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GA-Standards

Georgia Standards Alignment

We Cover 86% of the Standards of Excellence in Georgia.

Generation Genius LessonStateStandards DocumentGradeState IDStandardsSort
Communication Over Distances;GAStandards of ExcellenceFirst GradeS1P1.eDesign a signal that can serve as an emergency alert using light and/or sound to communicate over a distance.1
Parts of a Plant; Pollination and Seed Dispersal;GAStandards of ExcellenceFirst GradeS1L1.aDevelop models to identify the parts of a plant—root, stem, leaf, and flower.1
Introduction to Light;GAStandards of ExcellenceFirst GradeS1P1.aUse observations to construct an explanation of how light is required to make objects visible.1
Introduction to Light;GAStandards of ExcellenceFirst GradeS1P1.bAsk questions to identify and compare sources of light.1
Introduction to Light;GAStandards of ExcellenceFirst GradeS1P1.cPlan and carry out an investigation of shadows by placing objects at various points from a source of light.1
Introduction to Sound; Communication Over Distances;GAStandards of ExcellenceFirst GradeS1P1.dConstruct an explanation supported by evidence that vibrating materials can make sound and that sound can make materials vibrate.1
Introduction to Weather;GAStandards of ExcellenceFirst GradeS1E1.aRepresent data in tables and/or graphs to identify and describe different types of weather and the characteristics of each type.1
Introduction to Weather;GAStandards of ExcellenceFirst GradeS1E1.bAsk questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).1
Introduction to Weather; Weather vs. ClimateGAStandards of ExcellenceFirst GradeS1E1.cPlan and carry out investigations on current weather conditions by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a calendar, and graphically.1
Living vs. Non-Living Things;GAStandards of ExcellenceFirst GradeS1L1.cDesign a solution to ensure that a plant or animal has all of its needs met.1
Magnets & Static Electricity;GAStandards of ExcellenceFirst GradeS1P2.aConstruct an explanation of how magnets are used in everyday life.1
Magnets & Static Electricity;GAStandards of ExcellenceFirst GradeS1P2.bPlan and carry out an investigation to demonstrate how magnets attract and repel each other and the effect of magnets on common objects.1
Plant Growth Conditions; Animals Need Food;GAStandards of ExcellenceFirst GradeS1L1.bAsk questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).1
Four Seasons and Day Length;GAStandards of ExcellenceFirst GradeS1E1.dAnalyze data to identify seasonal patterns of change.1
Balanced & Unbalanced ForcesGAStandards of ExcellenceKindergartenSKP2.aPlan and carry out an investigation to determine the relationship between an object’s physical attributes and its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when a force is applied.1
Classification of Materials;GAStandards of ExcellenceKindergartenSKE2.bConstruct an argument supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color).1
Classification of Materials;GAStandards of ExcellenceKindergartenSKP1.bUse senses and science tools to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture).1
Classification of Materials; Living vs. Non-Living Things;GAStandards of ExcellenceKindergartenSKL1.bDevelop a model to represent how a set of organisms and nonliving objects are sorted into groups based on their attributes.1
Classification of Materials; Material Properties and Purposes;GAStandards of ExcellenceKindergartenSKP1.aAsk questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.)1
External Animal Parts;GAStandards of ExcellenceKindergartenSKL2.aConstruct an argument supported by evidence for how animals can be grouped according to their features.1
Parts of a Plant;GAStandards of ExcellenceKindergartenSKL2.bConstruct an argument supported by evidence for how plants can be grouped according to their features.1
Introduction to Traits;GAStandards of ExcellenceKindergartenSKL2.cAsk questions and make observations to identify the similarities and differences of offspring to their parents and to other members of the same species.1
Living vs. Non-Living Things;GAStandards of ExcellenceKindergartenSKL1.aConstruct an explanation based on observations to recognize the differences between organisms and nonliving objects.1
Oceans, Lakes and Rivers; Plant Growth Conditions;GAStandards of ExcellenceKindergartenSKE2.aAsk questions to identify and describe earth materials—soil, rocks, water, and air.1
