations appear to move from Earth’s perspective throughout the seasons (e.g., Ursa Major, Ursa Minor, and Orion). | 2 |
| Ecosystems; | MS | College and Career Readiness Standards | 2nd Grade | L.2.3A.1 | Evaluate and communicate findings from informational text or other media to describe how animals change and respond to rapid or slow changes in their environment (fire, pollution, changes in tide, availability of food/water). | 1 |
| Ecosystems; | MS | College and Career Readiness Standards | 3rd Grade | L.3.4.1 | Obtain data from informational text to explain how changes in habitats (both those that occur naturally and those caused by organisms) can be beneficial or harmful to the organisms that live there. | 2 |
| Ecosystems; | MS | College and Career Readiness Standards | 3rd Grade | L.3.4.2 | Ask questions to predict how natural or man-made changes in a habitat cause plants and animals to respond in different ways, including hibernating, migrating, responding to light, death, or extinction (e.g., sea turtles, the dodo bird, or nocturnal species). | 2 |
| Ecosystems; | MS | College and Career Readiness Standards | 3rd Grade | L.3.4.4 | Define and improve a solution to a problem created by environmental changes and any resulting impacts on the types of density and distribution of plant and animal populations living in the environment (e.g., replanting sea oats in coastal areas or developing or preserving wildlife corridors and green belts). Use an engineering design process to define the problem, design, construct, evaluate, and improve the environment. | 2 |
| Ecosystems; Food Webs; | MS | College and Career Readiness Standards | 5th Grade | L.5.3B.1 | Obtain and evaluate scientific information regarding the characteristics of different ecosystems and the organisms they support (e.g., salt and fresh water, deserts, grasslands, forests, rain forests, or polar tundra lands). | 2 |
| Energy Transfer | MS | College and Career Readiness Standards | 4th Grade | P.4.6A.4 | Develop models that demonstrate the path of an electric current in a complete, simple circuit (e.g., lighting a light bulb or making a sound). | 2 |
| External Animal Parts; | MS | College and Career Readiness Standards | Kindergarten | L.K.1B.1.b | Develop and use models to exemplify how animals use their body parts to protect themselves. | 1 |
| External Animal Parts; | MS | College and Career Readiness Standards | Kindergarten | L.K.1B.1.c | Develop and use models to exemplify how animals use their body parts to move from place to place. | 1 |
| External Animal Parts; Animals Need Food; | MS | College and Career Readiness Standards | Kindergarten | L.K.1B.1.a | Develop and use models to exemplify how animals use their body parts to obtain food and other resources. | 1 |
| Extreme Weather Solutions; | MS | College and Career Readiness Standards | 4th Grade | P.4.6A.5 | Use informational text and technology resources to communicate technological breakthroughs made by historical figures in electricity (e.g., Alessandro Volta, Michael Faraday, Nicola Tesla, Thomas Edison, incandescent light bulbs, batteries, Light Emitting Diodes). | 2 |
| Extreme Weather Solutions; | MS | College and Career Readiness Standards | 4th Grade | E.4.9C.5 | Obtain and communicate information about severe weather phenomena (e.g., thunderstorms, hurricanes, or tornadoes) to explain steps humans can take to reduce the impact of severe weather events. | 2 |
| Extreme Weather Solutions; Natural Disasters; | MS | College and Career Readiness Standards | 5th Grade | E.5.10.2 | Design a process for better preparing communities to withstand manmade or natural disasters (e.g., removing oil from water or soil, systems that reduce the impact of floods, structures that resist hurricane forces). Use an engineering design process to define the problem, design, construct, evaluate, and improve the disaster plan. | 2 |
| Extreme Weather Solutions; Natural Disasters; Weathering & Erosion; Interactions of Earth’s Spheres; | MS | College and Career Readiness Standards | 4th Grade | E.4.9C.1 | Analyze and interpret data to describe and predict how natural processes (e.g., weathering, erosion, deposition, earthquakes, tsunamis, hurricanes, or storms) affect Earth’s surface. | 2 |
| Food Webs; | MS | College and Career Readiness Standards | 5th Grade | L.5.3B.3 | Design and interpret models of food webs to justify what effects the removal or the addition of a species (i.e., introduced or invasive) would have on a specific population and/or the ecosystem as a whole. | 2 |
| Food Webs; | MS | College and Career Readiness Standards | 5th Grade | L.5.3B.4 | Communicate scientific or technical information that explains human positions in food webs and our potential impacts on these systems. | 2 |
| Fossils & Extinction; | MS | College and Career Readiness Standards | Kindergarten | L.K.4.1 | Obtain information from informational text or other media to document and report examples of different plants or animals that are extinct. | 1 |
| Fossils & Extinction; | MS | College and Career Readiness Standards | Kindergarten | L.K.4.2 | Observe and report how some present-day animals resemble extinct animals (i.e., elephants resemble woolly mammoths). | 1 |
| Fossils & Extinction; Earth's Landscapes; | MS | College and Career Readiness Standards | 3rd Grade | L.3.4.5 | Construct scientific argument using evidence from fossils of plants and animals that lived long ago to infer the characteristics of early environments (e.g., marine fossils on dry land, tropical plant fossils in arctic areas, or fossils of extinct organisms in any environment). | 2 |
| Fossils & Extinction; Earth's Landscapes; | MS | College and Career Readiness Standards | 3rd Grade | E.3.7A.3 | Ask questions to generate testable hypotheses regarding the formation and location of fossil types, including their presence in some sedimentary rock. | 2 |
| Four Seasons and Day Length; | MS | College and Career Readiness Standards | Kindergarten | E.K.8A.1 | Construct an explanation of the pattern of the Earth’s seasonal changes in the environment using evidence from observations. | 1 |
| Four Seasons and Day Length; | MS | College and Career Readiness Standards | 1st Grade | L.1.4.1 | Explore the cause and effect relationship between plant adaptations and environmental changes (i.e., leaves turning toward the sun, leaves changing color, leaves wilting, or trees shedding leaves). | 1 |
| Four Seasons and Day Length; | MS | College and Career Readiness Standards | 1st Grade | E.1.9A.2 | Develop and use models to predict weather conditions associated with seasonal patterns and changes. | 1 |
| Four Seasons and Day Length; | MS | College and Career Readiness Standards | 2nd Grade | E.2.8.2 | With teacher guidance, observe, describe, and predict the seasonal patterns of sunrise and sunset. Collect, represent, and interpret data from internet sources to communicate findings. | 1 |
| Habitats; | MS | College and Career Readiness Standards | 1st Grade | L.1.4.2 | Describe how the different characteristics of plants help them to survive in distinct environments (e.g., rain forest, desert, grasslands, forests). | 1 |
| Habitats; | MS | College and Career Readiness Standards | Kindergarten | L.K.3B.2 | Create a model habitat which demonstrates interdependence of plants and animals using an engineering design process to define the problem, design, construct, evaluate, and improve the habitat. | 1 |
| Habitats; | MS | College and Career Readiness Standards | Kindergarten | P.K.5B.1 | Use basic shapes and spatial reasoning to model large objects in the environment using a set of small objects (e.g., blocks, construction sets). | 1 |
| Habitats; | MS | College and Career Readiness Standards | 2nd Grade | L.2.3B.2 | Conduct an investigation to find evidence where plants and animals compete or cooperate with other plants and animals for food or space. Present findings (i.e., using technology or models). | 1 |
| Habitats; Food Webs (K-2) | MS | College and Career Readiness Standards | 2nd Grade | L.2.3B.1 | Evaluate and communicate findings from informational text or other media to describe and to compare how animals interact with other animals and plants in the environment (i.e., predator-prey relationships, herbivore, carnivore, omnivore). | 1 |
| Heating and Cooling; | MS | College and Career Readiness Standards | 2nd Grade | P.2.5.4 | Construct scientific arguments to support claims that some changes to matter caused by heating can be reversed, and some changes cannot be reversed. | 1 |
| How Do We Use Food; | MS | College and Career Readiness Standards | 5th Grade | L.5.3A.1 | Research and communicate the basic process of photosynthesis that is used by plants to convert light energy into chemical energy that can be stored and released to fuel an organism’s activities. | 2 |
