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Arkansas Standards Alignment

We Cover 100% of the Academic Standards in Arkansas.

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Generation Genius LessonStateStandards DocumentGradeState IDStandardsSort
What is Engineering?; ARAcademic StandardsKindergartenK-ETS1-1Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.1
What is Engineering?; ARAcademic StandardsKindergartenK-ETS1-2Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.1
What is Engineering?; ARAcademic StandardsGrade 11-ETS1-1Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.1
What is Engineering?; ARAcademic StandardsGrade 11-ETS1-2Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.1
What is Engineering?; ARAcademic StandardsGrade 22-PS1-3Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.1
What is Engineering?; ARAcademic StandardsGrade 22-ETS1-2Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.1
Weathering & Erosion; Interactions of Earth’s Spheres; ARAcademic StandardsGrade 44-ESS2-1Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.2
Weather vs. Climate; ARAcademic StandardsGrade 33-ESS2-1Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.2
Weather vs. Climate; ARAcademic StandardsGrade 33-ESS2-2Obtain and combine information to describe climates in different regions of the world.2
Wave Properties; ARAcademic StandardsGrade 44-PS4-1Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.2
Water Quality & Distribution; Interactions of Earth’s Spheres; ARAcademic StandardsGrade 55-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.2
Water Quality & Distribution; ARAcademic StandardsGrade 55-ESS2-2Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.2
Water Cycle (3-5 Version); Interactions of Earth’s Spheres; ARAcademic StandardsGrade 55-ESS2-1Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.2
Variation of Traits; ARAcademic StandardsGrade 33-LS3-1Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.2
Variation of Traits; ARAcademic StandardsGrade 33-LS3-2Use evidence to support the explanation that traits can be influenced by the environment.2
Variation of Traits; ARAcademic StandardsGrade 33-LS4-2Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.2
Timescale of Earth's Events; ARAcademic StandardsGrade 22-ESS1-1Use information from several sources to provide evidence that Earth events can occur quickly or slowly.1
Sunlight Warms the Earth; What is Engineering?; ARAcademic StandardsKindergartenK-ETS1-3Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.1
Sunlight Warms the Earth; What is Engineering?; ARAcademic StandardsGrade 11-ETS1-3Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.1
Sunlight Warms the Earth; What is Engineering?; ARAcademic StandardsGrade 22-ETS1-1Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.1
Sunlight Warms the Earth; What is Engineering?; ARAcademic StandardsGrade 22-ETS1-3Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.1
Sunlight Warms the Earth; ARAcademic StandardsKindergartenK-PS3-1Make observations to determine the effect of sunlight on Earth’s surface.1
Sunlight Warms the Earth; ARAcademic StandardsKindergartenK-PS3-2Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.1
Sun and Other Stars; ARAcademic StandardsGrade 55-ESS1-1Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.2
Solids, Liquids and Gases; Classification of Materials; Material Properties and Purposes; ARAcademic StandardsGrade 22-PS1-1Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.1
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); ARAcademic StandardsGrade 33-ETS1-1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); ARAcademic StandardsGrade 33-ETS1-2Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); ARAcademic StandardsGrade 33-ETS1-3Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); ARAcademic StandardsGrade 44-ETS1-1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); ARAcademic StandardsGrade 44-ETS1-2Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); ARAcademic StandardsGrade 44-ETS1-3Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); ARAcademic StandardsGrade 55-ETS1-1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); ARAcademic StandardsGrade 55-ETS1-2Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); ARAcademic StandardsGrade 55-ETS1-3Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.2
Renewable vs. Nonrenewable Resources; Energy Transfer; ARAcademic StandardsGrade 44-PS3-4Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.2
Renewable vs. Nonrenewable Resources; ARAcademic StandardsGrade 44-ESS3-1Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.2
