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Alabama Standards Alignment

We Cover 97% of the Course of Study in Alabama.

We Cover 100% of the Next Generation Science Standards in Alaska.

We Cover 96% of the Academic Standards for Students in Arizona.

We Cover 100% of the Academic Standards in Arkansas.

We Cover 100% of the Next Generation Science Standards in California.

We Cover 100% of the Academic Standards in Colorado.

We Cover 100% of the Next Generation Science Standards in Connecticut.

We Cover 100% of the Next Generation Science Standards in Delaware.

We Cover 92% of the Next Generation Sunshine State Standards in Florida.

We Cover 96% of the Standards of Excellence in Georgia.

We Cover 100% of the Next Generation Science Standards in Hawaii.

We Cover 98% of the Content Standards in Idaho.

We Cover 100% of the Next Generation Science Standards in Illinois.

We Cover 94% of the Academic Standards in Indiana.

We Cover 100% of the Core Curriculum in Iowa.

We Cover 100% of the College and Career Ready Standards in Kansas.

We Cover 100% of the Academic Standards in Kentucky.

We Cover 100% of the Student Standards in Louisiana.

We Cover 100% of the Parameters for Essential Instruction in Maine.

We Cover 100% of the Next Generation Science Standards in Maryland.

We Cover 95% of the Curriculum Frameworks in Massachusetts.

We Cover 98% of the K-12 Standards in Michigan.

We Cover 94% of the Academic Standards in Minnesota.

We Cover 94% of the College and Career Readiness Standards in Mississippi.

We Cover 98% of the Learning Standards in Missouri.

We Cover 100% of the Content Standards in Montana.

We Cover 100% of the Academic Content Standards in Nevada.

We Cover 100% of the College and Career Ready Standards in Nebraska.

We Cover 98% of the College & Career Ready Standards in New Hampshire.

We Cover 100% of the Student Learning Standards in New Jersey.

We Cover 98% of the STEAM Ready! Standards in New Mexico.

We Cover 98% of the Learning Standards in New York.

We Cover 91% of the Essential Standards in North Carolina.

We Cover 100% of the Content Standards in North Dakota.

We Cover 94% of the Learning Standards in Ohio.

We Cover 100% of the Academic Standards in Oklahoma.

We Cover 100% of the Standards in Oregon.

We Cover 90% of the Academic Standards in Pennsylvania.

We Cover 100% of the Next Generation Science Standards in Rhode Island.

We Cover 91% of the Academic Standards in South Carolina.

We Cover 100% of the Content Standards in South Dakota.

We Cover 93% of the Academic Standards in Tennessee.

We Cover 94% of the Streamlined Science TEKS in Texas.

We Cover 98% of the SEEd Standards in Utah.

We Cover 100% of the Next Generation Science Standards in Vermont.

We Cover 98% of the Standards of Learning in Virginia.

We Cover 100% of the Next Generation Science Standards in Washington.

We Cover 100% of the Next Generation Content Standards in West Virginia.

We Cover 95% of the Model Academic Standards in Wisconsin.

We Cover 100% of the Content and Performance Standards in Wyoming.

We Cover 100% of the Next Generation Science Standards in Washington DC.

We Cover 100% of the National Curriculum in England.

We Cover 96% of the Australian Curriculum.

We Cover 96% of the Alberta Program of Studies.

We Cover 91% of the British Columbia Learning Standards.

We Cover 87% of the Manitoba Curriculum.

We Cover 95% of the Ontario Curriculum.

We Cover 91% of the Quebec Education Program.

We Cover 98% of the Saskatchewan Curriculum.

We Cover 96% of K-8 Common Core Math Topics. California specific alignment in progress.

