Science & Math
$/yr
Georgia Standards Alignment
Science Lessons
Math Lessons
| Generation Genius Lesson | State | Standards Document | Grade | State ID | Standards | Sort |
|---|---|---|---|---|---|---|
| Communication Over Distances; | GA | Standards of Excellence | First Grade | S1P1.e | Design 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; | GA | Standards of Excellence | First Grade | S1L1.a | Develop models to identify the parts of a plant—root, stem, leaf, and flower. | 1 |
| Introduction to Light; | GA | Standards of Excellence | First Grade | S1P1.a | Use observations to construct an explanation of how light is required to make objects visible. | 1 |
| Introduction to Light; | GA | Standards of Excellence | First Grade | S1P1.b | Ask questions to identify and compare sources of light. | 1 |
| Introduction to Light; | GA | Standards of Excellence | First Grade | S1P1.c | Plan 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; | GA | Standards of Excellence | First Grade | S1P1.d | Construct an explanation supported by evidence that vibrating materials can make sound and that sound can make materials vibrate. | 1 |
| Introduction to Weather; | GA | Standards of Excellence | First Grade | S1E1.a | Represent data in tables and/or graphs to identify and describe different types of weather and the characteristics of each type. | 1 |
| Introduction to Weather; | GA | Standards of Excellence | First Grade | S1E1.b | Ask 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. Climate | GA | Standards of Excellence | First Grade | S1E1.c | Plan 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; | GA | Standards of Excellence | First Grade | S1L1.c | Design a solution to ensure that a plant or animal has all of its needs met. | 1 |
| Magnets & Static Electricity; | GA | Standards of Excellence | First Grade | S1P2.a | Construct an explanation of how magnets are used in everyday life. | 1 |
| Magnets & Static Electricity; | GA | Standards of Excellence | First Grade | S1P2.b | Plan 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; | GA | Standards of Excellence | First Grade | S1L1.b | Ask 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; | GA | Standards of Excellence | First Grade | S1E1.d | Analyze data to identify seasonal patterns of change. | 1 |
| Balanced & Unbalanced Forces | GA | Standards of Excellence | Kindergarten | SKP2.a | Plan 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; | GA | Standards of Excellence | Kindergarten | SKE2.b | Construct an argument supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color). | 1 |
| Classification of Materials; | GA | Standards of Excellence | Kindergarten | SKP1.b | Use 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; | GA | Standards of Excellence | Kindergarten | SKL1.b | Develop 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; | GA | Standards of Excellence | Kindergarten | SKP1.a | Ask questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.) | 1 |
| External Animal Parts; | GA | Standards of Excellence | Kindergarten | SKL2.a | Construct an argument supported by evidence for how animals can be grouped according to their features. | 1 |
| Parts of a Plant; | GA | Standards of Excellence | Kindergarten | SKL2.b | Construct an argument supported by evidence for how plants can be grouped according to their features. | 1 |
| Introduction to Traits; | GA | Standards of Excellence | Kindergarten | SKL2.c | Ask 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; | GA | Standards of Excellence | Kindergarten | SKL1.a | Construct an explanation based on observations to recognize the differences between organisms and nonliving objects. | 1 |
| Oceans, Lakes and Rivers; Plant Growth Conditions; | GA | Standards of Excellence | Kindergarten | SKE2.a | Ask questions to identify and describe earth materials—soil, rocks, water, and air. | 1 |
| Patterns in the Sky; | GA | Standards of Excellence | Kindergarten | SKE1.a | Ask questions to classify objects according to those seen in the day sky, the night sky, and both. | 1 |
| Patterns in the Sky; | GA | Standards of Excellence | Kindergarten | SKE1.b | Develop 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; | GA | Standards of Excellence | Kindergarten | SKE2.c | Use tools to observe and record physical attributes of soil such as texture and color. | 1 |
| Simple Machines | GA | Standards of Excellence | Kindergarten | SKP2.b | Construct an argument as to the best way to move an object based on its physical attributes. | 1 |
| What Is Science? (3-5 Version); Properties of Matter; | GA | Standards of Excellence | Kindergarten | SKP1.c | Plan and carry out an investigation to predict and observe whether objects, based on their physical attributes, will sink or float. | 1 |
