Science & Math
$/yr
South Carolina Standards Alignment
Science Lessons
Math Lessons
| Generation Genius Lesson | State | Standards Document | Grade | State ID | Performance Indicators | Sort |
|---|---|---|---|---|---|---|
| SC | Academic Standards | Grade 1 | 1.P.2A.4 | Develop and use models to describe what happens when light shines on mirrors based on observations and data collected. | 1 | |
| SC | Academic Standards | Grade 2 | 2.P.3A.2 | Develop and use models to exemplify how matter can be mixed together and separated again based on the properties of the mixture. | 1 | |
| SC | Academic Standards | Grade 3 | 3.E.4A.1 | Analyze and interpret data from observations and measurements to describe and compare different Earth materials (including rocks, minerals, and soil) and classify each type of material based on its distinct physical properties. | 2 | |
| SC | Academic Standards | Grade 5 | 5.P.2B.4 | Construct explanations for how the amount of solute and the solvent determine the concentration of a solution. | 2 | |
| SC | Academic Standards | Grade 5 | 5.P.2B.5 | Conduct controlled scientific investigations to test how different variables (including temperature change, particle size, and stirring) affect the rate of dissolving. | 2 | |
| Adaptations and the Environment; | SC | Academic Standards | Grade 2 | 2.L.5B.3 | Analyze and interpret data from observations to describe how animals respond to changes in their environment (such as changes in food availability, water, or air). | 1 |
| Air Masses & Weather Fronts; | SC | Academic Standards | Grade 4 | 4.E.2A.1 | Obtain and communicate information about some of the gases in the atmosphere (including oxygen, nitrogen, and water vapor) to develop models that exemplify the composition of Earth’s atmosphere where weather takes place. | 2 |
| Animal & Plant Life Cycles; | SC | Academic Standards | Grade 1 | 1.L.5A.2 | Construct explanations of the stages of development of a flowering plant as it grows from a seed using observations and measurements. | 1 |
| Animal & Plant Life Cycles; | SC | Academic Standards | Grade 2 | 2.L.5A.3 | Construct explanations using observations and measurements of an animal as it grows and changes to describe the stages of development of the animal. | 1 |
| Animal & Plant Life Cycles; | SC | Academic Standards | Grade 4 | 4.L.5A.2 | Analyze and interpret data from observations and measurements to compare the stages of development of different seed plants. | 2 |
| Animal & Plant Life Cycles; | SC | Academic Standards | Grade 4 | 4.L.5A.3 | Develop and use models to compare the stages of growth and development in various animals. | 2 |
| Balanced & Unbalanced Forces; | SC | Academic Standards | Grade 5 | 5.P.5A.3 | Plan and conduct controlled scientific investigations to test the effects of balanced and unbalanced forces on the rate and direction of motion of objects. | 2 |
| Brain Processing of Senses; | SC | Academic Standards | Grade 4 | 4.L.5B.1 | Develop and use models to compare how humans and other animals use their senses and sensory organs to detect and respond to signals from the environment. | 2 |
| Brain Processing of Senses; Structure of Living Things; Adaptations and the Environment; | SC | Academic Standards | Grade 4 | 4.L.5B.3 | Construct explanations for how structural adaptations (such as methods for defense, locomotion, obtaining resources, or camouflage) allow animals to survive in the environment. | 2 |
| Causes of Seasons | SC | Academic Standards | Grade 4 | 4.E.3B.4 | Develop and use models to describe the factors (including tilt, revolution, and angle of sunlight) that result in Earth’s seasonal changes. | 2 |
| Changing the Shape of Land; | SC | Academic Standards | Grade 1 | 1.E.4A.3 | Conduct structured investigations to answer questions about how the movement of water can change the shape of the land. | 1 |
| Chemical vs. Physical Changes | SC | Academic Standards | Grade 5 | 5.P.2B.3 | Develop models using observations to describe mixtures, including solutions, based on their characteristics. | 2 |
| Classification of Living Things; | SC | Academic Standards | Grade 4 | 4.L.5A.1 | Obtain and communicate information about the characteristics of plants and animals to develop models which classify plants as flowering or nonflowering and animals as vertebrate or invertebrate. | 2 |
| Classification of Living Things; Living vs. Non-Living; | SC | Academic Standards | Grade 2 | 2.L.5A.1 | Obtain and communicate information to classify animals (such as mammals, birds, amphibians, reptiles, fish, or insects) based on their physical characteristics. | 1 |
| Classification of Materials; | SC | Academic Standards | Kindergarten | K.P.4A.1 | Analyze and interpret data to compare the qualitative properties of objects (such as size, shape, color, texture, weight, flexibility, attraction to magnets, or ability to sink or float) and classify objects based on similar properties. | 1 |
| Classification of Materials; Material Properties and Purposes; | SC | Academic Standards | Kindergarten | K.P.4A.2 | Develop and use models to describe and compare the properties of different materials (including wood, plastic, metal, cloth, and paper) and classify materials by their observable properties, by their uses, and by whether they are natural or human-made. | 1 |
| Climate Zones & Ocean Currents | SC | Academic Standards | Grade 5 | 5.E.3B.2 | Develop and use models to explain the effect of the movement of ocean water (including waves, currents, and tides) on the ocean shore zone (including beaches, barrier islands, estuaries, and inlets). | 2 |
| Conservation of Matter; | SC | Academic Standards | Grade 5 | 5.P.2B.2 | Analyze and interpret data to support claims that when two substances are mixed the total amount (mass) of the substances does not change. | 2 |
| Earth’s Orbit and Rotation; | SC | Academic Standards | Grade 4 | 4.E.3B.2 | Construct explanations of how day and night result from Earth’s rotation on its axis. | 2 |
| Earth’s Orbit and Rotation; | SC | Academic Standards | Grade 4 | 4.E.3B.3 | Construct explanations of how the Sun appears to move throughout the day using observations of shadows. | 2 |