Science Lessons Math Lessons
Generation Genius LessonStandards DocumentGradeState IDStandard CategoryStandardsSort
Pushes and Pulls; AL Course of StudyKindergarten1Motion and Stability: Forces and InteractionsInvestigate the resulting motion of objects when forces of different strengths and directions act upon them (e.g., object being pushed, object being pulled, two objects colliding).1
Pushes and Pulls; AL Course of StudyKindergarten2Motion and Stability: Forces and InteractionsUse observations and data from investigations to determine if a design solution (e.g., designing a ramp to increase the speed of an object in order to move a stationary object) solves the problem of using force to change the speed or direction of an object.1
Living vs. Non-Living Things; AL Course of StudyKindergarten3Ecosystems: Interactions, Energy, and DynamicsDistinguish between living and nonliving things and verify what living things need to survive (e.g., animals needing food, water, and air; plants needing nutrients, water, sunlight, and air).1
Living Things Change Their Environment; AL Course of StudyKindergarten4Ecosystems: Interactions, Energy, and DynamicsGather evidence to support how plants and animals provide for their needs by altering their environment (e.g., tree roots breaking a sidewalk to provide space, red fox burrowing to create a den to raise young, humans growing gardens for food and building roads for transportation).1
Habitats; AL Course of StudyKindergarten5Ecosystems: Interactions, Energy, and DynamicsConstruct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.1
Reducing Our Impact on Earth; Natural Resources; AL Course of StudyKindergarten6Ecosystems: Interactions, Energy, and DynamicsIdentify and plan possible solutions (e.g., reducing, reusing, recycling) to lessen the human impact on the local environment.1
Sunlight Warms the Earth; AL Course of StudyKindergarten7Earth’s SystemsObserve and describe the effects of sunlight on Earth’s surface (e.g., heat from the sun causing evaporation of water or increased temperature of soil, rocks, sand, and water).1
Sunlight Warms the Earth; AL Course of StudyKindergarten8Earth’s SystemsDesign and construct a device (e.g., hat, canopy, umbrella, tent) to reduce the effects of sunlight.1
Introduction to Weather; AL Course of StudyKindergarten9Earth’s SystemsObserve, record, and share findings of local weather patterns over a period of time (e.g., increase in daily temperature from morning to afternoon, typical rain and storm patterns from season to season).1
Introduction to Weather; AL Course of StudyKindergarten10Earth and Human ActivityAsk questions to obtain information about the purpose of weather forecasts in planning for, preparing for, and responding to severe weather.1
Introduction to Sound; AL Course of StudyGrade 11Waves and Their Applications in Technologies for Information TransferConduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).1
Introduction to Light; AL Course of StudyGrade 12Waves and Their Applications in Technologies for Information TransferConstruct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light).1
Introduction to Light; AL Course of StudyGrade 13Waves and Their Applications in Technologies for Information TransferInvestigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil).1
Communication Over Distances; AL Course of StudyGrade 14Waves and Their Applications in Technologies for Information TransferDesign and construct a device that uses light or sound to send a communication signal over a distance (e.g., using a flashlight and a piece of cardboard to simulate a signal lamp for sending a coded message to a classmate, using a paper cup and string to simulate a telephone for talking to a classmate).1
Inspired by Nature (Biomimicry); AL Course of StudyGrade 15From Molecules to Organisms: Structures and ProcessesDesign a solution to a human problem by using materials to imitate how plants and/or animals use their external parts to help them survive, grow, and meet their needs (e.g., outerwear imitating animal furs for insulation, gear mimicking tree bark or shells for protection).1
Animals Help Their Babies Survive; AL Course of StudyGrade 16From Molecules to Organisms: Structures and ProcessesObtain information to provide evidence that parents and their offspring engage in patterns of behavior that help the offspring survive (e.g., crying of offspring indicating need for feeding, quacking or barking by parents indicating protection of young).1
Introduction to Traits; AL Course of StudyGrade 17Heredity: Inheritance and Variation of TraitsMake observations to identify the similarities and differences of offspring to their parents and to other members of the same species (e.g., flowers from the same kind of plant being the same shape, but differing in size; dog being same breed as parent, but differing in fur color or pattern).1
Patterns in the Sky; AL Course of StudyGrade 18Earth’s Place in the UniverseObserve, describe, and predict patterns of the sun, moon, and stars as they appear in the sky (e.g., sun and moon appearing to rise in one part of the sky, move across the sky, and set; stars other than our sun being visible at night, but not during the day).1
Four Seasons and Day Length; AL Course of StudyGrade 19Earth’s Place in the UniverseObserve seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year (e.g., more hours of daylight during summer as compared to winter).1