| How Do We Use Food; Food Webs; | MS | College and Career Readiness Standards | 5th Grade | L.5.3B.2 | Develop and use a food chain model to classify organisms as producers, consumers, or decomposers. Trace the energy flow to explain how each group of organisms obtains energy. | 2 |
| Human Body Systems; | MS | College and Career Readiness Standards | 4th Grade | L.4.1.2 | Obtain and communicate data to describe patterns that indicate the nature of relationships between human organ systems, which interact with one another to control digestion, respiration, circulation, excretion, movement, coordination, and protection from infection. | 2 |
| Inspired by Nature (Biomimicry); | MS | College and Career Readiness Standards | 2nd Grade | L.2.4.2 | Create a solution exemplified by animal adaptations to solve a human problem in a specific environment (e.g., snowshoes are like hare’s feet or flippers are like duck's feet). Use an engineering design process to define the problem, design, construct, evaluate, and improve the solution. | 1 |
| Introduction to Light; | MS | College and Career Readiness Standards | 1st Grade | P.1.6A.2 | Use evidence from observations to explain how shadows form and change with the position of the light source. | 1 |
| Introduction to Sound; | MS | College and Career Readiness Standards | 1st Grade | P.1.6B.1 | Conduct an investigation to provide evidence that vibrations create sound (e.g., pluck a guitar string) and that sound can create vibrations (e.g., feeling sound through a speaker). | 1 |
| Introduction to Traits; | MS | College and Career Readiness Standards | Kindergarten | L.K.2.4 | Use observations to explain that young plants and animals are like but not exactly like their parents (i.e., puppies look similar, but not exactly like their parents). | 1 |
| Introduction to Weather; | MS | College and Career Readiness Standards | 1st Grade | E.1.9A.1 | Analyze and interpret data from observations and measurements to describe local weather conditions (including temperature, wind, and forms of precipitation). | 1 |
| Introduction to Weather; | MS | College and Career Readiness Standards | 1st Grade | E.1.9A.4 | Obtain and communicate information about severe weather conditions to explain why certain safety precautions are necessary. | 1 |
| Introduction to Weather (DIY); | MS | College and Career Readiness Standards | 1st Grade | E.1.10.3 | Create a device that will collect free water to meet a human need (e.g., household drinking water, watering plants/animals, cleaning). Use an engineering design process to define the problem, design, construct, evaluate, and improve the device. | 1 |
| Light Reflection & Vision; | MS | College and Career Readiness Standards | 1st Grade | P.1.6A.1 | Construct explanations using first-hand observations or other media to describe how reflected light makes an object visible. | 1 |
| Light Reflection & Vision; | MS | College and Career Readiness Standards | 4th Grade | P.4.6B.2 | Obtain and communicate information to explain how the visibility of an object is related to light. | 2 |
| Light Reflection & Vision; | MS | College and Career Readiness Standards | 4th Grade | P.4.6B.3 | Develop and use models to communicate how light travels and behaves when it strikes an object, including reflection, refraction, and absorption. | 2 |
| Light Reflection & Vision; | MS | College and Career Readiness Standards | 4th Grade | P.4.6B.4 | Plan and conduct scientific investigations to explain how light behaves when it strikes transparent, translucent, and opaque materials. | 2 |
| Living Things Change Their Environment; | MS | College and Career Readiness Standards | 2nd Grade | L.2.3A.2 | Construct scientific arguments to explain how animals can make major changes (e.g., beaver dams obstruct streams, or large deer populations destroying crops) and minor changes to their environments (e.g., ant hills, crawfish burrows, mole tunnels). Communicate findings. | 1 |
| Living vs. Non-Living Things; | MS | College and Career Readiness Standards | Kindergarten | L.K.1A.1 | With teacher guidance, conduct an investigation of living organisms and nonliving objects in various real-world environments to define characteristics of living organisms that distinguish them from nonliving things (e.g., playground, garden, school grounds). | 1 |
| Magnets & Static Electricity; | MS | College and Career Readiness Standards | 5th Grade | P.5.5A.3 | Analyze matter through observations and measurements to classify materials (e.g., powders, metals, minerals, or liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, or density). | 2 |
| Magnets & Static Electricity; | MS | College and Career Readiness Standards | 3rd Grade | P.3.6.3 | Research and communicate information to explain how magnets are used in everyday life. | 2 |
| Magnets & Static Electricity; | MS | College and Career Readiness Standards | 3rd Grade | P.3.6.4 | Define and solve a simple design problem by applying scientific ideas about magnets (e.g., can opener, door latches, paperclip holders, finding studs in walls, magnetized paint). Use an engineering design process to define the problem, design, construct, evaluate, and improve the magnet. | 2 |
| Magnets & Static Electricity; Balanced & Unbalanced Forces; | MS | College and Career Readiness Standards | 5th Grade | P.5.6.3 | Develop and use models to explain how the amount or type of force, both contact and non-contact, affects the motion of an object. | 2 |
| Moon & Its Phases; | MS | College and Career Readiness Standards | 2nd Grade | E.2.8.6 | Create a model that will demonstrate the observable pattern of motion of the Sun or Moon. Use an engineering design process to define the problem, design, construct, evaluate, and improve the model. | 1 |
| Moon & Its Phases; | MS | College and Career Readiness Standards | 5th Grade | E.5.8B.1 | Analyze and interpret data from observations and research (e.g., from NASA, NOAA, or the USGS) to explain patterns in the location, movement, and appearance of the moon throughout a month and over the course of a year. | 2 |
| Moon & Its Phases; | MS | College and Career Readiness Standards | 5th Grade | E.5.8B.2 | Develop and use a model of the Earth-Sun-Moon system to analyze the cyclic patterns of lunar phases, solar and lunar eclipses, and seasons. | 2 |
| Natural Resources; | MS | College and Career Readiness Standards | 2nd Grade | E.2.10.3 | Use informational text and other media to summarize and communicate how Earth materials are used (e.g., soil and water to grow plants; rocks to make roads, walls or building; or sand to make glass). | 1 |
| Natural Resources; Renewable vs. Nonrenewable Resources; | MS | College and Career Readiness Standards | 2nd Grade | E.2.10.2 | Conduct an investigation to identify and classify everyday objects that are resources from the Earth (e.g., drinking water, granite countertops, clay dishes, wood furniture, or gas grill). Classify these objects as renewable and nonrenewable resources. | 1 |
| Oceans, Lakes and Rivers; | MS | College and Career Readiness Standards | 1st Grade | E.1.9B.1 | Locate, classify, and describe bodies of water (oceans, rivers, lakes, and ponds) on the Earth’s surface using maps, globes, or other media. | 1 |
| Oceans, Lakes and Rivers; | MS | College and Career Readiness Standards | 1st Grade | E.1.9B.2 | Generate and answer questions to explain the patterns and location of frozen and liquid bodies of water on earth using maps, globes, or other media. | 1 |
| Oceans, Lakes and Rivers; Natural Resources; | MS | College and Career Readiness Standards | 1st Grade | E.1.10.1 | Obtain and evaluate informational texts and other media to generate and answer questions about water sources and human uses of clean water. | 1 |
| Particle Nature of Matter; | MS | College and Career Readiness Standards | 3rd Grade | P.3.5.2 | Develop and use models to communicate the concept that matter is made of particles too small to be seen that move freely around in space (e.g., inflation and shape of a balloon, wind blowing leaves, or dust suspended in the air). | 2 |
| Particle Nature of Matter; | MS | College and Career Readiness Standards | 3rd Grade | P.3.5.3 | Plan and conduct investigations that particles speed up or slow down with addition or removal of heat. | 2 |
| Particle Nature of Matter; Properties of Matter; | MS | College and Career Readiness Standards | 5th Grade | P.5.5A.2 | Collect, analyze, and interpret data from measurements of the physical properties of solids, liquids, and gases (e.g., volume, shape, movement, and spacing of particles. | 2 |