| Animal & Plant Life Cycles | GA | Standards of Excellence | Second Grade | S2L1.a | Ask 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 Cycles | GA | Standards of Excellence | Second Grade | S2L1.d | Develop models to illustrate the unique and diverse life cycles of organisms other than humans. | 1 |
| Classification of Materials; Material Properties and Purposes; | GA | Standards of Excellence | Second Grade | S2P1.a | Ask questions to describe and classify different objects according to their physical properties. | 1 |
| Heating and Cooling; | GA | Standards of Excellence | Second Grade | S2P1.c | Provide 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; | GA | Standards of Excellence | Second Grade | S2E3.a | Ask 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; | GA | Standards of Excellence | Second Grade | S2E3.b | Construct an explanation of the causes and effects of a change to the environment in your community. | 1 |
| Patterns in the Sky; | GA | Standards of Excellence | Second Grade | S2E2.a | Plan 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; | GA | Standards of Excellence | Second Grade | S2E2.b | Design and build a structure that demonstrates how shadows change throughout the day. | 1 |
| Moon & Its Phases | GA | Standards of Excellence | Second Grade | S2E2.d | Use 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; | GA | Standards of Excellence | Second Grade | S2L1.b | Plan 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; | GA | Standards of Excellence | Second Grade | S2L1.c | Construct an explanation of an animal’s role in dispersing seeds or in the pollination of plants. | 1 |
| Pushes and Pulls; | GA | Standards of Excellence | Second Grade | S2P2.a | Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object. | 1 |
| Pushes and Pulls; | GA | Standards of Excellence | Second Grade | S2P2.b | Design a device to change the speed or direction of an object. | 1 |
| Pushes and Pulls; | GA | Standards of Excellence | Second Grade | S2P2.c | Record 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; | GA | Standards of Excellence | Second Grade | S2E2.c | Represent 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; | GA | Standards of Excellence | Second Grade | S2E1.a | Ask questions to describe the physical attributes (size and brightness) of stars. | 1 |
| Sun and Other Stars; | GA | Standards of Excellence | Second Grade | S2E1.b | Construct 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?; | GA | Standards of Excellence | Second Grade | S2P1.b | Construct 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; | GA | Standards of Excellence | Fifth Grade | S5E1.c | Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes. | 2 |
| Food Webs; | GA | Standards of Excellence | Fifth Grade | S5L4.a | Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial. | 2 |
| Magnets & Static Electricity; | GA | Standards of Excellence | Fifth Grade | S5P3.a | Construct an argument based on experimental evidence to communicate the differences in function and purpose of an electromagnet and a magnet. | 2 |
| Magnets & Static Electricity; | GA | Standards of Excellence | Fifth Grade | S5P3.b | Plan 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; | GA | Standards of Excellence | Fifth Grade | S5E1.a | Construct 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; | GA | Standards of Excellence | Fifth Grade | S5P1.b | Construct 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; | GA | Standards of Excellence | Fifth Grade | S5P1.c | Plan 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; | GA | Standards of Excellence | Fifth Grade | S5L2.b | Ask questions to compare and contrast inherited and acquired physical traits. | 2 |
| Water Quality & Distribution; Chemical vs. Physical Changes; | GA | Standards of Excellence | Fifth Grade | S5P1.a | Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials. | 2 |
| Weathering & Erosion; Interactions of Earth’s Spheres; | GA | Standards of Excellence | Fifth Grade | S5E1.b | Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes. | 2 |
| Electricity & Circuits; | GA | Standards of Excellence | Fifth Grade | S5P2.a | Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed electricity. | 2 |
| Electricity & Circuits; | GA | Standards of Excellence | Fifth Grade | S5P2.b | Design a complete, simple electric circuit, and explain all necessary components. | 2 |
| Electricity & Circuits; | GA | Standards of Excellence | Fifth Grade | S5P2.c | Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity. | 2 |
| Classification of Living Things; | GA | Standards of Excellence | Fifth Grade | S5L1.a | Develop 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 |
| Classification of Living Things; | GA | Standards of Excellence | Fifth Grade | S5L1.b | Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources. | 2 |