Classification of Materials; Material Properties and Purposes; AL Course of StudyGrade 21Matter and Its InteractionsConduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).1
Material Properties and Purposes; AL Course of StudyGrade 22Matter and Its InteractionsCollect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).1
What is Engineering?; AL Course of StudyGrade 23Matter and Its InteractionsDemonstrate and explain how structures made from small pieces (e.g., linking cubes, blocks, building bricks, creative construction toys) can be disassembled and then rearranged to make new and different structures.1
Heating and Cooling; AL Course of StudyGrade 24Matter and Its InteractionsProvide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).1
Plant Growth Conditions; AL Course of StudyGrade 25Ecosystems: Interactions, Energy, and DynamicsPlan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.1
Pollination and Seed Dispersal; AL Course of StudyGrade 26Ecosystems: Interactions, Energy, and DynamicsDesign and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).1
Oceans, Lakes and Rivers; Biodiversity of Life on Earth; AL Course of StudyGrade 27Ecosystems: Interactions, Energy, and DynamicsObtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).1
Timescale of Earth's Events; Changing the Shape of Land; AL Course of StudyGrade 28Earth’s SystemsMake observations from media to obtain information about Earth events that happen over a short period of time (e.g., tornadoes, volcanic explosions, earthquakes) or over a time period longer than one can observe (e.g., erosion of rocks, melting of glaciers).1
Maps of Landforms; Oceans, Lakes and Rivers; AL Course of StudyGrade 29Earth’s SystemsCreate models to identify physical features of Earth (e.g., mountains, valleys, plains, deserts, lakes, rivers, oceans).1
Oceans, Lakes and Rivers; AL Course of StudyGrade 210Earth’s SystemsCollect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).1
Changing the Shape of Land; AL Course of StudyGrade 211Earth and Human ActivityExamine and test solutions that address changes caused by Earth’s events (e.g., dams for minimizing flooding, plants for controlling erosion).1
Animal Group Behavior; AL Course of StudyGrade 311.aUnity and DiversityConstruct explanations that forming groups helps some organisms survive.2
Animal & Plant Life Cycles; AL Course of StudyGrade 36From Molecules to Organisms: Structures and ProcessesCreate representations to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies), including commonalities such as birth, growth, reproduction, and death.2
Balanced & Unbalanced Forces; AL Course of StudyGrade 31Motion and Stability: Forces and InteractionsPlan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically.2
Brain Processing of Senses; AL Course of StudyGrade 411From Molecules to Organisms: Structures and ProcessesInvestigate different ways animals receive information through the senses, process that information, and respond to it in different ways (e.g., skunks lifting tails and spraying an odor when threatened, dogs moving ears when reacting to sound, snakes coiling or striking when sensing vibrations).2
Brain Processing of Senses; Human Body Systems; Structure of Living Things; Adaptations and the Environment; AL Course of StudyGrade 49From Molecules to Organisms: Structures and ProcessesExamine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.2
Collisions; AL Course of StudyGrade 41EnergyUse evidence to explain the relationship of the speed of an object to the energy of that object.2
Collisions; AL Course of StudyGrade 43EnergyInvestigate to determine changes in energy resulting from increases or decreases in speed that occur when objects collide.2
Collisions; Energy TransferAL Course of StudyGrade 42.bEnergyDemonstrate that different objects can absorb, reflect, and/or conduct energy.2
Conservation of Matter; AL Course of StudyGrade 52Matter and Its InteractionsInvestigate matter to provide mathematical evidence, including graphs, to show that regardless of the type of reaction (e.g., new substance forming due to dissolving or mixing) or change (e.g., phase change) that occurs when heating, cooling, or mixing substances, the total weight of the matter is conserved.2
Earth’s Orbit and Rotation; AL Course of StudyGrade 513Earth’s Place in the UniverseAnalyze data and represent with graphs to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky (e.g., shadows and the position and motion of Earth with respect to the sun, visibility of select stars only in particular months).2
Ecosystems; AL Course of StudyGrade 311.cUnity and DiversityCategorize resources in various habitats as basic materials (e.g., sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).2
Ecosystems; AL Course of StudyGrade 312Unity and DiversityEvaluate engineered solutions to a problem created by environmental changes and any resulting impacts on the types and density of plant and animal populations living in the environment (e.g., replanting of sea oats in coastal areas due to destruction by hurricanes, creating property development restrictions in vacation areas to reduce displacement and loss of native animal populations).2
Ecosystems; Food Webs; AL Course of StudyGrade 311.bUnity and DiversityCreate models that illustrate how organisms and their habitats make up a system in which the parts depend on each other.2
Energy TransferAL Course of StudyGrade 42.cEnergyDemonstrate that electric circuits require a complete loop through which an electric current can pass.2