| Particle Nature of Matter; Water Cycle (3-5 Version); | MS | College and Career Readiness Standards | 3rd Grade | P.3.5.1 | Plan and conduct scientific investigations to determine how changes in heat (i.e., an increase or decrease) change matter from one state to another (e.g., melting, freezing, condensing, boiling, or evaporating). | 2 |
| Parts of a Plant; | MS | College and Career Readiness Standards | 1st Grade | L.1.1.1 | Construct explanations using first-hand observations or other media to describe the structures of different plants (i.e., root, stem, leaves, flowers, and fruit). Report findings using drawings, writing, or models. | 1 |
| Parts of a Plant; | MS | College and Career Readiness Standards | 1st Grade | L.1.1.2 | Obtain information from informational text and other media to describe the function of each plant part (roots absorb water and anchor the plant, leaves make food, the stem transports water and food, petals attract pollinators, flowers produce seeds, and seeds produce new plants). | 1 |
| Parts of a Plant; | MS | College and Career Readiness Standards | 1st Grade | L.1.1.3 | Design and conduct an experiment that shows the absorption of water and how it is transported through the plant. Report observations using drawings, sketches, or models. | 1 |
| Parts of a Plant; | MS | College and Career Readiness Standards | 1st Grade | L.1.1.4 | Create a model which explains the function of each plant structure (roots, stem, leaves, petals, flowers, seeds). | 1 |
| Patterns in the Sky; | MS | College and Career Readiness Standards | 2nd Grade | E.2.8.3 | Observe and compare the details in images of the moon and planets using the perspective of the naked eye, telescopes, and data from space exploration. | 1 |
| Patterns in the Sky; | MS | College and Career Readiness Standards | 2nd Grade | E.2.8.5 | Use informational text and other media to observe, describe and predict the visual patterns of motion of the Sun (sunrise, sunset) and Moon (phases). | 1 |
| Patterns of Motion & Friction | MS | College and Career Readiness Standards | 5th Grade | P.5.6.6 | Design a system to increase the effects of friction on the motion of an object (e.g., non-slip surfaces or vehicle braking systems or flaps on aircraft wings). Use an engineering design process to define the problem, design, construct, evaluate, and improve the system. | 2 |
| Patterns of Motion & Friction; | MS | College and Career Readiness Standards | 2nd Grade | P.2.6.2.1 | Generate and answer questions about the relationship between friction and the motion of objects. | 1 |
| Patterns of Motion & Friction; | MS | College and Career Readiness Standards | 2nd Grade | P.2.6.2.2 | Generate and answer questions about the relationship between friction and the production of heat. | 1 |
| Patterns of Motion & Friction; | MS | College and Career Readiness Standards | 2nd Grade | P.2.6.3 | Develop a plan to change the force (push or pull) of friction to solve a human problem (e.g., improve the ride on a playground slide or make a toy car or truck go faster). Use an engineering design process to define the problem, design, construct, evaluate, and improve the plan. | 1 |
| Patterns of Motion & Friction; | MS | College and Career Readiness Standards | 5th Grade | P.5.6.2 | Predict the future motion of various objects based on past observation and measurement of position, direction, and speed. | 2 |
| Patterns of Motion & Friction; | MS | College and Career Readiness Standards | 5th Grade | P.5.6.5 | Predict how a change of force, mass, and/or friction affects the motion of an object to convert potential energy into kinetic energy. | 2 |
| Patterns of Motion & Friction; Energy Transfer; | MS | College and Career Readiness Standards | 4th Grade | P.4.6A.1 | Obtain and communicate information to compare how different processes (including burning, friction, and electricity) serve as sources of heat energy. | 2 |
| Plant Growth Conditions; | MS | College and Career Readiness Standards | Kindergarten | L.K.2.3 | With teacher guidance, conduct a structured investigation to observe and measure (comparison of lengths) the changes in various individuals of a single plant species from seed germination to adult plant. Record observations using drawing or writing. | 1 |
| Plant Growth Conditions; Plants Need Water And Light | MS | College and Career Readiness Standards | Kindergarten | L.K.3A.1 | With teacher guidance, conduct a structured investigation to determine what plants need to live and grow (water, light, and a place to grow). Measure growth by directly comparing plants with other objects. | 1 |
| Plant Growth Conditions; Sunlight Warms the Earth | MS | College and Career Readiness Standards | 2nd Grade | E.2.10.1 | Use informational text, other media, and first-hand observations to investigate, analyze and compare the properties of Earth materials (including rocks, soils, sand, and water). | 1 |
| Plants Need Water And Light; | MS | College and Career Readiness Standards | 1st Grade | L.1.3A.1 | Conduct structured investigations to make and test predictions about what plants need to live, grow, and repair including water, nutrients, sunlight, and space. Develop explanations, compare results, and report findings. | 1 |
| Plants Need Water And Light; | MS | College and Career Readiness Standards | 2nd Grade | L.2.2.1 | Use observations through informational texts and other media to observe the different stages of the life cycle of trees (i.e., pines, oaks) to construct explanations and compare how trees change and grow over time. | 1 |
| Pollination and Seed Dispersal; | MS | College and Career Readiness Standards | 1st Grade | L.1.3B.1 | Identify the body parts of a pollinating insect (e.g., bee, butterfly) and describe how insects use these parts to gather nectar or disburse pollen. Report findings using drawings, writing, or models. | 1 |
| Properties of Matter | MS | College and Career Readiness Standards | 5th Grade | P.5.5A.1 | Obtain and evaluate scientific information to describe basic physical properties of atoms and molecules. | 2 |
| Properties of Matter; | MS | College and Career Readiness Standards | 5th Grade | P.5.5A.4 | Make and test predictions about how the density of an object affects whether the object sinks or floats when placed in a liquid. | 2 |
| Properties of Matter; | MS | College and Career Readiness Standards | 5th Grade | P.5.5B.1 | Obtain and evaluate scientific information to describe what happens to the properties of substances in mixtures and solutions. | 2 |
| Properties of Matter; Chemical vs. Physical Changes; | MS | College and Career Readiness Standards | 5th Grade | P.5.5C.1 | Analyze and communicate the results of chemical changes that result in the formation of new materials (e.g., decaying, burning, rusting, or cooking). | 2 |
| Pushes and Pulls; | MS | College and Career Readiness Standards | 2nd Grade | P.2.6.1 | Conduct a structured investigation to collect, represent, and analyze data from observations and measurements to demonstrate the effects of pushes and pulls with different strengths and directions. Communicate findings (e.g., models or technology). | 1 |
| Reducing Our Impact on Earth; | MS | College and Career Readiness Standards | Kindergarten | E.K.10.1 | Participate in a teacher-led activity to gather, organize and record recyclable materials data on a chart or table using technology. Communicate results. | 1 |
| Reducing Our Impact on Earth; | MS | College and Career Readiness Standards | Kindergarten | E.K.10.2 | With teacher guidance, develop questions to conduct a structured investigation to determine ways to conserve Earth's resources (i.e., reduce, reuse, and recycle) and communicate results. | 1 |
| Reducing Our Impact on Earth; Natural Resources; | MS | College and Career Readiness Standards | Kindergarten | E.K.10.3 | Create a product from the reused materials that will meet a human need (e.g., pencil holder, musical instrument, bird feeder). Use an engineering design process to define the problem, design, construct, evaluate, and improve the product. | 1 |
| Reducing Our Impact on Earth; Natural Resources; | MS | College and Career Readiness Standards | 1st Grade | E.1.10.2 | Communicate solutions that will reduce the impact of humans on the use and quality of water in the local environment. | 1 |
| Renewable vs. Nonrenewable Resources; | MS | College and Career Readiness Standards | 4th Grade | E.4.10.1 | Organize simple data sets to compare energy and pollution output of various traditional, nonrenewable resources (e.g., coal, crude oil, wood). | 2 |
| Renewable vs. Nonrenewable Resources; | MS | College and Career Readiness Standards | 4th Grade | E.4.10.2 | Use technology or informational text to investigate, evaluate, and communicate various forms of clean energy generation. | 2 |