| Ecosystems | SC | Academic Standards | Grade 5 | 5.L.4A.1 | Analyze and interpret data to summarize the abiotic factors (including quantity of light and water, range of temperature, salinity, and soil composition) of different terrestrial ecosystems and aquatic ecosystems. | 2 |
| Ecosystems; | SC | Academic Standards | Grade 3 | 3.L.5A.1 | Analyze and interpret data about the characteristics of environments (including salt and fresh water, deserts, grasslands, forests, rain forests, and polar lands) to describe how the environment supports a variety of organisms. | 2 |
| Ecosystems; | SC | Academic Standards | Grade 3 | 3.L.5B.1 | Obtain and communicate information to explain how changes in habitats (such as those that occur naturally or those caused by organisms) can be beneficial or harmful to the organisms that live there. | 2 |
| Ecosystems; | SC | Academic Standards | Grade 3 | 3.L.5B.2 | Develop and use models to explain how changes in a habitat cause plants and animals to respond in different ways (such as hibernating, migrating, responding to light, death, or extinction). | 2 |
| Ecosystems; | SC | Academic Standards | Grade 5 | 5.L.4A.2 | Obtain and communicate information to describe and compare the biotic factors (including individual organisms, populations, and communities) of different terrestrial and aquatic ecosystems. | 2 |
| Ecosystems; | SC | Academic Standards | Grade 5 | 5.L.4B.4 | Construct scientific arguments to explain how limiting factors (including food, water, space, and shelter) or a newly introduced organism can affect an ecosystem. | 2 |
| Ecosystems; Animal Group Behavior; | SC | Academic Standards | Grade 5 | 5.L.4B.3 | Construct explanations for how organisms interact with each other in an ecosystem (including predators and prey, and parasites and hosts). | 2 |
| Electricity & Circuits; | SC | Academic Standards | Grade 3 | 3.P.3A.3 | Analyze and interpret data from observations and investigations to classify different materials as either an insulator or conductor of electricity. | 2 |
| Energy Transfer | SC | Academic Standards | Grade 3 | 3.P.3A.2 | Develop and use models to describe the path of an electric current in a complete simple circuit as it accomplishes a task (such as lighting a bulb or making a sound). | 2 |
| External Animal Parts; | SC | Academic Standards | Grade 2 | 2.L.5A.2 | Construct explanations for how structures (including structures for seeing, hearing, grasping, protection, locomotion, and obtaining and using resources) of different animals help them survive. | 1 |
| External Animal Parts; Animals Need Food; | SC | Academic Standards | Kindergarten | K.L.2A.3 | Develop and use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place. | 1 |
| Extreme Weather Solutions; | SC | Academic Standards | Grade 4 | 4.E.2B.2 | Obtain and communicate information about severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) to explain steps humans can take to reduce the impact of severe weather phenomena. | 2 |
| Extreme Weather Solutions; Natural Disasters; Water Quality & Distribution; | SC | Academic Standards | Grade 3 | 3.E.4B.4 | Define problems caused by a natural event or human activity and design devices or solutions to reduce the impact on the environment. | 2 |
| Extreme Weather Solutions; Natural Disasters; Water Quality & Distribution; Interactions of Earth’s Spheres; | SC | Academic Standards | Grade 5 | 5.E.3B.4 | Define problems caused by natural processes or human activities and test possible solutions to reduce the impact on landforms and the ocean shore zone. | 2 |
| Extreme Weather Solutions; Natural Disasters; Water Quality & Distribution; Interactions of Earth’s Spheres; Ecosystems; | SC | Academic Standards | Grade 3 | 3.E.4B.3 | Obtain and communicate information to explain how natural events (such as fires, landslides, earthquakes, volcanic eruptions, or floods) and human activities (such as farming, mining, or building) impact the environment. | 2 |
| Extreme Weather Solutions; Natural Disasters; Weathering & Erosion; | SC | Academic Standards | Grade 5 | 5.E.3B.1 | Analyze and interpret data to describe and predict how natural processes (such as weathering, erosion, deposition, earthquakes, tsunamis, hurricanes, or storms) affect Earth’s surface. | 2 |
| Fossils & Extinction; Earth's Landscapes; | SC | Academic Standards | Grade 3 | 3.L.5B.3 | Construct scientific arguments using evidence from fossils of plants and animals that lived long ago to infer the characteristics of early environments. | 2 |
| Four Seasons and Day Length; | SC | Academic Standards | Grade 2 | 2.E.2A.2 | Analyze local weather data to predict daily and seasonal patterns over time. | 1 |
| Four Seasons and Day Length; | SC | Academic Standards | Kindergarten | K.E.3A.2 | Develop and use models to predict seasonal weather patterns and changes. | 1 |
| Four Seasons and Day Length; | SC | Academic Standards | Kindergarten | K.E.3A.3 | Obtain and communicate information to support claims about how changes in seasons affect plants and animals. | 1 |
| Four Seasons and Day Length; | SC | Academic Standards | Grade 1 | 1.E.3A.1 | Use, analyze, and interpret data from observations to describe and predict seasonal patterns of sunrise and sunset. | 1 |
| Four Seasons and Day Length; | SC | Academic Standards | Grade 1 | 1.L.5B.3 | Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways (such as turning leaves toward the Sun, leaves changing color, leaves wilting, or trees shedding leaves). | 1 |
| Gravity Pulls Things Down; | SC | Academic Standards | Grade 2 | 2.P.4A.3 | Construct explanations of the relationship between the motion of an object and the pull of gravity using observations and data collected. | 1 |
| Habitats; | SC | Academic Standards | Grade 2 | 2.L.5B.1 | Obtain and communicate information to describe and compare how animals interact with other animals and plants in the environment. | 1 |