Patterns in the Sky;GAStandards of ExcellenceKindergartenSKE1.aAsk questions to classify objects according to those seen in the day sky, the night sky, and both.1
Patterns in the Sky;GAStandards of ExcellenceKindergartenSKE1.bDevelop a model to communicate the changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day using pictures and words.1
Plant Growth Conditions;GAStandards of ExcellenceKindergartenSKE2.cUse tools to observe and record physical attributes of soil such as texture and color.1
Simple MachinesGAStandards of ExcellenceKindergartenSKP2.bConstruct an argument as to the best way to move an object based on its physical attributes.1
What Is Science?; Properties of Matter;GAStandards of ExcellenceKindergartenSKP1.cPlan and carry out an investigation to predict and observe whether objects, based on their physical attributes, will sink or float.1
Animal & Plant Life CyclesGAStandards of ExcellenceSecond GradeS2L1.aAsk questions to determine the sequence of the life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.1
Animal & Plant Life CyclesGAStandards of ExcellenceSecond GradeS2L1.dDevelop models to illustrate the unique and diverse life cycles of organisms other than humans.1
Classification of Materials; Material Properties and Purposes;GAStandards of ExcellenceSecond GradeS2P1.aAsk questions to describe and classify different objects according to their physical properties.1
Heating and Cooling;GAStandards of ExcellenceSecond GradeS2P1.cProvide evidence from observations to construct an explanation that some changes in matter caused by heating or cooling can be reversed and some changes are irreversible.1
Reducing Our Impact on Earth; Living Things Change Their Environment;GAStandards of ExcellenceSecond GradeS2E3.aAsk questions to obtain information about major changes to the environment in your community.1
Introduction to Weather; Reducing Our Impact on Earth; Living Things Change Their Environment;GAStandards of ExcellenceSecond GradeS2E3.bConstruct an explanation of the causes and effects of a change to the environment in your community.1
Patterns in the Sky;GAStandards of ExcellenceSecond GradeS2E2.aPlan and carry out an investigation to determine the effect of the position of the sun in relation to a fixed object on Earth at various times of the day.1
Patterns in the Sky;GAStandards of ExcellenceSecond GradeS2E2.bDesign and build a structure that demonstrates how shadows change throughout the day.1
Moon & Its PhasesGAStandards of ExcellenceSecond GradeS2E2.dUse data from personal observations to describe, illustrate, and predict how the appearance of the moon changes over time in a pattern.1
Plants Need Water And Light;GAStandards of ExcellenceSecond GradeS2L1.bPlan and carry out an investigation of the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.1
Pollination and Seed Dispersal;GAStandards of ExcellenceSecond GradeS2L1.cConstruct an explanation of an animal’s role in dispersing seeds or in the pollination of plants.1
Pushes and Pulls;GAStandards of ExcellenceSecond GradeS2P2.aPlan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object.1
Pushes and Pulls;GAStandards of ExcellenceSecond GradeS2P2.bDesign a device to change the speed or direction of an object.1
Pushes and Pulls;GAStandards of ExcellenceSecond GradeS2P2.cRecord and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull).1
Four Seasons and Day Length;GAStandards of ExcellenceSecond GradeS2E2.cRepresent data in tables and/or graphs of the length of the day and night to recognize the change in seasons.1
Sun and Other Stars;GAStandards of ExcellenceSecond GradeS2E1.aAsk questions to describe the physical attributes (size and brightness) of stars.1
Sun and Other Stars;GAStandards of ExcellenceSecond GradeS2E1.bConstruct an argument to support the claim that although the sun appears to be the brightest and largest star, it is actually medium in size and brightness.1
What is Engineering?;GAStandards of ExcellenceSecond GradeS2P1.bConstruct an explanation for how structures made from small pieces (linking cubes, building blocks) can be disassembled and then rearranged to make new and different structures.1
Extreme Weather Solutions; Natural Disasters;GAStandards of ExcellenceFifth GradeS5E1.cAsk questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes.2
Food Webs;GAStandards of ExcellenceFifth GradeS5L4.aConstruct an argument using scientific evidence to support a claim that some microorganisms are beneficial.2