| Renewable vs. Nonrenewable Resources; | MS | College and Career Readiness Standards | 3rd Grade | E.3.10.1 | Identify some of Earth's resources that are used in everyday life such as water, wind, soil, forests, oil, natural gas, and minerals and classify as renewable or nonrenewable. | 2 |
| Renewable vs. Nonrenewable Resources; | MS | College and Career Readiness Standards | 3rd Grade | E.3.10.3.a | Use maps and historical information to identify natural resources in the state connecting | 2 |
| Renewable vs. Nonrenewable Resources; Energy Transfer; | MS | College and Career Readiness Standards | 4th Grade | P.4.6A.3 | Develop models demonstrating how heat and electrical energy can be transformed into other forms of energy (e.g., motion, sound, heat, or light). | 2 |
| Renewable vs. Nonrenewable Resources; Energy Transfer; | MS | College and Career Readiness Standards | 4th Grade | P.4.6A.6 | Design a device that converts any form of energy from one form to another form (e.g., construct a musical instrument that will convert vibrations to sound by controlling varying pitches, a solar oven that will convert energy from the sun to heat energy, or a simple circuit that can be used to complete a task). Use an engineering design process to define the problem, design, construct, evaluate, and improve the device. | 2 |
| Renewable vs. Nonrenewable Resources; Interactions of Earth’s Spheres; | MS | College and Career Readiness Standards | 3rd Grade | E.3.10.2 | Obtain and communicate information to exemplify how humans attain, use, and protect renewable and nonrenewable Earth resources. | 2 |
| Renewable vs. Nonrenewable Resources; Water Quality & Distribution; | MS | College and Career Readiness Standards | 3rd Grade | E.3.10.3.b | Use maps and historical information to identify natural resources in the state connecting how the use of those resources impacts the environment. | 2 |
| Renewable vs. Nonrenewable Resources; Water Quality & Distribution; Interactions of Earth’s Spheres; | MS | College and Career Readiness Standards | 5th Grade | E.5.10.1 | Collect and organize scientific ideas that individuals and communities can use to conserve Earth’s natural resources and systems (e.g., implementing watershed management practices to conserve water resources, utilizing no-till farming to improve soil fertility, reducing emissions to abate air pollution, or recycling to reduce landfill waste). | 2 |
| Solids, Liquids and Gases; Classification of Materials; Material Properties and Purposes; | MS | College and Career Readiness Standards | 2nd Grade | P.2.5.1 | Conduct a structured investigation to collect, represent, and analyze categorical data to classify matter as solid, liquid, or gas. Report findings and describe a variety of materials according to observable physical properties (e.g., size, color, texture, opacity, solubility). | 1 |
| Solids, Liquids and Gases; Heating and Cooling; | MS | College and Career Readiness Standards | Kindergarten | P.K.5A.1 | Generate questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa. | 1 |
| Structure of Living Things; Adaptations and the Environment; | MS | College and Career Readiness Standards | 3rd Grade | L.3.1.2 | Examine evidence to communicate information that the internal and external structures of plant (e.g., thorns, leaves, stems, roots, or colored petals) function to support survival, growth, behavior, and reproduction. | 2 |
| Sun and Other Stars; | MS | College and Career Readiness Standards | 2nd Grade | E.2.8.1 | Recognize that there are many stars that can be observed in the night sky and the Sun is the Earth’s closest star. | 1 |
| Sun and Other Stars; | MS | College and Career Readiness Standards | 5th Grade | E.5.8A.2 | Use evidence to argue why the sun appears brighter than other stars. | 2 |
| Sun and Other Stars; | MS | College and Career Readiness Standards | 5th Grade | E.5.8A.4 | Construct scientific arguments to support claims about the importance of astronomy in navigation and exploration, including the use of telescopes, compasses, and star charts. | 2 |
| Sunlight Warms the Earth; | MS | College and Career Readiness Standards | 1st Grade | E.1.9A.3 | Construct an explanation for the general pattern of change in daily temperatures by measuring and calculating the difference between morning and afternoon temperatures. | 1 |
| Sunlight Warms the Earth; | MS | College and Career Readiness Standards | Kindergarten | E.K.8B.2 | With teacher guidance, develop questions to conduct a structured investigation to determine how sunlight affects the temperature of the Earth’s natural resources (e.g., sand, soil, rocks, and water). | 1 |
| Sunlight Warms the Earth; | MS | College and Career Readiness Standards | Kindergarten | E.K.8B.3 | Develop a device (i.e., umbrella, shade structure, or hat) which would reduce heat from the sun (temperature) using an engineering design process to define the problem, design, construct, evaluate, and improve the device. | 1 |
| Sunlight Warms the Earth; Patterns in the Sky; | MS | College and Career Readiness Standards | Kindergarten | E.K.8B.1 | With teacher guidance, generate and answer questions to develop a simple model, which describes observable patterns of sunlight on the Earth’s surface (day and night). | 1 |
| The Five Senses; | MS | College and Career Readiness Standards | Kindergarten | L.K.1B.2 | Identify and describe examples of how animals use their sensory body parts (eyes to detect light and movement, ears to detect sound, skin to detect temperature and touch, tongue to taste, and nose to detect smell). | 1 |
| Variation of Traits; | MS | College and Career Readiness Standards | 3rd Grade | L.3.2.1 | Identify traits and describe how traits are passed from parent organism(s) to offspring in plants and animals. | 2 |
| Variation of Traits; | MS | College and Career Readiness Standards | 3rd Grade | L.3.2.3 | Describe and provide examples of offspring from two parent organisms as containing a combination of inherited traits from both parent organisms. | 2 |
| Variation of Traits; | MS | College and Career Readiness Standards | 3rd Grade | L.3.2.4 | Obtain and communicate data to provide evidence that plants and animals have traits inherited from both parent organisms and that variations of these traits exist in groups of similar organisms (e.g., flower colors in pea plants or fur color and pattern in animal offspring). | 2 |
| Variation of Traits; | MS | College and Career Readiness Standards | 3rd Grade | L.3.2.5 | Research to justify the concept that traits can be influenced by the environment (e.g., stunted growth in normally tall plants due to insufficient water, changes in an arctic fox’s fur color due to light and/or temperature, or flamingo plumage). | 2 |
| Variation of Traits; | MS | College and Career Readiness Standards | 3rd Grade | L.3.4.3 | Analyze and interpret data to explain how variations in characteristics among organisms of the same species may provide advantages in surviving, finding mates, and reproducing (e.g., plants with larger thorns being less likely to be eaten by predators or animals with better camouflage colorations being more likely to survive and bear offspring). | 2 |
| Variation of Traits; | MS | College and Career Readiness Standards | 3rd Grade | L.3.2.2 | Describe and provide examples of plant and animal offspring from a single parent organism (e.g., bamboo, fern, or starfish) as being an exact replica with identical traits as the parent organism. | 2 |
| Water Cycle (3-5 Version); | MS | College and Career Readiness Standards | 4th Grade | E.4.9A.1 | Develop and use models to explain how the sun’s energy drives the water cycle. (e.g., evaporation, condensation, precipitation, transpiration, runoff, and groundwater). | 2 |
| Water Cycle (3-5 Version); Interactions of Earth’s Spheres; | MS | College and Career Readiness Standards | 4th Grade | E.4.9C.4 | Research and explain how systems (i.e., the atmosphere, geosphere, and/or hydrosphere), interact and support life in the biosphere. | 2 |
| Water Cycle (3-5 Version); Interactions of Earth’s Spheres; | MS | College and Career Readiness Standards | 3rd Grade | E.3.9.1 | Develop models to communicate the characteristics of the Earth's major systems, including the geosphere, hydrosphere, atmosphere, and biosphere (e.g., digital models, illustrations, flip books, diagrams, charts, tables). | 2 |
| Water Quality & Distribution; | MS | College and Career Readiness Standards | 5th Grade | P.5.5B.4 | Design an effective system (e.g., sifting, filtration, evaporation, magnetic attraction, or floatation) for separating various mixtures. Use an engineering design process to define the problem, design, construct, evaluate, and improve the system. | 2 |