| Habitats; | SC | Academic Standards | Kindergarten | K.L.2A.6 | Obtain and communicate information about the needs of organisms to explain why they live in particular areas. | 1 |
| Habitats; | SC | Academic Standards | Grade 1 | 1.L.5B.2 | Develop and use models to compare how the different characteristics of plants help them survive in distinct environments (including deserts, forests, and grasslands). | 1 |
| Habitats; | SC | Academic Standards | Grade 2 | 2.L.5B.2 | Develop and use models to exemplify characteristics of animals that help them survive in distinct environments (such as salt and freshwater, deserts, forests, wetlands, or polar lands). | 1 |
| Heat: Transfer of Thermal Energy; Intro to Thermal Energy; | SC | Academic Standards | Grade 3 | 3.P.2A.5 | Define problems related to heat transfer and design devices or solutions that facilitate (conductor) or inhibit (insulator) the transfer of heat. | 2 |
| Heating and Cooling; | SC | Academic Standards | Grade 2 | 2.P.3A.3 | Conduct structured investigations to test how adding or removing heat can cause changes in solids and liquids. | 1 |
| Heating and Cooling; | SC | Academic Standards | Grade 2 | 2.P.3A.4 | Construct scientific arguments using evidence from investigations to support claims that some changes in solids or liquids are reversible and some are not when heat is added or removed. | 1 |
| How Do We Use Food; Food Webs; | SC | Academic Standards | Grade 3 | 3.L.5A.2 | Develop and use a food chain model to classify organisms as producers, consumers, and decomposers and to describe how organisms obtain energy. | 2 |
| How Do We Use Food; Food Webs; | SC | Academic Standards | Grade 5 | 5.L.4B.1 | Analyze and interpret data to explain how organisms obtain their energy and classify an organisms as producers, consumers (including herbivore, carnivore, and omnivore), or decomposers (such as fungi and bacteria). | 2 |
| How Do We Use Food; Food Webs; | SC | Academic Standards | Grade 5 | 5.L.4B.2 | Develop and use models of food chains and food webs to describe the flow of energy in an ecosystem. | 2 |
| Information Transfer; | SC | Academic Standards | Grade 4 | 4.P.4B.3 | Define problems related to the communication of information over a distance and design devices or solutions that use sound to solve the problem. | 2 |
| Introduction to Light; | SC | Academic Standards | Grade 1 | 1.P.2A.1 | Obtain and communicate information to describe how light is required to make objects visible. | 1 |
| Introduction to Light; | SC | Academic Standards | Grade 1 | 1.P.2A.2 | Analyze and interpret data from observations to compare how light behaves when it shines on different materials. | 1 |
| Introduction to Light; | SC | Academic Standards | Grade 1 | 1.P.2A.3 | Conduct structured investigations to answer questions about how shadows change when the position of the light source changes. | 1 |
| Introduction to Weather; | SC | Academic Standards | Kindergarten | K.E.3A.1 | Analyze and interpret local weather condition data (including precipitation, wind, temperature, and cloud cover) to describe weather patterns that occur from day to day, using simple graphs and pictorial weather symbols. | 1 |
| Introduction to Weather; | SC | Academic Standards | Kindergarten | K.E.3A.4 | Define problems caused by the effects of weather on human activities and design solutions or devices to solve the problem. | 1 |
| Introduction to Weather; | SC | Academic Standards | Grade 2 | 2.E.2A.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; | SC | Academic Standards | Grade 2 | 2.E.2A.3 | Develop and use models to describe and compare the effects of wind (moving air) on objects. | 1 |
| Introduction to Weather; | SC | Academic Standards | Grade 2 | 2.E.2A.4 | Obtain and communicate information about severe weather conditions to explain why certain safety precautions are necessary. | 1 |
| Light Reflection & Vision | SC | Academic Standards | Grade 4 | 4.P.4A.5 | Plan and conduct scientific investigations to explain how light behaves when it strikes transparent, translucent, and opaque materials. | 2 |
| Light Reflection & Vision; | SC | Academic Standards | Grade 4 | 4.P.4A.3 | Obtain and communicate information to explain how the visibility of an object is related to light. | 2 |
| Light Reflection & Vision; | SC | Academic Standards | Grade 4 | 4.P.4A.4 | Develop and use models to describe how light travels and interacts when it strikes an object (including reflection, refraction, and absorption) using evidence from observations. | 2 |
| Living Things Change Their Environment; | SC | Academic Standards | Grade 2 | 2.L.5B.4 | Construct scientific arguments to explain how animals can change their environments (such as the shape of the land or the flow of water). | 1 |
| Living vs. Non-Living Things; Animals Need Food; | SC | Academic Standards | Kindergarten | K.L.2A.5 | Construct explanations from observations of what animals need to survive and grow (including air, water, nutrients, and shelter). | 1 |
| Living vs. Non-Living Things; Habitats; | SC | Academic Standards | Kindergarten | K.L.2A.1 | Obtain information to answer questions about different organisms found in the environment (such as plants, animals, or fungi). | 1 |
| Magnets & Static Electricity; | SC | Academic Standards | Grade 2 | 2.P.3B.1 | Conduct structured investigations to answer questions about how the poles of magnets attract and repel each other. | 1 |
| Magnets & Static Electricity; | SC | Academic Standards | Grade 2 | 2.P.3B.2 | Analyze and interpret data from observations to compare the effects of magnets on various materials. | 1 |
| Magnets & Static Electricity; | SC | Academic Standards | Grade 2 | 2.P.3B.3 | Obtain and communicate information to exemplify the uses of magnets in everyday life. | 1 |
| Magnets & Static Electricity; | SC | Academic Standards | Grade 3 | 3.P.3B.1 | Develop and use models to describe and compare the properties of magnets and electromagnets (including polarity, attraction, repulsion, and strength). | 2 |
| Magnets & Static Electricity; | SC | Academic Standards | Grade 3 | 3.P.3B.2 | Plan and conduct scientific investigations to determine the factors that affect the strength of an electromagnet. | 2 |