| GA | Standards of Excellence | Fifth Grade | S5L2.a | Ask questions to compare and contrast instincts and learned behaviors. | 2 | |
| Plant & Animal Cells; | GA | Standards of Excellence | Fifth Grade | S5L3.a | Gather 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 |
| Plant & Animal Cells; | GA | Standards of Excellence | Fifth Grade | S5L3.b | Develop 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 |
| Plant & Animal Cells; | GA | Standards of Excellence | Fifth Grade | S5L3.c | Construct an explanation that differentiates between the structure of plant and animal cells. | 2 |
| Bacteria & Viruses; | GA | Standards of Excellence | Fifth Grade | S5L4.b | Construct an argument using scientific evidence to support a claim that some microorganisms are harmful. | 2 |
| Balanced & Unbalanced Forces; | GA | Standards of Excellence | Fourth Grade | S4P3.a | Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results. | 2 |
| Balanced & Unbalanced Forces; | GA | Standards of Excellence | Fourth Grade | S4P3.b | Construct an argument to support the claim that gravitational force affects the motion of an object. | 2 |
| Communication over Distances (K-2 Series) | GA | Standards of Excellence | Fourth Grade | S4P2.b | Design and construct a device to communicate across a distance using light and/or sound. | 2 |
| Ecosystems; | GA | Standards of Excellence | Fourth Grade | S4L1.c | Design a scenario to demonstrate the effect of a change on an ecosystem. | 2 |
| Ecosystems; Food Webs; | GA | Standards of Excellence | Fourth Grade | S4L1.d | Use 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; | GA | Standards of Excellence | Fourth Grade | S4L1.a | Develop a model to describe the roles of producers, consumers, and decomposers in a community. | 2 |
| How Do We Use Food; Food Webs; | GA | Standards of Excellence | Fourth Grade | S4L1.b | Develop 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; | GA | Standards of Excellence | Fourth Grade | S4P1.b | Plan 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; | GA | Standards of Excellence | Fourth Grade | S4P1.a | Plan 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 (3-5 Version); | GA | Standards of Excellence | Fourth Grade | S4E3.a | Plan 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; | GA | Standards of Excellence | Fourth Grade | S4E2.b | Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). | 2 |
| Simple Machines | GA | Standards of Excellence | Fourth Grade | S4P3.c | Ask 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; | GA | Standards of Excellence | Fourth Grade | S4E1.b | Construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others. | 2 |
| Sun and Other Stars; | GA | Standards of Excellence | Fourth Grade | S4E1.a | Ask 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 (3-5 Version); | GA | Standards of Excellence | Fourth Grade | S4E3.b | Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation). | 2 |
| Wave Properties; | GA | Standards of Excellence | Fourth Grade | S4P2.a | Plan 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; | GA | Standards of Excellence | Fourth Grade | S4E4.a | Construct 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; | GA | Standards of Excellence | Fourth Grade | S4E4.b | Interpret 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; | GA | Standards of Excellence | Fourth Grade | S4E4.c | Ask questions and use observations of cloud types (cirrus, stratus, and cumulus) and data of weather conditions to predict weather events. | 2 |
| Weather vs. Climate; | GA | Standards of Excellence | Fourth Grade | S4E4.d | Construct an explanation based on research to communicate the difference between weather and climate. | 2 |
| The Solar System; | GA | Standards of Excellence | Fourth Grade | S4E1.c | Construct an explanation of the differences between stars and planets. | 2 |
| The Solar System; | GA | Standards of Excellence | Fourth Grade | S4E1.d | Evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and composition of planets and the sun. | 2 |
| Causes of Seasons; | GA | Standards of Excellence | Fourth Grade | S4E2.a | Develop a model to support an explanation of why the length of day and night change throughout the year. | 2 |
| Causes of Seasons; | GA | Standards of Excellence | Fourth Grade | S4E2.c | Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes. | 2 |
| Wave Reflection, Absorption & Transmittance; | GA | Standards of Excellence | Fourth Grade | S4P1.c | Plan 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; | GA | Standards of Excellence | Third Grade | S3L1.b | Construct 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) | GA | Standards of Excellence | Third Grade | S3E1.a | Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. | 2 |