| Water Quality & Distribution; | MS | College and Career Readiness Standards | 3rd Grade | E.3.9.3 | Use graphical representations to communicate the distribution of freshwater and saltwater on Earth (e.g., oceans, lakes, rivers, glaciers, groundwater, or polar ice caps). | 2 |
| Water Quality & Distribution; | MS | College and Career Readiness Standards | 3rd Grade | E.3.10.4 | Design a process for cleaning a polluted environment (e.g., simulating an oil spill in the ocean or a flood in a city and creating a solution for containment and/or cleanup). Use an engineering design process to define the problem, design, construct, evaluate, and improve the environment. | 2 |
| Water Quality & Distribution; Interactions of Earth’s Spheres; Ecosystems; | MS | College and Career Readiness Standards | 4th Grade | E.4.9C.3 | Construct scientific arguments from evidence to support claims that human activities, such as conservation efforts or pollution, affect the land, oceans, and atmosphere of Earth. | 2 |
| Wave Properties; | MS | College and Career Readiness Standards | 4th Grade | P.4.6C.1 | Plan and conduct scientific investigations to test how different variables affect the properties of sound (i.e., pitch and volume). | 2 |
| Wave Properties; | MS | College and Career Readiness Standards | 4th Grade | P.4.6C.2 | In relation to how sound is perceived by humans, analyze and interpret data from observations and measurements to report how changes in vibration affect the pitch and volume of sound. | 2 |
| Weather vs. Climate; | MS | College and Career Readiness Standards | 4th Grade | E.4.9B.1 | Analyze and interpret data (e.g., temperature, precipitation, wind speed/direction, relative humidity, or cloud types) to predict changes in weather over time. | 2 |
| Weather vs. Climate; | MS | College and Career Readiness Standards | 4th Grade | E.4.9B.2 | Construct explanations about regional climate differences using maps and long-term data from various regions. | 2 |
| Weather vs. Climate; | MS | College and Career Readiness Standards | 4th Grade | E.4.9B.3 | Design weather instruments utilized to measure weather conditions (e.g., barometer, hygrometer, rain gauge, anemometer, or wind vane). Use an engineering design process to define the problem, design, construct, evaluate, and improve the weather instrument. | 2 |
| Weathering & Erosion; | MS | College and Career Readiness Standards | 4th Grade | E.4.9C.2 | Develop and use models of natural processes to explain the effect of the movement of water on the ocean shore zone, including beaches, barrier islands, estuaries, and inlets (e.g., marshes, bays, lagoons, fjord, or sound). | 2 |
| Weathering & Erosion; | MS | College and Career Readiness Standards | 3rd Grade | E.3.7B.2 | Develop and use models to describe the characteristics of Earth's continental landforms and classify landforms as volcanoes, mountains, valleys, canyons, planes, and islands. | 2 |
| Weathering & Erosion; | MS | College and Career Readiness Standards | 3rd Grade | E.3.7B.4 | Compare and contrast constructive (e.g., deposition, volcano) and destructive (e.g., weathering, erosion, earthquake) processes of the Earth. | 2 |
| Weathering & Erosion; Earth's Landscapes; | MS | College and Career Readiness Standards | 3rd Grade | E.3.9.2 | Construct explanations of how different landforms and surface features result from the location and movement of water on Earth’s surface (e.g., watersheds, drainage basins, deltas, or rivers). | 2 |
| Weathering & Erosion; Interactions of Earth’s Spheres; | MS | College and Career Readiness Standards | 3rd Grade | E.3.7B.3 | Develop and use models of weathering, erosion, and deposition processes which explain the appearance of various Earth features (e.g., the Grand Canyon, Arches National Park in Utah, Plymouth Bluff in Columbus, or Red Bluff in Marion County, Mississippi). | 2 |
| What is Engineering? | MS | College and Career Readiness Standards | Kindergarten | P.K.5B.3 | Explain why things may not work the same if some of the parts are missing. | 1 |
| What is Engineering? | MS | College and Career Readiness Standards | Kindergarten | P.K.5B.2 | Analyze a large composite structure to describe its smaller components using drawing and writing. | 1 |
| What Is Science? (3-5 Version); | MS | College and Career Readiness Standards | Kindergarten | L.K.1A.2 | With teacher support, gain an understanding that scientists are humans who use observations to learn about the natural world. Obtain information from informational text or other media about scientists who have made important observations about living things (e.g., Carl Linnaeus, John James Audubon, Jane Goodall). | 1 |
| What Is Science? (3-5 Version); | MS | College and Career Readiness Standards | 1st Grade | L.1.1.5 | With teacher support, gain an understanding that scientists are humans who use observations and experiments to learn about the natural world. Obtain information from informational text or other media about scientists who have made important observations about plants (e.g., Theophrastus, Gregor Mendel, George Washington Carver, Katherine Esau). | 1 |
| What Is Science? (3-5 Version); | MS | College and Career Readiness Standards | 4th Grade | P.4.6B.1 | Construct scientific evidence to support the claim that white light is made up of different colors. Include the work of Sir Isaac Newton to communicate results. | 2 |
| Bacteria & Viruses; Plant & Animal Cells; | MS | College and Career Readiness Standards | Grade 6 | L.6.1.1 | Use argument supported by evidence in order to distinguish between living and non-living things, including viruses and bacteria. | |
| Plant & Animal Cells; | MS | College and Career Readiness Standards | Grade 6 | L.6.1.2 | Obtain and communicate evidence to support the cell theory. | |
| Plant & Animal Cells; | MS | College and Career Readiness Standards | Grade 6 | L.6.1.3 | Develop and use models to explain how specific cellular components (cell wall, cell membrane, nucleus, chloroplast, vacuole, and mitochondria) function together to support the life of prokaryotic and eukaryotic organisms to include plants, animals, fungi, protists, and bacteria (not to include biochemical function of cells or cell part). | |
| Plant & Animal Cells; | MS | College and Career Readiness Standards | Grade 6 | L.6.1.4 | Compare and contrast different cells in order to classify them as a protist, fungus, plant, or animal. | |
| Multicellular Organisms; | MS | College and Career Readiness Standards | Grade 6 | L.6.1.5 | Provide evidence that organisms are unicellular or multicellular. | |
| Multicellular Organisms; | MS | College and Career Readiness Standards | Grade 6 | L.6.1.6 | Develop and use models to show relationships among the increasing complexity of multicellular organisms (cells, tissues, organs, organ systems, organisms) and how they serve the needs of the organism. | |
| Competition in Ecosystems; | MS | College and Career Readiness Standards | Grade 6 | L.6.3.1 | Use scientific reasoning to explain differences between biotic and abiotic factors that demonstrate what living organisms need to survive. | |
| Competition in Ecosystems; | MS | College and Career Readiness Standards | Grade 6 | L.6.3.2 | Develop and use models to describe the levels of organization within ecosystems (species, populations, communities, ecosystems, and biomes). | |
| Competition in Ecosystems; | MS | College and Career Readiness Standards | Grade 6 | L.6.3.3 | Analyze cause and effect relationships to explore how changes in the physical environment (limiting factors, natural disasters) can lead to population changes within an ecosystem. | |
| Symbiosis (Interactions Between Organisms); | MS | College and Career Readiness Standards | Grade 6 | L.6.3.4 | Investigate organism interactions in a competitive or mutually beneficial relationship (predation, competition, cooperation, or symbiotic relationships). | |
| Food Webs: Cycling of Matter & Flow of Energy; | MS | College and Career Readiness Standards | Grade 6 | L.6.3.5 | Develop and use food chains, webs, and pyramids to analyze how energy is transferred through an ecosystem from producers (autotrophs) to consumers (heterotrophs, including humans) to decomposers. | |
| Classification of Living Things; | MS | College and Career Readiness Standards | Grade 6 | L.6.4.1 | Compare and contrast modern classification techniques (e.g., analyzing genetic material) to the historical practices used by scientists such as Aristotle and Carolus Linnaeus. | |
| Classification of Living Things; | MS | College and Career Readiness Standards | Grade 6 | L.6.4.2 | Use classification methods to explore the diversity of organisms in kingdoms (animals, plants, fungi, protists, bacteria). Support claims that organisms have shared structural and behavioral characteristics. | |