| Magnets & Static Electricity; | SC | Academic Standards | Grade 5 | 5.P.5A.2 | Develop and use models to explain how the amount or type of force (contact and non-contact) affects the motion of an object. | 2 |
| Material Properties and Purposes; | SC | Academic Standards | Kindergarten | K.P.4A.3 | Conduct structured investigations to answer questions about which materials have the properties that are best suited to solve a problem or need. | 1 |
| Moon & Its Phases; | SC | Academic Standards | Grade 4 | 4.E.3B.1 | Analyze and interpret data from observations to describe patterns in the location of the Moon throughout the year, movement of the Moon throughout the year, and appearance of the Moon throughout the year. | 2 |
| Natural Disasters; | SC | Academic Standards | Grade 3 | 3.E.4A.2 | Develop and use models to describe and classify the pattern distribution of land and water features on Earth. | 2 |
| Natural Resources; | SC | Academic Standards | Grade 1 | 1.E.4B.1 | Obtain and communicate information to summarize how natural resources are used in different ways (such as soil and water to grow plants; rocks to make roads, walls, or buildings; or sand to make glass). | 1 |
| Oceans, Lakes and Rivers; | SC | Academic Standards | Grade 1 | 1.E.4A.2 | Develop and use models (such as drawings or maps) to describe patterns in the distribution of land and water on Earth and classify bodies of water (including oceans, rivers and streams, lakes, and ponds). | 1 |
| Particle Nature of Matter; | SC | Academic Standards | Grade 3 | 3.P.2A.2 | Construct explanations using observations and measurements to describe how matter can be classified as a solid, liquid or gas. | 2 |
| Particle Nature of Matter; | SC | Academic Standards | Grade 5 | 5.P.2A.1 | Analyze and interpret data from observations and measurements of the physical properties of matter (including volume, shape, movement, and spacing of particles) to explain why matter can be classified as a solid, liquid or gas. | 2 |
| Particle Nature of Matter; Water Cycle (3-5 Version); | SC | Academic Standards | Grade 3 | 3.P.2A.3 | Plan and conduct scientific investigations to determine how changes in heat (increase or decrease) change matter from one state to another (including melting, freezing, condensing, boiling, and evaporating). | 2 |
| Parts of a Plant; | SC | Academic Standards | Grade 1 | 1.L.5A.1 | Obtain and communicate information to construct explanations for how different plant structures (including roots, stems, leaves, flowers, fruits, and seeds) help plants survive, grow, and produce more plants. | 1 |
| Patterns in the Sky; | SC | Academic Standards | Grade 1 | 1.E.3A.2 | Use data from personal observations to describe, predict, and develop models to exemplify how the appearance of the moon changes over time in a predictable pattern. | 1 |
| Patterns in the Sky; | SC | Academic Standards | Grade 1 | 1.E.3A.3 | Obtain and communicate information to describe how technology has enabled the study of the Sun, the Moon, planets, and stars. | 1 |
| Patterns of Motion & Friction; | SC | Academic Standards | Grade 2 | 2.P.4A.4 | Conduct structured investigations to answer questions about the relationship between friction and the motion of objects. | 1 |
| Patterns of Motion & Friction; | SC | Academic Standards | Grade 2 | 2.P.4A.5 | Define problems related to the effects of friction and design possible solutions to reduce the effects on the motion of an object. | 1 |
| Patterns of Motion & Friction; | SC | Academic Standards | Grade 3 | 3.P.2A.4 | Obtain and communicate information to compare how different processes (including burning, friction, and electricity) serve as sources of heat energy. | 2 |
| Patterns of Motion & Friction; | SC | Academic Standards | Grade 5 | 5.P.5A.1 | Use mathematical and computational thinking to describe and predict the motion of an object (including position, direction, and speed). | 2 |
| Patterns of Motion & Friction; | SC | Academic Standards | Grade 5 | 5.P.5A.4 | Analyze and interpret data to describe how a change of force, a change in mass, or friction affects the motion of an object. | 2 |
| Patterns of Motion & Friction; | SC | Academic Standards | Grade 5 | 5.P.5A.5 | Design and test possible devices or solutions that reduce the effects of friction on the motion of an object. | 2 |
| Plant Growth Conditions; | SC | Academic Standards | Kindergarten | K.L.2A.2 | Conduct structured investigations to determine what plants need to live and grow (including water and light). | 1 |
| Plant Growth Conditions; | SC | Academic Standards | Grade 1 | 1.E.4A.1 | Analyze and interpret data from observations and measurements to compare the properties of Earth materials (including rocks, soils, sand, and water). | 1 |
| Plant Growth Conditions; | SC | Academic Standards | Grade 1 | 1.L.5B.1 | Conduct structured investigations to answer questions about what plants need to live and grow (including air, water, sunlight, minerals, and space). | 1 |
| Properties of Matter; Chemical vs. Physical Changes; | SC | Academic Standards | Grade 5 | 5.P.2B.1 | Obtain and communicate information to describe what happens to the properties of substances when two or more substances are mixed together. | 2 |
| Properties of Matter; Conservation of Matter; | SC | Academic Standards | Grade 3 | 3.P.2A.1 | Analyze and interpret data from observations and measurements to describe and compare the physical properties of matter (including length, mass, temperature, and volume of liquids). | 2 |
| Pushes and Pulls; | SC | Academic Standards | Grade 2 | 2.P.4A.1 | Analyze and interpret data from observations and measurements to compare the effects of different strengths and directions of pushing and pulling on the motion of an object. | 1 |
| Pushes and Pulls; | SC | Academic Standards | Grade 2 | 2.P.4A.2 | Develop and use models to exemplify the effects of pushing and pulling on an object. | 1 |