Extreme Weather Solutions; AL Course of StudyGrade 315Earth and Human ActivityEvaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.2
Extreme Weather Solutions; Natural Disasters; AL Course of StudyGrade 417Earth’s SystemsFormulate and evaluate solutions to limit the effects of natural Earth processes on humans (e.g., designing earthquake, tornado, or hurricane-resistant buildings; improving monitoring of volcanic activity).2
Food Webs; AL Course of StudyGrade 511Ecosystems: Interactions, Energy, and DynamicsCreate a model to illustrate the transfer of matter among producers; consumers, including scavengers and decomposers; and the environment.2
Fossils & Extinction; Earth's Landscapes; AL Course of StudyGrade 39Unity and DiversityAnalyze and interpret data from fossils (e.g., type, size, distribution) to provide evidence of organisms and the environments in which they lived long ago (e.g., marine fossils on dry land, tropical plant fossils in arctic areas, fossils of extinct organisms in any environment).2
How Do We Use Food;AL Course of StudyGrade 58Ecosystems: Interactions, Energy, and DynamicsDefend the position that plants obtain materials needed for growth primarily from air and water.2
How Do We Use Food; Food Webs; AL Course of StudyGrade 59Ecosystems: Interactions, Energy, and DynamicsConstruct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.2
How Do We Use Food; Food Webs; AL Course of StudyGrade 510Ecosystems: Interactions, Energy, and DynamicsConstruct and interpret models (e.g., diagrams, flow charts) to explain that energy in animals’ food is used for body repair, growth, motion, and maintenance of body warmth and was once energy from the sun.2
Human Body Systems; AL Course of StudyGrade 410From Molecules to Organisms: Structures and ProcessesObtain and communicate information explaining that humans have systems that interact with one another for digestion, respiration, circulation, excretion, movement, control, coordination, and protection from disease.2
Information Transfer; AL Course of StudyGrade 47Waves and Their Applications in Technologies for Information TransferDevelop and use models to show multiple solutions in which patterns are used to transfer information (e.g., using a grid of 1s and 0s representing black and white to send information about a picture, using drums to send coded information through sound waves, using Morse code to send a message).2
Light Reflection & Vision; AL Course of StudyGrade 48Waves and Their Applications in Technologies for Information TransferConstruct a model to explain that an object can be seen when light reflected from its surface enters the eyes.2
Magnets & Static Electricity; AL Course of StudyGrade 33Motion and Stability: Forces and InteractionsExplore objects that can be manipulated in order to determine cause-and-effect relationships (e.g., distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic interactions between two objects not in contact with one another (e.g., force between two permanent magnets or between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two magnets).2
Magnets & Static Electricity; AL Course of StudyGrade 34Motion and Stability: Forces and InteractionsApply scientific ideas about magnets to solve a problem through an engineering design project (e.g., constructing a latch to keep a door shut, creating a device to keep two moving objects from touching each other such as a maglev system).2
Natural Disasters; AL Course of StudyGrade 416Earth’s SystemsDescribe patterns of Earth’s features on land and in the ocean using data from maps (e.g., topographic maps of Earth’s land and ocean floor; maps of locations of mountains, continental boundaries, volcanoes, and earthquakes).2
Natural Disasters; Weathering & Erosion; AL Course of StudyGrade 414Earth’s SystemsExplore information to support the claim that landforms are the result of a combination of constructive forces, including crustal deformation, volcanic eruptions, and sediment deposition as well as a result of destructive forces, including erosion and weathering.2
Particle Nature of Matter; AL Course of StudyGrade 51Matter and Its InteractionsPlan and carry out investigations (e.g., adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, evaporating salt water) to provide evidence that matter is made of particles too small to be seen.2
Patterns of Motion & Friction; AL Course of StudyGrade 32Motion and Stability: Forces and InteractionsInvestigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object.2
Patterns of Motion & Friction; AL Course of StudyGrade 42.aEnergyProvide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.2
Properties of MatterAL Course of StudyGrade 55Matter and Its InteractionsConstruct explanations from observations to determine how the density of an object affects whether the object sinks or floats when placed in a liquid.2
Properties of Matter; AL Course of StudyGrade 53Matter and Its InteractionsExamine matter through observations and measurements to identify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density).2
Properties of Matter; Chemical vs. Physical Changes; AL Course of StudyGrade 54Matter and Its InteractionsInvestigate whether the mixing of two or more substances results in new substances (e.g., mixing of baking soda and vinegar resulting in the formation of a new substance, gas; mixing of sand and water resulting in no new substance being formed).2