| MS | College and Career Readiness Standards | Grade 6 | L.6.4.3 | Analyze and interpret data from observations to describe how fungi obtain energy and respond to stimuli (e.g., bread mold, rotting plant material). | ||
| MS | College and Career Readiness Standards | Grade 6 | L.6.4.4 | Conduct investigations using a microscope or multimedia source to compare the characteristics of protists (euglena, paramecium, amoeba) and the methods they use to obtain energy and move through their environment (e.g., pond water). | ||
| Bacteria & Viruses; | MS | College and Career Readiness Standards | Grade 6 | L.6.4.5 | Engage in scientific arguments to support claims that bacteria (Archaebacteria and Eubacteria) and viruses can be both helpful and harmful to other organisms and the environment. | |
| Engineering Design Process; | MS | College and Career Readiness Standards | Grade 6 | P.6.6.1 | Use an engineering design process to create or improve safety devices (e.g., seat belts, car seats, helmets) by applying Newton’s Laws of motion. Use an engineering design process to define the problem, design, construct, evaluate, and improve the safety device. | |
| Newton’s Laws of Motion; | MS | College and Career Readiness Standards | Grade 6 | P.6.6.2 | Use mathematical computation and diagrams to calculate the sum of forces acting on various objects. | |
| MS | College and Career Readiness Standards | Grade 6 | P.6.6.3 | Investigate and communicate ways to manipulate applied/frictional forces to improve movement of objects on various surfaces (e.g., athletic shoes, wheels on cars). | ||
| Electric & Magnetic Fields; | MS | College and Career Readiness Standards | Grade 6 | P.6.6.4 | Compare and contrast magnetic, electric, frictional, and gravitational forces. | |
| Newton’s Laws of Motion; | MS | College and Career Readiness Standards | Grade 6 | P.6.6.5 | Conduct investigations to predict and explain the motion of an object according to its position, direction, speed, and acceleration. | |
| MS | College and Career Readiness Standards | Grade 6 | P.6.6.6 | Investigate forces (gravity, friction, drag, lift, thrust) acting on objects (e.g., airplane, bicycle helmets). Use data to explain the differences between the forces in various environments. | ||
| Potential vs. Kinetic Energy; Intro to Thermal Energy; | MS | College and Career Readiness Standards | Grade 6 | P.6.6.7 | Determine the relationships between the concepts of potential, kinetic, and thermal energy. | |
| MS | College and Career Readiness Standards | Grade 6 | E.6.8.1 | Obtain, evaluate, and summarize past and present theories and evidence to explain the formation and composition of the universe. | ||
| MS | College and Career Readiness Standards | Grade 6 | E.6.8.2 | Use graphical displays or models to explain the hierarchical structure (stars, galaxies, galactic clusters) of the universe. | ||
| The Solar System; | MS | College and Career Readiness Standards | Grade 6 | E.6.8.3 | Evaluate modern techniques used to explore our solar system’s position in the universe. | |
| The Solar System; | MS | College and Career Readiness Standards | Grade 6 | E.6.8.4 | Obtain and evaluate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors). | |
| Gravitational Forces Between Objects; | MS | College and Career Readiness Standards | Grade 6 | E.6.8.5 | Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth. | |
| Solar & Lunar Eclipses; Causes of Seasons; | MS | College and Career Readiness Standards | Grade 6 | E.6.8.6 | Design models representing motions within the Sun-Earth-Moon system to explain phenomena observed from the Earth’s surface (positions of celestial bodies, day and year, moon phases, solar and lunar eclipses, and tides). | |
| MS | College and Career Readiness Standards | Grade 6 | E.6.8.7 | Analyze and interpret data from the surface features of the Sun (e.g., photosphere, corona, sunspots, prominences, and solar flares) to predict how these features may affect Earth. | ||
| Water Cycle (6-8 Version); | MS | College and Career Readiness Standards | Grade 7 | L.7.3.1 | Analyze diagrams to provide evidence of the importance of the cycling of water, oxygen, carbon, and nitrogen through ecosystems to organisms. | |
| Photosynthesis & Respiration; | MS | College and Career Readiness Standards | Grade 7 | L.7.3.2 | Analyze and interpret data to explain how the processes of photosynthesis and cellular respiration (aerobic and anaerobic) work together to meet the needs of plants and animals. | |
| Food Webs: Cycling of Matter & Flow of Energy; | MS | College and Career Readiness Standards | Grade 7 | L.7.3.3 | Use models to describe how food molecules (carbohydrates, lipids, proteins) are processed through chemical reactions using oxygen (aerobic) to form new molecules. | |
| Maintaining Biodiversity; | MS | College and Career Readiness Standards | Grade 7 | L.7.3.4 | Explain how disruptions in cycles (e.g., water, oxygen, carbon, and nitrogen) affect biodiversity and ecosystem services (e.g., water, food, and medications) which are needed to sustain human life on Earth. | |
| Maintaining Biodiversity; | MS | College and Career Readiness Standards | Grade 7 | L.7.3.5 | Design solutions for sustaining the health of ecosystems to maintain biodiversity and the resources needed by humans for survival (e.g., water purification, nutrient recycling, prevention of soil erosion, and prevention or management of invasive species). | |
| Properties of Elements; | MS | College and Career Readiness Standards | Grade 7 | P.7.5A.1 | Collect and evaluate qualitative data to describe substances using physical properties (state, boiling/melting point, density, heat/electrical conductivity, color, and magnetic properties). | |
| Chemical Reactions; | MS | College and Career Readiness Standards | Grade 7 | P.7.5A.2 | Analyze and interpret qualitative data to describe substances using chemical properties (the ability to burn or rust). | |
| Properties of Elements; | MS | College and Career Readiness Standards | Grade 7 | P.7.5A.3 | Compare and contrast chemical and physical properties (e.g., combustion, oxidation, pH, solubility, reaction with water). | |
| Intro to Thermal Energy; | MS | College and Career Readiness Standards | Grade 7 | P.7.5B.1 | Make predictions about the effect of temperature and pressure on the relative motion of atoms and molecules (speed, expansion, and condensation) relative to recent breakthroughs in polymer and materials science (e.g., self-healing protective films, silicone computer processors, pervious/porous concrete). | |
| MS | College and Career Readiness Standards | Grade 7 | P.7.5B.2 | Use evidence from multiple scientific investigations to communicate the relationships between pressure, volume, density, and temperature of a gas. | ||
| Intro to Thermal Energy; | MS | College and Career Readiness Standards | Grade 7 | P.7.5B.3 | Ask questions to explain how density of matter (observable in various objects) is affected by a change in heat and/or pressure. | |
| Atoms & Molecules; | MS | College and Career Readiness Standards | Grade 7 | P.7.5C.1 | Develop and use models that explain the structure of an atom. | |
| Atoms & Molecules; | MS | College and Career Readiness Standards | Grade 7 | P.7.5C.2 | Use informational text to sequence the major discoveries leading to the current atomic model. | |
| Properties of Elements; | MS | College and Career Readiness Standards | Grade 7 | P.7.5C.3 | Collect, organize, and interpret data from investigations to identify and analyze the relationships between the physical and chemical properties of elements, atoms, molecules, compounds, solutions, and mixtures. | |
| Properties of Elements; | MS | College and Career Readiness Standards | Grade 7 | P.7.5C.4 | Predict the properties and interactions of elements using the periodic table (metals, non-metals, reactivity, and conductors). | |
| Atoms & Molecules; | MS | College and Career Readiness Standards | Grade 7 | P.7.5C.5 | Describe concepts used to construct chemical formulas (e.g., CH₄, H₂0) to determine the number of atoms in a chemical formula. | |
| Properties of Elements; | MS | College and Career Readiness Standards | Grade 7 | P.7.5C.6 | Using the periodic table, make predictions to explain how bonds (ionic and covalent) form between groups of elements (e.g., oxygen gas, ozone, water, table salt, and methane). | |
| Chemical Reactions; | MS | College and Career Readiness Standards | Grade 7 | P.7.5D.1 | Analyze evidence from scientific investigations to predict likely outcomes of chemical reactions. | |
| Chemical Reactions; | MS | College and Career Readiness Standards | Grade 7 | P.7.5D.2 | Design and conduct scientific investigations to support evidence that chemical reactions (e.g., cooking, combustion, rusting, decomposition, photosynthesis, and cellular respiration) have occurred. | |