| Reducing Our Impact on Earth; Natural Resources; | SC | Academic Standards | Grade 1 | 1.E.4B.2 | Obtain and communicate information to explain ways natural resources can be conserved (such as reducing trash through reuse, recycling, or replanting trees). | 1 |
| Renewable vs. Nonrenewable Resources; Energy Transfer; | SC | Academic Standards | Grade 3 | 3.P.3A.1 | Obtain and communicate information to develop models showing how electrical energy can be transformed into other forms of energy (including motion, sound, heat, or light). | 2 |
| Renewable vs. Nonrenewable Resources; Water Quality & Distribution; Interactions of Earth’s Spheres; | SC | Academic Standards | Grade 3 | 3.E.4A.3 | Obtain and communicate information to exemplify how humans obtain, use, and protect renewable and nonrenewable Earth resources. | 2 |
| Solids, Liquids and Gases; | SC | Academic Standards | Grade 2 | 2.P.3A.1 | Analyze and interpret data from observations and measurements to describe the properties used to classify matter as a solid or a liquid. | 1 |
| Structure of Living Things; Adaptations and the Environment; | SC | Academic Standards | Grade 4 | 4.L.5B.2 | Construct explanations for how structural adaptations (such as the types of roots, stems, or leaves; color of flowers; or seed dispersal) allow plants to survive and reproduce. | 2 |
| Sun and Other Stars; | SC | Academic Standards | Grade 4 | 4.E.3A.2 | Earth’s perspective throughout the seasons. | 2 |
| Sun and Other Stars; | SC | Academic Standards | Grade 4 | 4.E.3A.3 | Construct scientific arguments to support claims about the importance of astronomy in navigation and exploration (including the use of telescopes, astrolabes, compasses, and sextants). | 2 |
| Sun and Other Stars; | SC | Academic Standards | Grade 4 | 4.P.4A.2 | Analyze and interpret data from observations and measurements to describe how the apparent brightness of light can vary as a result of the distance and intensity of the light source. | 2 |
| Sunlight Warms the Earth; | SC | Academic Standards | Grade 1 | 1.E.3A.4 | Conduct structured investigations to answer questions about the effect of sunlight on Earth’s surface. | 1 |
| Sunlight Warms the Earth; | SC | Academic Standards | Grade 1 | 1.E.3A.5 | Define problems related to the warming effect of sunlight and design possible solutions to reduce its impact on a particular area. | 1 |
| Tectonic Plates; | SC | Academic Standards | Grade 5 | 5.E.3A.2 | Develop and use models to describe and compare the characteristics and locations of the landforms on continents with those on the ocean floor (including the continental shelf and slope, the mid-ocean ridge, the rift zone, the trench, and the abyssal plain). | 2 |
| The Five Senses; | SC | Academic Standards | Kindergarten | K.L.2A.4 | Analyze and interpret data to describe how humans use their senses to learn about the world around them. | 1 |
| The Solar System; | SC | Academic Standards | Grade 4 | 4.E.3A.1 | Develop and use models of Earth’s solar system to exemplify the location and order of the planets as they orbit the Sun and the main composition (rock or gas) of the planets. | 2 |
| Variation of Traits; | SC | Academic Standards | Grade 4 | 4.L.5A.4 | Construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment. | 2 |
| Water Cycle (3-5 Version); | SC | Academic Standards | Grade 4 | 4.E.2A.2 | Develop and use models to explain how water changes as it moves between the atmosphere and Earth’s surface during each phase of the water cycle (including evaporation, condensation, precipitation, and runoff). | 2 |
| Water Quality & Distribution; | SC | Academic Standards | Grade 5 | 5.P.2B.6 | Design and test the appropriate method(s) (such as filtration, sifting, attraction to magnets, evaporation, chromatography, or floatation) for separating various mixtures. | 2 |
| Water Quality & Distribution; Interactions of Earth’s Spheres; Ecosystems; | SC | Academic Standards | Grade 5 | 5.E.3B.3 | Construct scientific arguments to support claims that human activities (such as conservation efforts or pollution) affect the land and oceans of Earth. | 2 |
| Wave Properties; | SC | Academic Standards | Grade 4 | 4.P.4B.1 | Plan and conduct scientific investigations to test how different variables affect the properties of sound (including pitch and volume). | 2 |
| Wave Properties; | SC | Academic Standards | Grade 4 | 4.P.4B.2 | Analyze and interpret data from observations and measurements to describe how changes in vibration affects the pitch and volume of sound. | 2 |
| Weather vs. Climate; | SC | Academic Standards | Grade 4 | 4.E.2B.1 | Analyze and interpret data from observations, measurements, and weather maps to describe patterns in local weather conditions (including temperature, precipitation, wind speed/direction, relative humidity, and cloud types) and predict changes in weather over time. | 2 |
| Weather vs. Climate; | SC | Academic Standards | Grade 4 | 4.E.2B.3 | Construct explanations about regional climate differences using data from the long term weather conditions of the region. | 2 |
| Weathering & Erosion; Earth's Landscapes; | SC | Academic Standards | Grade 3 | 3.E.4B.1 | Develop and use models to describe the characteristics of Earth’s continental landforms and classify landforms as volcanoes, mountains, valleys, canyons, plains, and islands. | 2 |
| Weathering & Erosion; Earth's Landscapes; | SC | Academic Standards | Grade 5 | 5.E.3A.1 | Construct explanations of how different landforms and surface features result from the location and movement of water on Earth’s surface through watersheds (drainage basins) and rivers. | 2 |
| Weathering & Erosion; Interactions of Earth’s Spheres; | SC | Academic Standards | Grade 3 | 3.E.4B.2 | Plan and conduct scientific investigations to determine how natural processes (including weathering, erosion, and gravity) shape Earth’s surface. | 2 |
| What Is Science? (3-5 Version); | SC | Academic Standards | Grade 4 | 4.P.4A.1 | Construct scientific arguments to support the claim that white light is made up of different colors. | 2 |