| Ecosystems; | GA | Standards of Excellence | Third Grade | S3L1.a | Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions. | 2 |
| Ecosystems; | GA | Standards of Excellence | Third Grade | S3L1.c | Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another. | 2 |
| Energy Transfer; | GA | Standards of Excellence | Third Grade | S3P1.a | Ask questions to identify sources of heat energy. | 2 |
| Fossils & Extinction; Earth's Landscapes; | GA | Standards of Excellence | Third Grade | S3E2.a | Construct 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; | GA | Standards of Excellence | Third Grade | S3E2.b | Develop a model to describe the sequence and conditions required for an organism to become fossilized. | 2 |
| Plant Growth (K-2 Series) | GA | Standards of Excellence | Third Grade | S3E1.b | Plan 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; | GA | Standards of Excellence | Third Grade | S3L2.b | Explore, 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) | GA | Standards of Excellence | Third Grade | S3P1.b | Plan 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) | GA | Standards of Excellence | Third Grade | S3P1.c | Use 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; | GA | Standards of Excellence | Third Grade | S3L2.a | Ask 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; | GA | Standards of Excellence | Third Grade | S3E1.c | Make 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 |
| Air Masses & Weather Fronts | GA | Standards of Excellence | Sixth Grade | S6E4.c | Develop a model demonstrating the interaction between unequal heating and the rotation of the Earth that causes local and global wind systems. | 3 |
| Air Masses & Weather Fronts | GA | Standards of Excellence | Sixth Grade | S6E4.d | Construct an explanation of the relationship between air pressure, weather fronts, and air masses and meteorological events such as tornados and thunderstorms. | 3 |
| Atoms & Molecules; Properties of Elements; | GA | Standards of Excellence | Eighth Grade | S8P1.e | Develop models (e.g., atomic-level models, including drawings, and computer representations) by analyzing patterns within the periodic table that illustrate the structure, composition, and characteristics of atoms (protons, neutrons, and electrons) and simple molecules. | 3 |
| Biotechnology | GA | Standards of Excellence | Seventh Grade | S7L3.c | Ask questions to gather and synthesize information about the ways humans influence the inheritance of desired traits in organisms through selective breeding. | 3 |
| Causes of Seasons | GA | Standards of Excellence | Sixth Grade | S6E2.c | Analyze and interpret data to relate the tilt of the Earth to the distribution of sunlight throughout the year and its effect on seasons. | 3 |
| Chemical Reactions | GA | Standards of Excellence | Eighth Grade | S8P1.f | Construct an explanation based on evidence to describe conservation of matter in a chemical reaction including the resulting differences between products and reactants. | 3 |
| Chemical vs. Physical Changes | GA | Standards of Excellence | Eighth Grade | S8P1.d | Construct an argument based on observational evidence to support the claim that when a change in a substance occurs, it can be classified as either chemical or physical. | 3 |
| Classification of Living Things | GA | Standards of Excellence | Seventh Grade | S7L1.a | Develop and defend a model that categorizes organisms based on common characteristics. | 3 |
| Classification of Living Things | GA | Standards of Excellence | Seventh Grade | S7L1.b | Evaluate historical models of how organisms were classified based on physical characteristics and how that led to the six kingdom system (currently archaea, bacteria, protists, fungi, plants, and animals). | 3 |
| Climate Zones & Ocean Currents | GA | Standards of Excellence | Sixth Grade | S6E3.d | Analyze and interpret data to create graphic representations of the causes and effects of waves, currents, and tides in Earth’s systems. | 3 |
| Climate Zones & Ocean Currents | GA | Standards of Excellence | Seventh Grade | S7L4.d | Ask questions to gather and synthesize information from multiple sources to differentiate between Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate forest, desert, grassland, taiga, and tundra) and aquatic ecosystems (i.e., freshwater, estuaries, and marine). | 3 |
| Competition in Ecosystems | GA | Standards of Excellence | Seventh Grade | S7L4.c | Analyze and interpret data to provide evidence for how resource availability, disease, climate, and human activity affect individual organisms, populations, communities, and ecosystems. | 3 |