| MS | College and Career Readiness Standards | Grade 7 | P.7.5D.3 | Collect, organize, and interpret data using various tools (e.g., litmus paper, pH paper, cabbage juice) regarding neutralization of acids and bases using common substances. | ||
| Intro to Thermal Energy; | MS | College and Career Readiness Standards | Grade 7 | P.7.5D.4 | Build a model to explain that chemical reactions can store (formation of bonds) or release energy (breaking of bonds). | |
| Chemical Reactions; | MS | College and Career Readiness Standards | Grade 7 | P.7.5E.1 | Conduct simple scientific investigations to show that total mass is not altered during a chemical reaction in a closed system. Compare results of investigations to Antoine-Laurent Lavoisier’s discovery of the law of conservation of mass. | |
| MS | College and Career Readiness Standards | Grade 7 | P.7.5E.2 | Analyze data from investigations to explain why the total mass of the product in an open system appears to be less than the mass of reactants. | ||
| Chemical Reactions; | MS | College and Career Readiness Standards | Grade 7 | P.7.5E.3 | Compare and contrast balanced and unbalanced chemical equations to demonstrate the number of atoms does not change in the reaction. | |
| Climate Zones & Ocean Currents; | MS | College and Career Readiness Standards | Grade 7 | E.7.9A.1 | Analyze and interpret weather patterns from various regions to differentiate between weather and climate. | |
| Air Masses & Weather Fronts; | MS | College and Career Readiness Standards | Grade 7 | E.7.9A.2 | Analyze evidence to explain the weather conditions that result from the relationship between the movement of water and air masses. | |
| Air Masses & Weather Fronts; | MS | College and Career Readiness Standards | Grade 7 | E.7.9A.3 | Interpret atmospheric data from satellites, radar, and weather maps to predict weather patterns and conditions. | |
| Intro to Climate Change; | MS | College and Career Readiness Standards | Grade 7 | E.7.9A.4 | Construct an explanation for how climate is determined in an area using global and surface features (e.g., latitude, elevation, shape of the land, distance from water, global winds and ocean currents). | |
| Climate Zones & Ocean Currents; | MS | College and Career Readiness Standards | Grade 7 | E.7.9A.5 | Analyze models to explain the cause and effect relationship between solar energy and convection and the resulting weather patterns and climate conditions. | |
| Air Masses & Weather Fronts; | MS | College and Career Readiness Standards | Grade 7 | E.7.9A.6 | Research and use models to explain what type of weather (thunderstorms, hurricanes, and tornadoes) results from the movement and interactions of air masses, high and low pressure systems, and frontal boundaries. | |
| Air Masses & Weather Fronts; | MS | College and Career Readiness Standards | Grade 7 | E.7.9A.7 | Interpret topographic maps to predict how local and regional geography affect weather patterns and make them difficult to predict. | |
| Intro to Climate Change; | MS | College and Career Readiness Standards | Grade 7 | E.7.9B.1 | Read and evaluate scientific or technical information assessing the evidence and bias of each source to explain the causes and effects of climate change. | |
| Intro to Climate Change; | MS | College and Career Readiness Standards | Grade 7 | E.7.9B.2 | Interpret data about the relationship between the release of carbon dioxide from burning fossil fuels into the atmosphere and the presence of greenhouse gases. | |
| Intro to Climate Change; | MS | College and Career Readiness Standards | Grade 7 | E.7.9B.3 | Engage in scientific argument based on current evidence to determine whether climate change happens naturally or is being accelerated through the influence of man. | |
| Causes of Seasons; | MS | College and Career Readiness Standards | Grade 7 | E.7.9C.1 | Construct models and diagrams to illustrate how the tilt of Earth’s axis results in differences in intensity of sunlight on the Earth’s hemispheres throughout the course of one full revolution around the Sun. | |
| Causes of Seasons; | MS | College and Career Readiness Standards | Grade 7 | E.7.9C.2 | Investigate how variations of sunlight intensity experienced by each hemisphere (to include the equator and poles) create the four seasons. | |
| Genes & Mutations; | MS | College and Career Readiness Standards | Grade 8 | L.8.2A.1 | Obtain and communicate information about the relationship of genes, chromosomes, and DNA, and construct explanations comparing their relationship to inherited characteristics. | |
| Reproduction of Living Things; | MS | College and Career Readiness Standards | Grade 8 | L.8.2A.2 | Create a diagram of mitosis and explain its role in asexual reproduction, which results in offspring with identical genetic information. | |
| MS | College and Career Readiness Standards | Grade 8 | L.8.2A.3 | Construct explanations of how genetic information is transferred during meiosis. | ||
| Reproduction of Living Things; | MS | College and Career Readiness Standards | Grade 8 | L.8.2A.4 | Engage in discussion using models and evidence to explain that sexual reproduction produces offspring that have a new combination of genetic information different from either parent. | |
| Reproduction of Living Things; | MS | College and Career Readiness Standards | Grade 8 | L.8.2A.5 | Compare and contrast advantages and disadvantages of asexual and sexual reproduction. | |
| Competition in Ecosystems; | MS | College and Career Readiness Standards | Grade 8 | L.8.2B.1 | Construct an argument based on evidence for how environmental and genetic factors influence the growth of organisms. | |
| Reproduction of Living Things; | MS | College and Career Readiness Standards | Grade 8 | L.8.2B.2 | Use various scientific resources to research and support the historical findings of Gregor Mendel to explain the basic principles of heredity. | |
| Reproduction of Living Things; | MS | College and Career Readiness Standards | Grade 8 | L.8.2B.3 | Use mathematical and computational thinking to analyze data and make predictions about the outcome of specific genetic crosses (monohybrid Punnett Squares) involving simple dominant/recessive traits. | |
| Biotechnology; | MS | College and Career Readiness Standards | Grade 8 | L.8.2B.4 | Debate the ethics of artificial selection (selective breeding, genetic engineering) and the societal impacts of humans changing the inheritance of desired traits in organisms. | |
| Genes & Mutations; | MS | College and Career Readiness Standards | Grade 8 | L.8.2C.1 | Communicate through diagrams that chromosomes contain many distinct genes and that each gene holds the instructions for the production of specific proteins, which in turn affects the traits of the individual (not to include transcription or translation). | |
| Genes & Mutations; | MS | College and Career Readiness Standards | Grade 8 | L.8.2C.2 | Construct scientific arguments from evidence to support claims about the potentially harmful, beneficial, or neutral effects of genetic mutations on organisms. | |
| Natural Selection; | MS | College and Career Readiness Standards | Grade 8 | L.8.4A.1 | Use various scientific resources to analyze the historical findings of Charles Darwin to explain basic principles of natural selection. | |
| Natural Selection; | MS | College and Career Readiness Standards | Grade 8 | L.8.4A.2 | Investigate to construct explanations about natural selection that connect growth, survival, and reproduction to genetic factors, environmental factors, food intake, and interactions with other organisms. | |
| Natural Selection; | MS | College and Career Readiness Standards | Grade 8 | L.8.4B.1 | Analyze and interpret data (e.g., pictures, graphs) to explain how natural selection may lead to increases and decreases of specific traits in populations over time. | |
| Natural Selection; | MS | College and Career Readiness Standards | Grade 8 | L.8.4B.2 | Construct written and verbal explanations to describe how genetic variations of traits in a population increase some organisms’ probability of surviving and reproducing in a specific environment. | |
| Natural Selection; | MS | College and Career Readiness Standards | Grade 8 | L.8.4B.3 | Obtain and evaluate scientific information to explain that separated populations, that remain separated, can evolve through mutations to become a new species (speciation). | |
| Comparative Anatomy; | MS | College and Career Readiness Standards | Grade 8 | L.8.4B.4 | Analyze displays of pictorial data to compare and contrast embryological and homologous/analogous structures across multiple species to identify evolutionary relationships. | |