Renewable vs. Nonrenewable Resources; AL Course of StudyGrade 45EnergyCompile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining).2
Renewable vs. Nonrenewable Resources; Energy Transfer; AL Course of StudyGrade 44EnergyDesign, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).2
Renewable vs. Nonrenewable Resources; Water Quality & Distribution; Interactions of Earth’s Spheres; AL Course of StudyGrade 516Earth and Human ActivityCollect and organize scientific ideas that individuals and communities can use to protect Earth’s natural resources and its environment (e.g., terracing land to prevent soil erosion, utilizing no-till farming to improve soil fertility, regulating emissions from factories and automobiles to reduce air pollution, recycling to reduce overuse of landfill areas).2
Sun and Other Stars; AL Course of StudyGrade 512Earth’s Place in the UniverseDefend the claim that one factor determining the apparent brightness of the sun compared to other stars is the relative distance from Earth.2
Variation of Traits; AL Course of StudyGrade 37Heredity: Inheritance and Variation of TraitsExamine data to provide evidence that plants and animals, excluding humans, have traits inherited from parents and that variations of these traits exist in groups of similar organisms (e.g., flower colors in pea plants, fur color and pattern in animal offspring).2
Variation of Traits; AL Course of StudyGrade 38Heredity: Inheritance and Variation of TraitsEngage in argument from evidence to justify that traits can be influenced by the environment (e.g., stunted growth in normally tall plants due to insufficient water, change in an arctic fox’s fur color due to light and/or temperature, stunted growth of a normally large animal due to malnourishment).2
Variation of Traits; AL Course of StudyGrade 310Unity and DiversityInvestigate how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing (e.g., plants having larger thorns being less likely to be eaten by predators, animals having better camouflage coloration being more likely to survive and bear offspring).2
Water Cycle (3-5 Version); Interactions of Earth’s Spheres; AL Course of StudyGrade 514Earth’s SystemsUse a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).2
Water Quality & Distribution; AL Course of StudyGrade 515Earth’s SystemsIdentify the distribution of freshwater and salt water on Earth (e.g., oceans, lakes, rivers, glaciers, ground water, polar ice caps) and construct a graphical representation depicting the amounts and percentages found in different reservoirs.2
Water Quality & Distribution; AL Course of StudyGrade 517Earth and Human ActivityDesign solutions, test, and revise 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).2
Wave Properties; AL Course of StudyGrade 46Waves and Their Applications in Technologies for Information TransferDevelop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.2
Weather vs. Climate; AL Course of StudyGrade 313Earth’s SystemsDisplay data graphically and in tables to describe typical weather conditions expected during a particular season (e.g., average temperature, precipitation, wind direction).2
Weather vs. Climate; AL Course of StudyGrade 314Earth’s SystemsCollect information from a variety of sources to describe climates in different regions of the world.2
Weathering & Erosion; Earth's Landscapes; AL Course of StudyGrade 412Earth’s SystemsConstruct explanations by citing evidence found in patterns of rock formations and fossils in rock layers that Earth changes over time through both slow and rapid processes (e.g., rock layers containing shell fossils appearing above rock layers containing plant fossils and no shells indicating a change from land to water over time, a canyon with different rock layers in the walls and a river in the bottom indicating that over time a river cut through the rock).2
Weathering & Erosion; Interactions of Earth’s Spheres; AL Course of StudyGrade 415Earth’s SystemsAnalyze and interpret data (e.g., angle of slope in downhill movement of water, volume of water flow, cycles of freezing and thawing of water, cycles of heating and cooling of water, speed of wind, relative rate of soil deposition, amount of vegetation) to determine effects of weathering and rate of erosion by water, ice, wind, and vegetation using one single form of weathering or erosion at a time.2
Classification of Living Things; Living vs. Non-Living;AL Course of StudyGrade 35From Molecules to Organisms: Structures and ProcessesObtain and combine information to describe that organisms are classified as living things, rather than nonliving things, based on their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.2
AL Course of StudyGrade 413Earth’s SystemsPlan and carry out investigations to examine properties of soils and soil types (e.g., color, texture, capacity to retain water, ability to support growth of plants).2
Gravitational Forces Between Objects;AL Course of StudyGrade 56Motion and Stability: Forces and InteractionsConstruct an explanation from evidence to illustrate that the gravitational force exerted by Earth on objects is directed downward towards the center of Earth.2
AL Course of StudyGrade 57Motion and Stability: Forces and InteractionsDesign and conduct a test to modify the speed of a falling object due to gravity (e.g., constructing a parachute to keep an attached object from breaking).2