Reducing Our Impact on Earth; Natural Resources; ARAcademic StandardsKindergartenK-ESS3-3Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.1
Pushes and Pulls; ARAcademic StandardsKindergartenK-PS2-1Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.1
Pushes and Pulls; ARAcademic StandardsKindergartenK-PS2-2Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.1
Properties of Matter; Chemical vs. Physical Changes; ARAcademic StandardsGrade 55-PS1-4Conduct an investigation to determine whether the mixing of two or more substances results in new substances.2
Properties of Matter; ARAcademic StandardsGrade 55-PS1-3Make observations and measurements to identify materials based on their properties.2
Pollination and Seed Dispersal; ARAcademic StandardsGrade 22-LS2-2Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.1
Plants Need Water And Light; Animals Need Food; ARAcademic StandardsKindergartenK-LS1-1Use observations to describe patterns of what plants and animals (including humans) need to survive.1
Plant Growth Conditions; ARAcademic StandardsGrade 22-LS2-1Plan and conduct an investigation to determine if plants need sunlight and water to grow.1
Patterns of Motion & Friction; ARAcademic StandardsGrade 33-PS2-2Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.2
Patterns in the Sky; ARAcademic StandardsGrade 11-ESS1-1Use observations of the sun, moon, and stars to describe patterns that can be predicted.1
Particle Nature of Matter; ARAcademic StandardsGrade 55-PS1-1Develop a model to describe that matter is made of particles too small to be seen.2
Oceans, Lakes and Rivers; ARAcademic StandardsGrade 22-ESS2-3Obtain information to identify where water is found on Earth and that it can be solid or liquid.1
Natural Disasters; ARAcademic StandardsGrade 44-ESS2-2Analyze and interpret data from maps to describe patterns of Earth’s features.2
Material Properties and Purposes; ARAcademic StandardsGrade 22-PS1-2Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.1
Maps of Landforms; ARAcademic StandardsGrade 22-ESS2-2Develop a model to represent the shapes and kinds of land and bodies of water in an area.1
Magnets & Static Electricity; ARAcademic StandardsGrade 33-PS2-3Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.2
Magnets & Static Electricity; ARAcademic StandardsGrade 33-PS2-4Define a simple design problem that can be solved by applying scientific ideas about magnets.2
Living Things Change Their Environment; ARAcademic StandardsKindergartenK-ESS2-2Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.1
Light Reflection & Vision; ARAcademic StandardsGrade 44-PS4-2Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.2
Introduction to Weather; ARAcademic StandardsKindergartenK-ESS2-1Use and share observations of local weather conditions to describe patterns over time.1
Introduction to Weather; ARAcademic StandardsKindergartenK-ESS3-2Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.1
Introduction to Traits; ARAcademic StandardsGrade 11-LS3-1Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.1
Introduction to Sound; ARAcademic StandardsGrade 11-PS4-1Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.1
Introduction to Light; ARAcademic StandardsGrade 11-PS4-2Make observations to construct an evidence-based account that objects can be seen only when illuminated.1
Introduction to Light; ARAcademic StandardsGrade 11-PS4-3Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.1
Inspired by Nature (Biomimicry); ARAcademic StandardsGrade 11-LS1-1Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.1
Information Transfer; ARAcademic StandardsGrade 44-PS4-3Generate and compare multiple solutions that use patterns to transfer information.2
How Do We Use Food; Food Webs; ARAcademic StandardsGrade 55-PS3-1Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.2
How Do We Use Food; ARAcademic StandardsGrade 55-LS1-1Support an argument that plants get the materials they need for growth chiefly from air and water.2
Heating and Cooling; ARAcademic StandardsGrade 22-PS1-4Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.1
Habitats; ARAcademic StandardsKindergartenK-ESS3-1Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.1
Four Seasons and Day Length; ARAcademic StandardsGrade 11-ESS1-2Make observations at different times of year to relate the amount of daylight to the time of year.1
Fossils & Extinction; Earth's Landscapes; ARAcademic StandardsGrade 33-LS4-1Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.2
Food Webs; ARAcademic StandardsGrade 55-LS2-1Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.2