| Air Masses & Weather Fronts | SC | Academic Standards | Grade 6 | 6.E.2A.1 | Develop and use models to exemplify the properties of the atmosphere (including the gases, temperature and pressure differences, and altitude changes) and the relative scale in relation to the size of Earth. | |
| Air Masses & Weather Fronts | SC | Academic Standards | Grade 6 | 6.E.2B.1 | Analyze and interpret data from weather conditions (including wind speed and direction, air temperature, humidity, cloud types, and air pressure), weather maps, satellites, and radar to predict local weather patterns and conditions. | |
| Air Masses & Weather Fronts | SC | Academic Standards | Grade 6 | 6.E.2B.2 | Develop and use models to explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms, hurricanes and tornadoes). | |
| Atoms & Molecules | SC | Academic Standards | Grade 7 | 7.P.2A.1 | Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons). | |
| Bacteria & Viruses | SC | Academic Standards | Grade 7 | 7.L.3A.4 | Construct scientific arguments to support claims that bacteria are both helpful and harmful to other organisms and the environment. | |
| Balanced & Unbalanced Forces | SC | Academic Standards | Grade 8 | 8.P.2A.2 | Develop and use models to compare and predict the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction. | |
| Biotechnology | SC | Academic Standards | Grade 7 | 7.L.4A.6 | Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. | |
| Brain Processing of Senses | SC | Academic Standards | Grade 6 | 6.L.4B.3 | Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. | |
| Causes of Seasons | SC | Academic Standards | Grade 8 | 8.E.4B.3 | Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length of the day and the amount of heating on Earth’s surface. | |
| Chemical Reactions | SC | Academic Standards | Grade 7 | 7.P.2B.4 | Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. | |
| Chemical Reactions | SC | Academic Standards | Grade 7 | 7.P.2B.5 | Develop and use models to explain how chemical reactions are supported by the law of conservation of matter. | |
| Classification of Living Things | SC | Academic Standards | Grade 6 | 6.L.4A.2 | Develop and use models to classify organisms based on the current hierarchical taxonomic structure (including the kingdoms of protists, plants, fungi, and animals). | |
| Classification of Living Things | SC | Academic Standards | Grade 7 | 7.EC.5A.1 | Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). | |
| Climate Zones & Ocean Currents | SC | Academic Standards | Grade 6 | 6.E.2B.3 | Develop and use models to represent how solar energy and convection impact Earth’s weather patterns and climate conditions (including global winds, the jet stream, and ocean currents). | |
| Climate Zones & Ocean Currents | SC | Academic Standards | Grade 6 | 6.E.2B.4 | Construct explanations for how climate is determined in an area (including latitude, elevation, shape of the land, distance from water, global winds, and ocean currents). | |
| Comparative Anatomy | SC | Academic Standards | Grade 6 | 6.L.4B.1 | Analyze and interpret data related to the diversity of animals to support claims that all animals (vertebrates and invertebrates) share common characteristics. | |
| Competition in Ecosystems | SC | Academic Standards | Grade 6 | 6.L.5B.4 | Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant. | |
| Competition in Ecosystems | SC | Academic Standards | Grade 7 | 7.EC.5A.3 | Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors). | |
| Competition in Ecosystems | SC | Academic Standards | Grade 7 | 7.EC.5B.1 | Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships). | |
| Competition in Ecosystems | SC | Academic Standards | Grade 7 | 7.EC.5B.3 | Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. | |
| Competition in Ecosystems | SC | Academic Standards | Grade 7 | 7.EC.5B.4 | Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. | |
| Electric & Magnetic Fields | SC | Academic Standards | Grade 6 | 6.P.3A.4 | Develop and use models to exemplify how magnetic fields produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors. | |
| Electricity & Circuits | SC | Academic Standards | Grade 6 | 6.P.3A.3 | Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits. | |
| Electromagnetic Spectrum | SC | Academic Standards | Grade 8 | 8.P.3A.6 | Obtain and communicate information about how various instruments are used to extend human senses by transmitting and detecting waves (such as radio, television, cell phones, and wireless computer networks) to exemplify how technological advancements and designs meet human needs. | |
| Food Webs: Cycling of Matter & Flow of Energy | SC | Academic Standards | Grade 7 | 7.EC.5B.2 | Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the concept that energy is conserved. | |
| Genes & Mutations | SC | Academic Standards | Grade 7 | 7.L.4A.1 | Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. | |
| Genes & Mutations | SC | Academic Standards | Grade 7 | 7.L.4A.5 | Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. | |
| Gravitational Forces Between Objects | SC | Academic Standards | Grade 8 | 8.E.4B.2 | Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth. | |
| Heat: Transfer of Thermal Energy; | SC | Academic Standards | Grade 6 | 6.P.3A.5 | Develop and use models to describe and compare the directional transfer of heat through convection, radiation, and conduction. | |
| Heat: Transfer of Thermal Energy; Energy Transfer | SC | Academic Standards | Grade 6 | 6.P.3A.1 | Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal). | |
| Human Impacts on the Environment; Maintaining Biodiversity | SC | Academic Standards | Grade 8 | 8.E.6B.2 | Obtain and communicate information to support claims that natural and human-made factors can contribute to the extinction of species. | |
| Intro to Climate Change | SC | Academic Standards | Grade 6 | 6.E.2A.2 | Critically analyze scientific arguments based on evidence for and against how different phenomena (natural and human induced) may contribute to the composition of Earth’s atmosphere. | |
| Intro to Thermal Energy | SC | Academic Standards | Grade 6 | 6.P.3A.6 | Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation. | |