Causes of Seasons; Solar & Lunar Eclipses;ALCourse of StudyGrade 6EPU.1Create and manipulate models (e.g., physical, graphical, conceptual) to explain the occurrences of day/night cycles, length of year, seasons, tides, eclipses, and lunar phases based on patterns of the observed motions of celestial bodies.
The Solar System; Gravitational Forces Between Objects;ALCourse of StudyGrade 6EPU.2Construct models and use simulations (e.g., diagrams of the relationship between Earth and man-made satellites, rocket launch, International Space Station, elliptical orbits, black holes, life cycles of stars, orbital periods of objects within the solar system, astronomical units and light years) to explain the role of gravity in affecting the motions of celestial bodies (e.g., planets, moons, comets, asteroids, meteors) within galaxies and the solar system.
The Solar System;ALCourse of StudyGrade 6EPU.3Develop and use models to determine scale properties of objects in the solar system (e.g., scale model representing sizes and distances of the sun, Earth, moon system based on a one-meter diameter sun).
Rock Layers (Geologic Time);ALCourse of StudyGrade 6ES.4Construct explanations from geologic evidence (e.g., change or extinction of particular living organisms; field evidence or representations, including models of geologic cross-sections; sedimentary layering) to identify patterns of Earth’s major historical events (e.g., formation of mountain chains and ocean basins, significant volcanic eruptions, fossilization, folding, faulting, igneous intrusion, erosion).
Tectonic Plates;ALCourse of StudyGrade 6ES.5Use evidence to explain how different geologic processes shape Earth’s history over widely varying scales of space and time (e.g., chemical and physical erosion; tectonic plate processes; volcanic eruptions; meteor impacts; regional geographical features, including Alabama fault lines, Rickwood Caverns, and Wetumpka Impact Crater).
Tectonic Plates;ALCourse of StudyGrade 6ES.6Provide evidence from data of the distribution of fossils and rocks, continental shapes, and seafloor structures to explain past plate motions.
Rocks & Minerals (Including Rock Cycle); Water Cycle (6-8 Version);ALCourse of StudyGrade 6ES.7Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes.
Rocks & Minerals (Including Rock Cycle);ALCourse of StudyGrade 6ES.8Plan and carry out investigations that demonstrate the chemical and physical processes that form rocks and cycle Earth materials (e.g., processes of crystallization, heating and cooling, weathering, deformation, and sedimentation).
Tectonic Plates;ALCourse of StudyGrade 6ES.9Use models to explain how the flow of Earth’s internal energy drives a cycling of matter between Earth’s surface and deep interior causing plate movements (e.g., mid-ocean ridges, ocean trenches, volcanoes, earthquakes, mountains, rift valleys, volcanic islands).
Natural Resource Distribution;ALCourse of StudyGrade 6ES.10Use research-based evidence to propose a scientific explanation regarding how the distribution of Earth’s resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes (e.g., past volcanic and hydrothermal activity, burial of organic sediments, active weathering of rock).
ALCourse of StudyGrade 6ES.11Develop and use models of Earth’s interior composition to illustrate the resulting magnetic field (e.g., magnetic poles) and to explain its measurable effects (e.g., protection from cosmic radiation).
Predicting Natural Disasters;ALCourse of StudyGrade 6ES.12.aUse various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornadoes, blizzards, ice storms, droughts).
Climate Zones & Ocean Currents;ALCourse of StudyGrade 6ES.13.aUse experiments to investigate how energy from the sun is distributed between Earth’s surface and its atmosphere by convection and radiation (e.g., warmer water in a pan rising as cooler water sinks, warming one’s hands by a campfire).
Intro to Climate Change;ALCourse of StudyGrade 6ES.14Analyze and interpret data (e.g., tables, graphs, maps of global and regional temperatures; atmospheric levels of gases such as carbon dioxide and methane; rates of human activities) to describe how various human activities (e.g., use of fossil fuels, creation of urban heat islands, agricultural practices) and natural processes (e.g., solar radiation, greenhouse effect, volcanic activity) may cause changes in local and global temperatures over time.
Human Impacts on the Environment;ALCourse of StudyGrade 6EHA.15Analyze evidence (e.g., databases on human populations, rates of consumption of food and other natural resources) to explain how changes in human population, per capita consumption of natural resources, and other human activities (e.g., land use, resource development, water and air pollution, urbanization) affect Earth’s systems.
Maintaining Biodiversity;ALCourse of StudyGrade 6EHA.16Implement scientific principles to design processes for monitoring and minimizing human impact on the environment (e.g., water usage, including withdrawal of water from streams and aquifers or construction of dams and levees; land usage, including urban development, agriculture, or removal of wetlands; pollution of air, water, and land).
Plant & Animal Cells;ALCourse of StudyGrade 7MO.1Engage in argument from evidence to support claims of the cell theory.
Reproduction of Living Things; Bacteria & Viruses;ALCourse of StudyGrade 7MO.2Gather and synthesize information to explain how prokaryotic and eukaryotic cells differ in structure and function, including the methods of asexual and sexual reproduction.