Extreme Weather Solutions; Natural Disasters; ARAcademic StandardsGrade 44-ESS3-2Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.2
Extreme Weather Solutions; ARAcademic StandardsGrade 33-ESS3-1Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.2
Energy Transfer; Wave Properties; ARAcademic StandardsGrade 44-PS3-2Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.2
Ecosystems; Adaptations and the Environment; ARAcademic StandardsGrade 33-LS4-3Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.2
Ecosystems; ARAcademic StandardsGrade 33-LS4-4Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.2
Earth’s Orbit and Rotation; ARAcademic StandardsGrade 55-ESS1-2Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.2
Earth's Landscapes; ARAcademic StandardsGrade 44-ESS1-1Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.2
Conservation of Matter; ARAcademic StandardsGrade 55-PS1-2Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.2
Communication Over Distances; ARAcademic StandardsGrade 11-PS4-4Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.1
Collisions; ARAcademic StandardsGrade 44-PS3-1Use evidence to construct an explanation relating the speed of an object to the energy of that object.2
Collisions; ARAcademic StandardsGrade 44-PS3-3Ask questions and predict outcomes about the changes in energy that occur when objects collide.2
Changing the Shape of Land; ARAcademic StandardsGrade 22-ESS2-1Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.1
Brain Processing of Senses; Human Body Systems; Structure of Living Things; Adaptations and the Environment; ARAcademic StandardsGrade 44-LS1-1Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.2
Brain Processing of Senses; ARAcademic StandardsGrade 44-LS1-2Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.2
Biodiversity of Life on Earth; ARAcademic StandardsGrade 22-LS4-1Make observations of plants and animals to compare the diversity of life in different habitats.1
Balanced & Unbalanced Forces; ARAcademic StandardsGrade 33-PS2-1Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.2
Balanced & Unbalanced Forces; ARAcademic StandardsGrade 55-PS2-1Support an argument that the gravitational force exerted by Earth on objects is directed down.2
Animals Help Their Babies Survive; ARAcademic StandardsGrade 11-LS1-2Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.1
Animal Group Behavior; ARAcademic StandardsGrade 33-LS2-1Construct an argument that some animals form groups that help members survive.2
Animal & Plant Life Cycles; ARAcademic StandardsGrade 33-LS1-1Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.2
Heat: Transfer of Thermal Energy; ARAcademic StandardsGrade 66-PS3-3Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Heat: Transfer of Thermal Energy; ARAcademic StandardsGrade 66-PS3-4Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
Potential vs. Kinetic Energy; ARAcademic StandardsGrade 66-PS3-5Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Plant & Animal Cells; ARAcademic StandardsGrade 66-LS1-1Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Plant & Animal Cells; ARAcademic StandardsGrade 66-LS1-2Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Multicellular Organisms; ARAcademic StandardsGrade 66-LS1-3Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Multicellular Organisms; ARAcademic StandardsGrade 66-LS1-8Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Reproduction of Living Things; ARAcademic StandardsGrade 66-LS1-4Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
Competition in Ecosystems; ARAcademic StandardsGrade 66-LS1-5Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Reproduction of Living Things; ARAcademic StandardsGrade 66-LS3-2Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Water Cycle (6-8 Version); ARAcademic StandardsGrade 66-ESS2-4Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Human Impacts on the Environment; ARAcademic StandardsGrade 66-ESS3-3Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Human Impacts on the Environment; ARAcademic StandardsGrade 66-ESS3-4Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Air Masses & Weather Fronts; ARAcademic StandardsGrade 66-ESS2-5Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
Climate Zones & Ocean Currents; ARAcademic StandardsGrade 66-ESS2-6Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Intro to Climate Change; ARAcademic StandardsGrade 66-ESS3-5Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Atoms & Molecules; ARAcademic StandardsGrade 77-PS1-1Develop models to describe the atomic composition of simple molecules and extended structures.