| Electric & Magnetic Fields | GA | Standards of Excellence | Eighth Grade | S8P5.a | Construct an argument using evidence to support the claim that fields (i.e., magnetic fields, gravitational fields, and electric fields) exist between objects exerting forces on each other even when the objects are not in contact. | 3 |
| Electric & Magnetic Fields | GA | Standards of Excellence | Eighth Grade | S8P5.c | Plan and carry out investigations to identify the factors (e.g., distance between objects, 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) that affect the strength of electric and magnetic forces. | 3 |
| Electricity & Circuits | GA | Standards of Excellence | Eighth Grade | S8P5.b | Plan and carry out investigations to demonstrate the distribution of charge in conductors and insulators. | 3 |
| Electromagnetic Spectrum | GA | Standards of Excellence | Eighth Grade | S8P4.b | Construct an explanation using data to illustrate the relationship between the electromagnetic spectrum and energy. | 3 |
| Electromagnetic Spectrum | GA | Standards of Excellence | Eighth Grade | S8P4.c | Design a device to illustrate practical applications of the electromagnetic spectrum (e.g., communication, medical, military). | 3 |
| Food Webs: Cycling of Matter & Flow of Energy | GA | Standards of Excellence | Seventh Grade | S7L4.b | Develop a model to describe the cycling of matter and the flow of energy among biotic and abiotic components of an ecosystem. | 3 |
| Genes & Mutations; Reproduction of Living Things; | GA | Standards of Excellence | Seventh Grade | S7L3.a | Construct an explanation supported with scientific evidence of the role of genes and chromosomes in the process of inheriting a specific trait. | 3 |
| Gravitational Forces Between Objects | GA | Standards of Excellence | Sixth Grade | S6E1.d | Develop and use a model to explain the interaction of gravity and inertia that governs the motion of objects in the solar system. | 3 |
| Heat: Transfer of Thermal Energy | GA | Standards of Excellence | Sixth Grade | S6E4.b | Plan and carry out an investigation to demonstrate how energy from the sun transfers heat to air, land and water at different rates. | 3 |
| Heat: Transfer of Thermal Energy | GA | Standards of Excellence | Eighth Grade | S8P2.c | Construct an argument to support a claim about the type of energy transformations within a system [e.g., lighting a match (light to heat), turning on a light (electrical to light)]. | 3 |
| Heat: Transfer of Thermal Energy | GA | Standards of Excellence | Eighth Grade | S8P2.d | Plan and carry out investigations on the effects of heat transfer on molecular motion as it relates to the collision of atoms (conduction), through space (radiation), or in currents in a liquid or a gas (convection). | 3 |
| Human Impacts on the Environment | GA | Standards of Excellence | Sixth Grade | S6E6.b | Design and evaluate solutions for sustaining the quality and supply of natural resources such as water, soil, and air. | 3 |
| Intro to Climate Change | GA | Standards of Excellence | Sixth Grade | S6E6.c | Construct an argument evaluating contributions to the rise in global temperatures over the past century. | 3 |
| Intro to Thermal Energy | GA | Standards of Excellence | Eighth Grade | S8P1.b | Develop and use models to describe the movement of particles in solids, liquids, gases, and plasma states when thermal energy is added or removed. | 3 |
| Moon & Its Phases | GA | Standards of Excellence | Sixth Grade | S6E2.a | Develop and use a model to demonstrate the phases of the moon by showing the relative positions of the sun, Earth, and moon. | 3 |
| Multicellular Organisms | GA | Standards of Excellence | Seventh Grade | S7L2.b | Develop and use a conceptual model of how cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. | 3 |
| Multicellular Organisms | GA | Standards of Excellence | Seventh Grade | S7L2.c | Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes. | 3 |
| Natural Selection | GA | Standards of Excellence | Seventh Grade | S7L5.a | Use mathematical representations to evaluate explanations of how natural selection leads to changes in specific traits of populations over successive generations. | 3 |
| Natural Selection | GA | Standards of Excellence | Seventh Grade | S7L5.b | Construct an explanation based on evidence that describes how genetic variation and environmental factors influence the probability of survival and reproduction of a species. | 3 |
| Newton’s Laws of Motion | GA | Standards of Excellence | Eighth Grade | S8P3.b | Construct an explanation using Newton’s Laws of Motion to describe the effects of balanced and unbalanced forces on the motion of an object. | 3 |
| Newton’s Laws of Motion | GA | Standards of Excellence | Eighth Grade | S8P3.c | Construct an argument from evidence to support the claim that the amount of force needed to accelerate an object is proportional to its mass (inertia). | 3 |