| Multicellular Organisms | SC | Academic Standards | Grade 7 | 7.L.3B.1 | Develop and use models to explain how the structural organizations within multicellular organisms function to serve the needs of the organism. | |
| Multicellular Organisms | SC | Academic Standards | Grade 7 | 7.L.3B.2 | Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. | |
| Natural Resource Distribution | SC | Academic Standards | Grade 8 | 8.E.5C.1 | Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. | |
| Natural Selection | SC | Academic Standards | Grade 8 | 8.E.6B.1 | Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. | |
| Newton’s Laws of Motion | SC | Academic Standards | Grade 8 | 8.P.2A.1 | Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object. | |
| Newton’s Laws of Motion | SC | Academic Standards | Grade 8 | 8.P.2A.3 | Construct explanations for the relationship between the mass of an object and the concept of inertia (Newton’s First Law of Motion). | |
| Newton’s Laws of Motion | SC | Academic Standards | Grade 8 | 8.P.2A.4 | Analyze and interpret data to support claims that for every force exerted on an object there is an equal force exerted in the opposite direction (Newton’s Third Law of Motion). | |
| Newton’s Laws of Motion; Gravitational Forces Between Objects | SC | Academic Standards | Grade 8 | 8.P.2A.5 | Analyze and interpret data to describe and predict the effects of forces (including gravitational and friction) on the speed and direction of an object. | |
| Photosynthesis & Respiration | SC | Academic Standards | Grade 6 | 6.L.5B.2 | Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants. | |
| Plant & Animal Cells | SC | Academic Standards | Grade 6 | 6.L.4A.1 | Obtain and communicate information to support claims that living organisms obtain and use resources for energy, respond to stimuli, reproduce and grow and develop. | |
| Plant & Animal Cells | SC | Academic Standards | Grade 7 | 7.L.3A.1 | Obtain and communicate information to support claims that?organisms are made of one or more cells, cells are the basic unit of structure and function of organisms, and cells come only from existing cells. | |
| Plant & Animal Cells | SC | Academic Standards | Grade 7 | 7.L.3A.2 | Analyze and interpret data from observations to describe different types of cells and classify cells as plant, animal, protist, or bacteria. | |
| Plant & Animal Cells | SC | Academic Standards | Grade 7 | 7.L.3A.3 | Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. | |
| Tectonic Plates | SC | Academic Standards | Grade 8 | 8.E.5A.3 | Obtain and communicate information about the relative position, density, and composition of Earth’s layers to describe the crust, mantle, and core. | |
| Tectonic Plates | SC | Academic Standards | Grade 8 | 8.E.5A.4 | Construct explanations for how the theory of plate tectonics accounts for?the motion of lithospheric plates, the geologic activities at plate boundaries, and the changes in landform areas over geologic time. | |
| Tectonic Plates | SC | Academic Standards | Grade 8 | 8.E.5A.5 | Construct and analyze scientific arguments to support claims that plate tectonics accounts for?the distribution of fossils on different continents, the occurrence of earthquakes, and continental and ocean floor features (including mountains, volcanoes, faults and trenches). | |
| Tectonic Plates | SC | Academic Standards | Grade 8 | 8.E.5B.2 | Construct explanations of how forces inside Earth result in earthquakes and volcanoes. | |
| Potential vs. Kinetic Energy | SC | Academic Standards | Grade 6 | 6.P.3A.2 | Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential (gravitational and elastic) and vice versa. | |
| Predicting Natural Disasters | SC | Academic Standards | Grade 8 | 8.E.5B.1 | Analyze and interpret data to describe patterns in the location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots. | |
| Predicting Natural Disasters | SC | Academic Standards | Grade 8 | 8.E.5B.3 | at may be caused by a catastrophic event resulting from plate movements and design possible devices or solutions to minimize the effects of that event on Earth’s surface and/or human structures. | |
| Properties of Elements | SC | Academic Standards | Grade 7 | 7.P.2A.2 | Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. | |
| Properties of Elements | SC | Academic Standards | Grade 7 | 7.P.2A.3 | Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. | |
| Properties of Elements | SC | Academic Standards | Grade 7 | 7.P.2B.1 | Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). | |
| Properties of Elements | SC | Academic Standards | Grade 7 | 7.P.2B.2 | Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. | |
| Reproduction of Living Things | SC | Academic Standards | Grade 7 | 7.L.4A.2 | Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. | |
| Reproduction of Living Things | SC | Academic Standards | Grade 7 | 7.L.4A.3 | Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). | |
| Reproduction of Living Things | SC | Academic Standards | Grade 7 | 7.L.4A.4 | Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. | |
| Rock Layers (Geologic Time) | SC | Academic Standards | Grade 8 | 8.E.5A.1 | Develop and use models to explain how the processes of weathering, erosion, and deposition change surface features in the environment. | |
| Rock Layers (Geologic Time) | SC | Academic Standards | Grade 8 | 8.E.6A.1 | Develop and use models to organize Earth’s history (including era, period, and epoch) according to the geologic time scale using evidence from rock layers. | |
| Rock Layers (Geologic Time) | SC | Academic Standards | Grade 8 | 8.E.6A.2 | Analyze and interpret data from index fossil records and the ordering of rock layers to infer the relative age of rocks and fossils. | |
| Rock Layers (Geologic Time) | SC | Academic Standards | Grade 8 | 8.E.6A.3 | Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms. | |
| Rocks & Minerals (Including Rock Cycle) | SC | Academic Standards | Grade 8 | 8.E.5A.2 | Use the rock cycle model to describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks. | |