Magnets & Static Electricty;GAStandards of ExcellenceFifth GradeS5P3.aConstruct an argument based on experimental evidence to communicate the differences in function and purpose of an electromagnet and a magnet.2
Magnets & Static Electricty;GAStandards of ExcellenceFifth GradeS5P3.bPlan and carry out an investigation to observe the interaction between a magnetic field and a magnetic object.2
Natural Disasters; Weathering & Erosion; Interactions of Earth’s Spheres;GAStandards of ExcellenceFifth GradeS5E1.aConstruct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).2
Particle Nature of Matter;GAStandards of ExcellenceFifth GradeS5P1.bConstruct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.2
Properties of Matter; Chemical vs. Physical Changes;GAStandards of ExcellenceFifth GradeS5P1.cPlan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).2
Variation of Traits;GAStandards of ExcellenceFifth GradeS5L2.bAsk questions to compare and contrast inherited and acquired physical traits.2
Water Quality & Distribution; Chemical vs. Physical Changes;GAStandards of ExcellenceFifth GradeS5P1.aPlan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials.2
Weathering & Erosion; Interactions of Earth’s Spheres;GAStandards of ExcellenceFifth GradeS5E1.bDevelop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.2
GAStandards of ExcellenceFifth GradeS5P2.aObtain and combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed electricity.2
GAStandards of ExcellenceFifth GradeS5P2.bDesign a complete, simple electric circuit, and explain all necessary components.2
GAStandards of ExcellenceFifth GradeS5P2.cPlan and carry out investigations on common materials to determine if they are insulators or conductors of electricity.2
GAStandards of ExcellenceFifth GradeS5L1.aDevelop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.2
GAStandards of ExcellenceFifth GradeS5L1.bDevelop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.2
GAStandards of ExcellenceFifth GradeS5L2.aAsk questions to compare and contrast instincts and learned behaviors.2
GAStandards of ExcellenceFifth GradeS5L3.aGather evidence by utilizing technology tools to support a claim that plants and animals are comprised of cells too small to be seen without magnification.2
GAStandards of ExcellenceFifth GradeS5L3.bDevelop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).2
GAStandards of ExcellenceFifth GradeS5L3.cConstruct an explanation that differentiates between the structure of plant and animal cells.2
GAStandards of ExcellenceFifth GradeS5L4.bConstruct an argument using scientific evidence to support a claim that some microorganisms are harmful.2
Balanced & Unbalanced Forces;GAStandards of ExcellenceFourth GradeS4P3.aPlan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results.2
Balanced & Unbalanced Forces;GAStandards of ExcellenceFourth GradeS4P3.bConstruct an argument to support the claim that gravitational force affects the motion of an object.2
Communication over Distances (K-2 Series)GAStandards of ExcellenceFourth GradeS4P2.bDesign and construct a device to communicate across a distance using light and/or sound.2
Ecosystems;GAStandards of ExcellenceFourth GradeS4L1.cDesign a scenario to demonstrate the effect of a change on an ecosystem.2
Ecosystems; Food Webs;GAStandards of ExcellenceFourth GradeS4L1.dUse printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or over-abundant.2
How Do We Use Food; Food Webs;GAStandards of ExcellenceFourth GradeS4L1.aDevelop a model to describe the roles of producers, consumers, and decomposers in a community.2
How Do We Use Food; Food Webs;GAStandards of ExcellenceFourth GradeS4L1.bDevelop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.2
Light Reflection & Vision;GAStandards of ExcellenceFourth GradeS4P1.bPlan and carry out investigations to describe the path light travels from a light source to a mirror and how it is reflected by the mirror using different angles.2
Light Reflection & Vision;GAStandards of ExcellenceFourth GradeS4P1.aPlan and carry out investigations to observe and record how light interacts with various materials to classify them as opaque, transparent, or translucent.2
Particle Nature of Matter; Water Cycle;GAStandards of ExcellenceFourth GradeS4E3.aPlan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.2
Moon & Its Phases;GAStandards of ExcellenceFourth GradeS4E2.bDevelop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full).2
Simple MachinesGAStandards of ExcellenceFourth GradeS4P3.cAsk questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel and axle, and screw) and how forces are changed when simple machines are used to complete tasks.2