| Plant & Animal Cells | GA | Standards of Excellence | Seventh Grade | S7L2.a | Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste. | 3 |
| Tectonic Plates | GA | Standards of Excellence | Sixth Grade | S6E5.f | Construct an explanation of how the movement of lithospheric plates, called plate tectonics, can cause major geologic events such as earthquakes and volcanic eruptions. | 3 |
| Potential vs. Kinetic Energy | GA | Standards of Excellence | Eighth Grade | S8P2.a | Analyze and interpret data to create graphical displays that illustrate the relationships of kinetic energy to mass and speed, and potential energy to mass and height of an object. | 3 |
| Potential vs. Kinetic Energy | GA | Standards of Excellence | Eighth Grade | S8P2.b | Plan and carry out an investigation to explain the transformation between kinetic and potential energy within a system (e.g., roller coasters, pendulums, rubber bands, etc.). | 3 |
| Predicting Natural Disasters | GA | Standards of Excellence | Sixth Grade | S6E4.e | Analyze and interpret weather data to explain the effects of moisture evaporating from the ocean on weather patterns and weather events such as hurricanes. | 3 |
| Properties of Elements | GA | Standards of Excellence | Eighth Grade | S8P1.c | Plan and carry out investigations to compare and contrast chemical (i.e., reactivity, combustibility) and physical (i.e., density, melting point, boiling point) properties of matter. | 3 |
| Renewable vs. Non-Renewable Resources | GA | Standards of Excellence | Sixth Grade | S6E6.a | Ask questions to determine the differences between renewable/sustainable energy resources (examples: hydro, solar, wind, geothermal, tidal, biomass) and nonrenewable energy resources (examples: nuclear: uranium, fossil fuels: oil, coal, and natural gas), and how they are used in our everyday lives. | 3 |
| Reproduction of Living Things | GA | Standards of Excellence | Seventh Grade | S7L3.b | Develop and use a model to describe how asexual reproduction can result in offspring with identical genetic information while sexual reproduction results in genetic variation. | 3 |
| Rocks & Minerals (Including Rock Cycle) | GA | Standards of Excellence | Sixth Grade | S6E5.b | Plan and carry out an investigation of the characteristics of minerals and how minerals contribute to rock composition. | 3 |
| Rocks & Minerals (Including Rock Cycle) | GA | Standards of Excellence | Sixth Grade | S6E5.c | Construct an explanation of how to classify rocks by their formation and how rocks change through geologic processes in the rock cycle. | 3 |
| Solar & Lunar Eclipses | GA | Standards of Excellence | Sixth Grade | S6E2.b | Construct an explanation of the cause of solar and lunar eclipses. | 3 |
| Symbiosis (Interactions Between Organisms) | GA | Standards of Excellence | Seventh Grade | S7L4.a | Construct an explanation for the patterns of interactions observed in different ecosystems in terms of the relationships among and between organisms and abiotic components of the ecosystem. | 3 |
| Tectonic Plates | GA | Standards of Excellence | Sixth Grade | S6E5.a | Ask questions to compare and contrast the Earth’s crust, mantle, inner and outer core, including temperature, density, thickness, and composition. | 3 |
| The Fossil Record | GA | Standards of Excellence | Sixth Grade | S6E5.g | Construct an argument using maps and data collected to support a claim of how fossils show evidence of the changing surface and climate of the Earth. | 3 |
| The Fossil Record | GA | Standards of Excellence | Seventh Grade | S7L5.c | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, and extinction of organisms and their relationships to modern organisms. | 3 |
| The Solar System | GA | Standards of Excellence | Sixth Grade | S6E1.b | Develop a model to represent the position of the solar system in the Milky Way galaxy and in the known universe. | 3 |
| The Solar System | GA | Standards of Excellence | Sixth Grade | S6E1.c | Analyze and interpret data to compare and contrast the planets in our solar system in terms of: size relative to Earth, surface and atmospheric features, relative distance from the sun, and ability to support life. | 3 |
| Water Cycle (6-8 Version) | GA | Standards of Excellence | Sixth Grade | S6E3.a | Ask questions to determine where water is located on Earth’s surface (oceans, rivers, lakes, swamps, groundwater, aquifers, and ice) and communicate the relative proportion of water at each location. | 3 |
| Water Cycle (6-8 Version) | GA | Standards of Excellence | Sixth Grade | S6E3.b | Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric conditions that lead to the cycling of water. | 3 |