| Simple Machines | SC | Academic Standards | Grade 6 | 6.P.3B.1 | Plan and conduct controlled scientific investigations to provide evidence for how the design of simple machines (including levers, pulleys, inclined planes) helps transfer mechanical energy by reducing the amount of force required to do work. | |
| Solar & Lunar Eclipses; Causes of Seasons | SC | Academic Standards | Grade 8 | 8.E.4B.4 | Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year, moon phases, solar and lunar eclipses, and tides). | |
| Structure of Living Things | SC | Academic Standards | Grade 6 | 6.L.4B.2 | Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. | |
| The Fossil Record | SC | Academic Standards | Grade 8 | 8.E.6A.4 | Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of the diversity of life that has been present on Earth, relationships between past and existing life forms, and environmental changes that have occurred during Earth’s history. | |
| The Fossil Record | SC | Academic Standards | Grade 8 | 8.E.6A.5 | Construct explanations for why most individual organisms, as well as some entire taxonomic groups of organisms, that lived in the past were never fossilized. | |
| The Solar System | SC | Academic Standards | Grade 8 | 8.E.4A.1 | Obtain and communicate information to model the position of the Sun in the universe, the shapes and composition of galaxies, and the measurement unit needed to identify star and galaxy locations. | |
| The Solar System | SC | Academic Standards | Grade 8 | 8.E.4B.1 | Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors). | |
| The Solar System | SC | Academic Standards | Grade 8 | 8.E.4B.5 | Obtain and communicate information to describe how data from technologies (including telescopes, spectroscopes, satellites, space probes) provide information about objects in the solar system and the universe. | |
| Water Cycle (6-8 Version) | SC | Academic Standards | Grade 6 | 6.E.2A.3 | Construct explanations of the processes involved in the cycling of water through Earth’s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land). | |
| Wave Reflection, Absorption & Transmittance | SC | Academic Standards | Grade 8 | 8.P.3A.1 | Construct explanations of the relationship between matter and energy based on the characteristics of mechanical and light waves. | |
| Wave Reflection, Absorption & Transmittance | SC | Academic Standards | Grade 8 | 8.P.3A.2 | Develop and use models to exemplify the basic properties of waves (including frequency, amplitude, wavelength, and speed). | |
| Wave Reflection, Absorption & Transmittance | SC | Academic Standards | Grade 8 | 8.P.3A.3 | Analyze and interpret data to describe the behavior of waves (including refraction, reflection, transmission, and absorption) as they interact with various materials. | |
| Wave Reflection, Absorption & Transmittance | SC | Academic Standards | Grade 8 | 8.P.3A.5 | Construct explanations for how humans see color as a result of the transmission, absorption, and reflection of light waves by various materials. | |
| SC | Academic Standards | Grade 6 | 6.P.3B.2 | Design and test solutions that improve the efficiency of a machine by reducing the input energy (effort) or the amount of energy transferred to the surrounding environment as it moves an object. | ||
| SC | Academic Standards | Grade 6 | 6.L.4B.4 | Obtain and communicate information to compare and classify innate and learned behaviors in animals. | ||
| SC | Academic Standards | Grade 6 | 6.L.4B.5 | Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. | ||
| SC | Academic Standards | Grade 6 | 6.L.5A.1 | Analyze and interpret data from observations to compare how the structures of protists (including euglena, paramecium, and amoeba) and fungi allow them to obtain energy and explore their environment. | ||
| SC | Academic Standards | Grade 6 | 6.L.5A.2 | Analyze and interpret data to describe how fungi respond to external stimuli (including temperature, light, touch, water, and gravity). | ||
| SC | Academic Standards | Grade 6 | 6.L.5B.1 | Construct explanations of how the internal structures of vascular and nonvascular plants transport food and water. | ||
| SC | Academic Standards | Grade 6 | 6.L.5B.3 | Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. | ||
| SC | Academic Standards | Grade 6 | 6.L.5B.5 | Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity). | ||
| SC | Academic Standards | Grade 7 | 7.P.2A.4 | Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. | ||
| SC | Academic Standards | Grade 7 | 7.P.2B.3 | Analyze and interpret data to compare the physical properties, chemical properties (neutralization to form a salt, reaction with metals), and pH of various solutions and classify solutions as acids or bases. | ||
| SC | Academic Standards | Grade 7 | 7.EC.5A.2 | Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. | ||
| SC | Academic Standards | Grade 8 | 8.P.2A.6 | Use mathematical and computational thinking to generate graphs that represent the motion of an object’s position and speed as a function of time. | ||
| SC | Academic Standards | Grade 8 | 8.P.2A.7 | Use mathematical and computational thinking to describe the relationship between the speed and velocity (including positive and negative expression of direction) of an object in determining average speed (v=d/t). | ||
| SC | Academic Standards | Grade 8 | 8.P.3A.4 | Analyze and interpret data to describe the behavior of mechanical waves as they intersect. | ||
| SC | Academic Standards | Grade 8 | 8.E.4A.2 | Construct and analyze scientific arguments to support claims that the universe began with a period of extreme and rapid expansion using evidence from the composition of stars and gases and the motion of galaxies in the universe. | ||
| SC | Academic Standards | Grade 8 | 8.E.4B.6 | Analyze and interpret data from the surface features of the Sun (including photosphere, corona, sunspots, prominences, and solar flares) to predict how these features may affect Earth. |
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