Plant & Animal Cells;ALCourse of StudyGrade 7MO.3Construct an explanation of the function (e.g., mitochondria releasing energy during cellular respiration) of specific cell structures (i.e., nucleus, cell membrane, cell wall, ribosomes, mitochondria, chloroplasts, and vacuoles) for maintaining a stable environment.
Multicellular Organisms;ALCourse of StudyGrade 7MO.4Construct models and representations of organ systems (e.g., circulatory, digestive, respiratory, muscular, skeletal, nervous) to demonstrate how multiple interacting organs and systems work together to accomplish specific functions.
Food Webs: Cycling of Matter & Flow of Energy;ALCourse of StudyGrade 7ECO.5.aObtain, evaluate, and communicate information about how food is broken down through chemical reactions to create new molecules that support growth and/or release energy as it moves through an organism.
Photosynthesis & Respiration;ALCourse of StudyGrade 7ECO.5.bGenerate a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms.
Competition in Ecosystems;ALCourse of StudyGrade 7ECO.6Analyze and interpret data to provide evidence regarding how resource availability impacts individual organisms as well as populations of organisms within an ecosystem.
Competition in Ecosystems;ALCourse of StudyGrade 7ECO.7Use empirical evidence from patterns and data to demonstrate how changes to physical or biological components of an ecosystem (e.g., deforestation, succession, drought, fire, disease, human activities, invasive species) can lead to shifts in populations.
Symbiosis (Interactions Between Organisms)ALCourse of StudyGrade 7ECO.8Construct an explanation to predict patterns of interactions in different ecosystems in terms of the relationships between and among organisms (e.g., competition, predation, mutualism, commensalism, parasitism).
Maintaining Biodiversity;ALCourse of StudyGrade 7ECO.9Engage in argument to defend the effectiveness of a design solution that maintains biodiversity and ecosystem services (e.g., using scientific, economic, and social considerations regarding purifying water, recycling nutrients, preventing soil erosion).
Reproduction of Living Things;ALCourse of StudyGrade 7ECO.10Use evidence and scientific reasoning to explain how characteristic animal behaviors (e.g., building nests to protect young from cold, herding to protect young from predators, attracting mates for breeding by producing special sounds and displaying colorful plumage, transferring pollen or seeds, creating conditions for seed germination and growth) and specialized plant structures (e.g., flower brightness, nectar, and odor attracting birds that transfer pollen; hard outer shells on seeds providing protection prior to germination) affect the probability of successful reproduction of both animals and plants.
Competition in Ecosystems;ALCourse of StudyGrade 7ECO.11Analyze and interpret data to predict how environmental conditions (e.g., weather, availability of nutrients, location) and genetic factors (e.g., selective breeding of cattle or crops) influence the growth of organisms (e.g., drought decreasing plant growth, adequate supply of nutrients for maintaining normal plant growth, identical plant seeds growing at different rates in different weather conditions, fish growing larger in large ponds than in small ponds).
Reproduction of Living Things; Genes & Mutations; Natural Selection;ALCourse of StudyGrade 7HER.12Construct and use models (e.g., monohybrid crosses using Punnett squares, diagrams, simulations) to explain that genetic variations between parent and offspring (e.g., different alleles, mutations) occur as a result of genetic differences in randomly inherited genes located on chromosomes and that additional variations may arise from alteration of genetic information.
Genes & Mutations;ALCourse of StudyGrade 7HER.13Construct an explanation from evidence to describe how genetic mutations result in harmful, beneficial, or neutral effects to the structure and function of an organism.
Biotechnology;ALCourse of StudyGrade 7HER.14Gather and synthesize information regarding the impact of technologies (e.g., hand pollination, selective breeding, genetic engineering, genetic modification, gene therapy) on the inheritance and/or appearance of desired traits in organisms.
The Fossil Record;ALCourse of StudyGrade 7UD.15Analyze and interpret data for patterns of change in anatomical structures of organisms using the fossil record and the chronological order of fossil appearance in rock layers.
Comparative Anatomy;ALCourse of StudyGrade 7UD.16Construct an explanation based on evidence (e.g., cladogram, phylogenetic tree) for the anatomical similarities and differences among modern organisms and between modern and fossil organisms, including living fossils (e.g., alligator, horseshoe crab, nautilus, coelacanth).
Comparative Anatomy;ALCourse of StudyGrade 7UD.17Obtain and evaluate pictorial data to compare patterns in the embryological development across multiple species to identify relationships not evident in the adult anatomy.
Natural Selection;ALCourse of StudyGrade 7UD.18Construct an explanation from evidence that natural selection acting over generations may lead to the predominance of certain traits that support successful survival and reproduction of a population and to the suppression of other traits.