| Wave Properties | GA | Standards of Excellence | Eighth Grade | S8P4.f | Develop and use a model (e.g., simulations, graphs, illustrations) to predict and describe the relationships between wave properties (e.g., frequency, amplitude, and wavelength) and energy. | 3 |
| Wave Reflection, Absorption & Transmittance | GA | Standards of Excellence | Eighth Grade | S8P4.a | Ask questions to develop explanations about the similarities and differences between electromagnetic and mechanical waves. | 3 |
| Wave Reflection, Absorption & Transmittance | GA | Standards of Excellence | Eighth Grade | S8P4.d | Develop and use a model to compare and contrast how light and sound waves are reflected, refracted, absorbed, diffracted or transmitted through various materials. | 3 |
| Wave Reflection, Absorption & Transmittance | GA | Standards of Excellence | Eighth Grade | S8P4.e | Analyze and interpret data to predict patterns in the relationship between density of media and wave behavior (i.e., speed). | 3 |
| Wave Reflection, Absorption & Transmittance | GA | Standards of Excellence | Eighth Grade | S8P4.g | Develop and use models to demonstrate the effects that lenses have on light (i.e., formation an image) and their possible technological applications. | 3 |
| Weathering & Erosion | GA | Standards of Excellence | Sixth Grade | S6E5.d | Ask questions to identify types of weathering, agents of erosion and transportation, and environments of deposition. | 3 |
| Weathering & Erosion | GA | Standards of Excellence | Sixth Grade | S6E5.e | Develop a model to demonstrate how natural processes (weathering, erosion, and deposition) and human activity change rocks and the surface of the Earth. | 3 |
| What is Science? (6-8 Version) | GA | Standards of Excellence | Sixth Grade | S6E1.a | Ask questions to determine changes in models of Earth’s position in the solar system, and origins of the universe as evidence that scientific theories change with the addition of new information. | 3 |
| GA | Standards of Excellence | Sixth Grade | S6E1.e | Ask questions to compare and contrast the characteristics, composition, and location of comets, asteroids, and meteoroids. | 3 | |
| GA | Standards of Excellence | Sixth Grade | S6E3.c | Ask questions to identify and communicate, using graphs and maps, the composition, location, and subsurface topography of the world’s oceans. | 3 | |
| GA | Standards of Excellence | Sixth Grade | S6E4.a | Analyze and interpret data to compare and contrast the composition of Earth’s atmospheric layers (including the ozone layer) and greenhouse gases. | 3 | |
| GA | Standards of Excellence | Sixth Grade | S6E5.h | Plan and carry out an investigation to provide evidence that soil is composed of layers of weathered rocks and decomposed organic material. | 3 | |
| GA | Standards of Excellence | Eighth Grade | S8P1.a | Develop and use a model to compare and contrast pure substances (elements and compounds) and mixtures. | 3 | |
| GA | Standards of Excellence | Eighth Grade | S8P3.a | Analyze and interpret data to identify patterns in the relationships between speed and distance, and velocity and acceleration. | 3 |
Other Standards
- Alaska Science Standards
- Alabama Science Standards
- Alberta Science Standards
- Arkansas Science Standards
- Australia Science Standards
- Arizona Science Standards
- British Columbia Science Standards
- California Science Standards
- Colorado Science Standards
- Connecticut Science Standards
- Washington DC Science Standards
- Delaware Science Standards
- Florida Science Standards
- Georgia Science Standards
- Hawaii Science Standards
- Iowa Science Standards
- Idaho Science Standards
- Illinois Science Standards
- Indiana Science Standards
- Kansas Science Standards
- Kentucky Science Standards
- Louisiana Science Standards
- Massachusetts Science Standards
- Manitoba Science Standards
- Maryland Science Standards
- Maine Science Standards
- Michigan Science Standards
- Minnesota Science Standards
- Missouri Science Standards
- Mississippi Science Standards
- Montana Science Standards
- North Carolina Science Standards
- North Dakota Science Standards
- Nebraska Science Standards
- New Hampshire Science Standards
- New Jersey Science Standards
- New Mexico Science Standards
- Nevada Science Standards
- New York Science Standards
- Ohio Science Standards
- Oklahoma Science Standards
- Ontario Science Standards
- Oregon Science Standards
- Pennsylvania Science Standards
- Quebec Science Standards
- Rhode Island Science Standards
- Saskatchewan Science Standards
- South Carolina Science Standards
- South Dakota Science Standards
- Tennessee Science Standards
- Texas Science Standards
- United Kingdom Science Standards
- Utah Science Standards
- Virginia Science Standards
- Vermont Science Standards
- Washington Science Standards
- Wisconsin Science Standards
- West Virginia Science Standards
- Wyoming Science Standards