Synthetic Materials; ARAcademic StandardsGrade 77-PS1-3Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
Intro to Thermal Energy; ARAcademic StandardsGrade 77-PS1-4Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
Chemical Reactions; ARAcademic StandardsGrade 77-PS1-2Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Chemical Reactions; ARAcademic StandardsGrade 77-PS1-5Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Intro to Thermal Energy; ARAcademic StandardsGrade 77-PS1-6Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
Symbiosis (Interactions Between Organisms); ARAcademic StandardsGrade 77-LS2-2Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Maintaining Biodiversity; ARAcademic StandardsGrade 77-LS2-5Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Photosynthesis & Respiration; ARAcademic StandardsGrade 77-LS1-6Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Food Webs: Cycling of Matter & Flow of Energy; ARAcademic StandardsGrade 77-LS1-7Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Competition in Ecosystems; ARAcademic StandardsGrade 77-LS2-1Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Food Webs: Cycling of Matter & Flow of Energy; ARAcademic StandardsGrade 77-LS2-3Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Competition in Ecosystems; ARAcademic StandardsGrade 77-LS2-4Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Rocks & Minerals (Including Rock Cycle); ARAcademic StandardsGrade 77-ESS2-1Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Natural Resource Distribution; ARAcademic StandardsGrade 77-ESS3-1Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes
Tectonic Plates; ARAcademic StandardsGrade 77-ESS2-2Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Tectonic Plates; ARAcademic StandardsGrade 77-ESS2-3Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Predicting Natural Disasters; ARAcademic StandardsGrade 77-ESS3-2Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Wave Reflection, Absorption & Transmittance; ARAcademic StandardsGrade 88-PS4-1Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
Wave Reflection, Absorption & Transmittance; ARAcademic StandardsGrade 88-PS4-2Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Digital vs. Analog Signals; ARAcademic StandardsGrade 88-PS4-3Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
Newton’s Laws of Motion; ARAcademic StandardsGrade 88-PS2-1Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
Newton’s Laws of Motion; ARAcademic StandardsGrade 88-PS2-2Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Electric & Magnetic Fields; ARAcademic StandardsGrade 88-PS2-3Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Gravitational Forces Between Objects; ARAcademic StandardsGrade 88-PS2-4Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
Electric & Magnetic Fields; ARAcademic StandardsGrade 88-PS2-5Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Potential vs. Kinetic Energy; ARAcademic StandardsGrade 88-PS3-1Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Potential vs. Kinetic Energy; ARAcademic StandardsGrade 88-PS3-2Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Solar & Lunar Eclipses; ARAcademic StandardsGrade 88-ESS1-1Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
The Solar System; ARAcademic StandardsGrade 88-ESS1-2Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
The Solar System; ARAcademic StandardsGrade 88-ESS1-3Analyze and interpret data to determine scale properties of objects in the solar system.
Rock Layers (Geologic Time); ARAcademic StandardsGrade 88-ESS1-4Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
Genes & Mutations; ARAcademic StandardsGrade 88-LS3-1Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Biotechnology; ARAcademic StandardsGrade 88-LS4-5Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
The Fossil Record; ARAcademic StandardsGrade 88-LS4-1Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Comparative Anatomy; ARAcademic StandardsGrade 88-LS4-2Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
Comparative Anatomy; ARAcademic StandardsGrade 88-LS4-3Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
Natural Selection; ARAcademic StandardsGrade 88-LS4-4Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
Natural Selection; ARAcademic StandardsGrade 88-LS4-6Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Engineering Design Process; ARAcademic StandardsGrade 6-86-8-ETS1-1Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering Design Process; ARAcademic StandardsGrade 6-86-8-ETS1-2Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Design Process; ARAcademic StandardsGrade 6-86-8-ETS1-3Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Engineering Design Process; ARAcademic StandardsGrade 6-86-8-ETS1-4Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

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