Properties of Elements;ALCourse of StudyGrade 8MII.1Analyze patterns within the periodic table to construct models (e.g., molecular-level models, including drawings; computer representations) that illustrate the structure, composition, and characteristics of atoms and molecules.
Properties of Elements;ALCourse of StudyGrade 8MII.2Plan and carry out investigations to generate evidence supporting the claim that one pure substance can be distinguished from another based on characteristic properties.
Synthetic Materials;ALCourse of StudyGrade 8MII.3.aCollect and analyze information to illustrate how synthetic materials (e.g., medicine, food additives, alternative fuels, plastics) are derived from natural resources and how they impact society.
Intro to Thermal Energy;ALCourse of StudyGrade 8MII.4Design and conduct an experiment to determine changes in particle motion, temperature, and state of a pure substance when thermal energy is added to or removed from a system.
Chemical Reactions;ALCourse of StudyGrade 8MII.5Observe and analyze characteristic properties of substances (e.g., odor, density, solubility, flammability, melting point, boiling point) before and after the substances combine to determine if a chemical reaction has occurred.
Chemical Reactions;ALCourse of StudyGrade 8MII.6Create a model, diagram, or digital simulation to describe conservation of mass in a chemical reaction and explain the resulting differences between products and reactants.
Heat: Transfer of Thermal Energy;ALCourse of StudyGrade 8MII.7Design, construct, and test a device (e.g., glow stick, hand warmer, hot or cold pack, thermal wrap) that either releases or absorbs thermal energy by chemical reactions (e.g., dissolving ammonium chloride or calcium chloride in water) and modify the device as needed based on criteria (e.g., amount/concentration, time, temperature).
Newton’s Laws of Motion;ALCourse of StudyGrade 8MS.8Use Newton’s first law to demonstrate and explain that an object is either at rest or moves at a constant velocity unless acted upon by an external force (e.g., model car on a table remaining at rest until pushed).
Newton’s Laws of Motion;ALCourse of StudyGrade 8MS.9Use Newton’s second law to demonstrate and explain how changes in an object’s motion depend on the sum of the external forces on the object and the mass of the object (e.g., billiard balls moving when hit with a cue stick).
Newton’s Laws of Motion;ALCourse of StudyGrade 8MS.10Use Newton’s third law to design a model to demonstrate and explain the resulting motion of two colliding objects (e.g., two cars bumping into each other, a hammer hitting a nail).
Electric & Magnetic Fields;ALCourse of StudyGrade 8MS.11Plan and carry out investigations to evaluate how various factors (e.g., electric force produced between two charged objects at various positions; magnetic force produced by an electromagnet with varying number of wire turns, varying number or size of dry cells, and varying size of iron core) affect the strength of electric and magnetic forces.
Electric & Magnetic Fields;ALCourse of StudyGrade 8MS.12Construct an argument from evidence explaining that fields exist between objects exerting forces on each other (e.g., interactions of magnets, electrically charged strips of tape, electrically charged pith balls, gravitational pull of the moon creating tides) even when the objects are not in contact.
Potential vs. Kinetic Energy;ALCourse of StudyGrade 8E.13Create and analyze graphical displays of data to illustrate the relationships of kinetic energy to the mass and speed of an object (e.g., riding a bicycle at different speeds, hitting a table tennis ball versus a golf ball, rolling similar toy cars with different masses down an incline).
Potential vs. Kinetic Energy;ALCourse of StudyGrade 8E.14Use models to construct an explanation of how a system of objects may contain varying types and amounts of potential energy (e.g., observing the movement of a roller coaster cart at various inclines, changing the tension in a rubber band, varying the number of batteries connected in a series, observing a balloon with static electrical charge being brought closer to a classmate’s hair).
Heat: Transfer of Thermal Energy;ALCourse of StudyGrade 8E.15Analyze and interpret data from experiments to determine how various factors affect energy transfer as measured by temperature (e.g., comparing final water temperatures after different masses of ice melt in the same volume of water with the same initial temperature, observing the temperature change of samples of different materials with the same mass and the same material with different masses when adding a specific amount of energy).
Potential vs. Kinetic Energy;ALCourse of StudyGrade 8E.16Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (e.g., bowling ball hitting pins, brakes being applied to a car).
Electromagnetic Spectrum;ALCourse of StudyGrade 8WAT.17.aAnalyze and interpret data to illustrate an electromagnetic spectrum.
Wave Reflection, Absorption & TransmittanceALCourse of StudyGrade 8WAT.18Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media.
Digital vs. Analog Signals;ALCourse of StudyGrade 8WAT.19Integrate qualitative information to explain that common communication devices (e.g., cellular telephones, radios, remote controls, Wi-Fi components, global positioning systems [GPS], wireless technology components) use electromagnetic waves to encode and transmit information.

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