Sun and Other Stars;GAStandards of ExcellenceFourth GradeS4E1.bConstruct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others.2
Sun and Other Stars;GAStandards of ExcellenceFourth GradeS4E1.aAsk questions to compare and contrast technological advances that have changed the amount and type of information on distant objects in the sky.2
Water Cycle;GAStandards of ExcellenceFourth GradeS4E3.bDevelop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).2
Wave Properties;GAStandards of ExcellenceFourth GradeS4P2.aPlan and carry out an investigation utilizing everyday objects to produce sound and predict the effects of changing the strength or speed of vibrations.2
Weather vs. Climate;GAStandards of ExcellenceFourth GradeS4E4.aConstruct an explanation of how weather instruments (thermometer, rain gauge, barometer, wind vane, and anemometer) are used in gathering weather data and making forecasts.2
Weather vs. Climate;GAStandards of ExcellenceFourth GradeS4E4.bInterpret data from weather maps, including fronts (warm, cold, and stationary), temperature, pressure, and precipitation to make an informed prediction about tomorrow’s weather.2
Weather vs. Climate;GAStandards of ExcellenceFourth GradeS4E4.cAsk questions and use observations of cloud types (cirrus, stratus, and cumulus) and data of weather conditions to predict weather events.2
Weather vs. Climate;GAStandards of ExcellenceFourth GradeS4E4.dConstruct an explanation based on research to communicate the difference between weather and climate.2
GAStandards of ExcellenceFourth GradeS4E1.cConstruct an explanation of the differences between stars and planets.2
GAStandards of ExcellenceFourth GradeS4E1.dEvaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and composition of planets and the sun.2
GAStandards of ExcellenceFourth GradeS4E2.aDevelop a model to support an explanation of why the length of day and night change throughout the year.2
GAStandards of ExcellenceFourth GradeS4E2.cConstruct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes.2
GAStandards of ExcellenceFourth GradeS4P1.cPlan and carry out an investigation utilizing everyday materials to explore examples of when light is refracted.2
Brain Processing of Senses; Structure of Living Things; Adaptations and the Environment;GAStandards of ExcellenceThird GradeS3L1.bConstruct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.2
Classification of Materials (K-2 Series)GAStandards of ExcellenceThird GradeS3E1.aAsk questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests.2
Ecosystems;GAStandards of ExcellenceThird GradeS3L1.aAsk questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.2
Ecosystems;GAStandards of ExcellenceThird GradeS3L1.cUse evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.2
Energy Transfer;GAStandards of ExcellenceThird GradeS3P1.aAsk questions to identify sources of heat energy.2
Fossils & Extinction; Earth's Landscapes;GAStandards of ExcellenceThird GradeS3E2.aConstruct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived.2
Fossils & Extinction; Earth's Landscapes;GAStandards of ExcellenceThird GradeS3E2.bDevelop a model to describe the sequence and conditions required for an organism to become fossilized.2
Plant Growth (K-2 Series)GAStandards of ExcellenceThird GradeS3E1.bPlan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam).2
Renewable vs. Nonrenewable Resources; Water Quality & Distribution; Interactions of Earth’s Spheres;GAStandards of ExcellenceThird GradeS3L2.bExplore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.2
Sunlight Warms the Earth (K-2 Series)GAStandards of ExcellenceThird GradeS3P1.bPlan and carry out an investigation to gather data using thermometers to produce tables and charts that illustrate the effect of sunlight on various objects.2
Sunlight Warms the Earth (K-2 Series)GAStandards of ExcellenceThird GradeS3P1.cUse tools and everyday materials to design and construct a device/structure that will increase/decrease the warming effects of sunlight on various materials.2
Water Quality & Distribution;GAStandards of ExcellenceThird GradeS3L2.aAsk questions to collect information and create records of sources and effects of pollution on the plants and animals.2
Weathering & Erosion; Interactions of Earth’s Spheres;GAStandards of ExcellenceThird GradeS3E1.cMake observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time.2

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