| Wave Reflection, Absorption & Transmittance | MS | College and Career Readiness Standards | Grade 8 | P.8.6.1 | Collect, organize, and interpret data about the characteristics of sound and light waves to construct explanations about the relationship between matter and energy. | |
| Wave Reflection, Absorption & Transmittance | MS | College and Career Readiness Standards | Grade 8 | P.8.6.2 | Investigate research-based mechanisms for capturing and converting wave energy (frequency, amplitude, wavelength, and speed) into electrical energy. | |
| Wave Reflection, Absorption & Transmittance | MS | College and Career Readiness Standards | Grade 8 | P.8.6.3 | Conduct simple investigations about the performance of waves to describe their behavior (e.g., refraction, reflection, transmission, and absorption) as they interact with various materials (e.g., lenses, mirrors, and prisms). | |
| Wave Reflection, Absorption & Transmittance | MS | College and Career Readiness Standards | Grade 8 | P.8.6.4 | Use scientific processes to plan and conduct controlled investigations to conclude sound is a wave phenomenon that is characterized by amplitude and frequency. | |
| MS | College and Career Readiness Standards | Grade 8 | P.8.6.5 | Conduct scientific investigations that describe the behavior of sound when resonance changes (e.g., waves in a stretched string and design of musical instruments). | ||
| Wave Reflection, Absorption & Transmittance | MS | College and Career Readiness Standards | Grade 8 | P.8.6.6 | Obtain and evaluate scientific information to explain the relationship between seeing color and the transmission, absorption, or reflection of light waves by various materials. | |
| Digital vs. Analog Signals; | MS | College and Career Readiness Standards | Grade 8 | P.8.6.7 | Research the historical significance of wave technology to explain how digitized tools have evolved to encode and transmit information (e.g., telegraph, cell phones, and wireless computer networks). | |
| Wave Reflection, Absorption & Transmittance | MS | College and Career Readiness Standards | Grade 8 | P.8.6.8 | Compare and contrast the behavior of sound and light waves to determine which types of waves need a medium for transmission. | |
| Rock Layers (Geologic Time); | MS | College and Career Readiness Standards | Grade 8 | E.8.7.1 | Use scientific evidence to create a timeline of Earth’s history that depicts relative dates from index fossil records and layers of rock (strata). | |
| The Fossil Record; Rocks & Minerals (Including Rock Cycle); | MS | College and Career Readiness Standards | Grade 8 | E.8.7.2 | Create a model of the processes involved in the rock cycle and relate it to the fossil record. | |
| The Fossil Record; | MS | College and Career Readiness Standards | Grade 8 | E.8.7.3 | Construct and analyze scientific arguments to support claims that most fossil evidence is an indication of the diversity of life that was present on Earth and that relationships exist between past and current life forms. | |
| The Fossil Record; | MS | College and Career Readiness Standards | Grade 8 | E.8.7.4 | Use research and evidence to document how evolution has been shaped both gradually and through mass extinction by Earth’s varying geological conditions (e.g., climate change, meteor impacts, and volcanic eruptions). | |
| Tectonic Plates; | MS | College and Career Readiness Standards | Grade 8 | E.8.9A.1 | Investigate and explain how the flow of Earth’s internal energy drives the cycling of matter through convection currents between Earth’s surface and the deep interior causing plate movements. | |
| Tectonic Plates; | MS | College and Career Readiness Standards | Grade 8 | E.8.9A.2 | Explore and debate theories of plate tectonics to form conclusions about past and current movements of rocks at Earth’s surface throughout history. | |
| Natural Resource Distribution; | MS | College and Career Readiness Standards | Grade 8 | E.8.9A.3 | Map land and water patterns from various time periods and use rocks and fossils to report evidence of how Earth’s plates have moved great distances, collided, and spread apart. | |
| Rock Layers (Geologic Time); | MS | College and Career Readiness Standards | Grade 8 | E.8.9A.4 | Research and assess the credibility of scientific ideas to debate and discuss how Earth’s constructive and destructive processes have changed Earth’s surface at varying time and spatial scales. | |
| Tectonic Plates; | MS | College and Career Readiness Standards | Grade 8 | E.8.9A.5 | Use models that demonstrate convergent and divergent plate movements that are responsible for most landforms and the distribution of most rocks and minerals within Earth’s crust. | |
| MS | College and Career Readiness Standards | Grade 8 | E.8.9A.6 | Design and conduct investigations to evaluate the chemical and physical processes involved in the formation of soils. | ||
| Water Cycle (6-8 Version); | MS | College and Career Readiness Standards | Grade 8 | E.8.9A.7 | Explain the interconnected relationship between surface water and groundwater. | |
| Predicting Natural Disasters; | MS | College and Career Readiness Standards | Grade 8 | E.8.9B.1 | Research and map various types of natural hazards to determine their impact on society. | |
| Predicting Natural Disasters; | MS | College and Career Readiness Standards | Grade 8 | E.8.9B.2 | Compare and contrast technologies that predict natural hazards to identify which types of technologies are most effective. | |
| Engineering Design Process; | MS | College and Career Readiness Standards | Grade 8 | E.8.9B.3 | Using an engineering design process, create mechanisms to improve community resilience, which safeguard against natural hazards (e.g., building restrictions in flood or tidal zones, regional watershed management, Firewise construction). | |
| Human Impacts on the Environment; Intro to Climate Change; | MS | College and Career Readiness Standards | Grade 8 | E.8.10.1 | Read and evaluate scientific information about advancements in renewable and nonrenewable resources. Propose and defend ways to decrease national and global dependency on nonrenewable resources. | |
| Human Impacts on the Environment; | MS | College and Career Readiness Standards | Grade 8 | E.8.10.2 | Create and defend a proposal for reducing the environmental effects humans have on Earth (e.g., population increases, consumer demands, chemical pollution, deforestation, and change in average annual temperature). | |
| Human Impacts on the Environment; | MS | College and Career Readiness Standards | Grade 8 | E.8.10.3 | Using scientific data, debate the societal advantages and disadvantages of technological advancements in renewable energy sources. | |
| Engineering Design Process; | MS | College and Career Readiness Standards | Grade 8 | E.8.10.4 | Using an engineering design process, develop a system to capture and distribute thermal energy that makes renewable energy more readily available and reduces human impact on the environment (e.g., building solar water heaters, conserving home energy). |
Other Standards
- Alaska Science Standards
- Alabama Science Standards
- Alberta Science Standards
- Arkansas Science Standards
- Australia Science Standards
- Arizona Science Standards
- British Columbia Science Standards
- California Science Standards
- Colorado Science Standards
- Connecticut Science Standards
- Washington DC Science Standards
- Delaware Science Standards
- Florida Science Standards
- Georgia Science Standards
- Hawaii Science Standards
- Iowa Science Standards
- Idaho Science Standards
- Illinois Science Standards
- Indiana Science Standards
- Kansas Science Standards
- Kentucky Science Standards
- Louisiana Science Standards
- Massachusetts Science Standards
- Manitoba Science Standards
- Maryland Science Standards
- Maine Science Standards
- Michigan Science Standards
- Minnesota Science Standards
- Missouri Science Standards
- Mississippi Science Standards
- Montana Science Standards
- North Carolina Science Standards
- North Dakota Science Standards
- Nebraska Science Standards
- New Hampshire Science Standards
- New Jersey Science Standards
- New Mexico Science Standards
- Nevada Science Standards
- New York Science Standards
- Ohio Science Standards
- Oklahoma Science Standards
- Ontario Science Standards
- Oregon Science Standards
- Pennsylvania Science Standards
- Quebec Science Standards
- Rhode Island Science Standards
- Saskatchewan Science Standards
- South Carolina Science Standards
- South Dakota Science Standards
- Tennessee Science Standards
- Texas Science Standards
- United Kingdom Science Standards
- Utah Science Standards
- Virginia Science Standards
- Vermont Science Standards
- Washington Science Standards
- Wisconsin Science Standards
- West Virginia Science Standards
- Wyoming Science Standards
