Science & Math
$/yr
Nebraska Standards Alignment
Science Lessons
Math Lessons
| Generation Genius Lesson | State | Standards Document | Grade | State ID | Standards | Sort |
|---|---|---|---|---|---|---|
| Pushes and Pulls; | NE | College and Career Ready Standards | Kindergarten | SC.K.1.1.A | Plan 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; | NE | College and Career Ready Standards | Kindergarten | SC.K.1.1.B | Analyze 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 |
| Plants Need Water And Light; Animals Need Food; Living vs. Non-Living Things; | NE | College and Career Ready Standards | Kindergarten | SC.K.7.2.A | Use observations to describe patterns of what plants and animals (including humans) need to survive. | 1 |
| Living Things Change Their Environment; | NE | College and Career Ready Standards | Kindergarten | SC.K.7.2.B | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. | 1 |
| Habitats; | NE | College and Career Ready Standards | Kindergarten | SC.K.7.2.C | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. | 1 |
| Reducing Our Impact on Earth; Natural Resources; | NE | College and Career Ready Standards | Kindergarten | SC.K.7.2.D | Communicate solutions that will increase the positive impact of humans on the land, water, air, and/or other living things in the local environment. | 1 |
| Introduction to Weather; | NE | College and Career Ready Standards | Kindergarten | SC.K.12.3.A | Use and share observations of local weather conditions to describe patterns over time. | 1 |
| Introduction to Weather; | NE | College and Career Ready Standards | Kindergarten | SC.K.12.3.B | Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. | 1 |
| Sunlight Warms the Earth; | NE | College and Career Ready Standards | Kindergarten | SC.K.12.3.C | Make observations to determine the effect of sunlight on Earth's surface. | 1 |
| Sunlight Warms the Earth; | NE | College and Career Ready Standards | Kindergarten | SC.K.12.3.D | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. | 1 |
| Sunlight Warms the Earth; | NE | College and Career Ready Standards | Kindergarten | SC.K.12.3.E | Ask 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 |
| Introduction to Sound; | NE | College and Career Ready Standards | First Grade | SC.1.2.1.A | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. | 1 |
| Introduction to Light; | NE | College and Career Ready Standards | First Grade | SC.1.2.1.B | Make observations to construct an evidence-based account that objects can be seen only when illuminated. | 1 |
| Introduction to Light; | NE | College and Career Ready Standards | First Grade | SC.1.2.1.C | Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. | 1 |
| Communication Over Distances; | NE | College and Career Ready Standards | First Grade | SC.1.2.1.D | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. | 1 |
| Inspired by Nature (Biomimicry); | NE | College and Career Ready Standards | First Grade | SC.1.6.2.A | Use 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 |
| What is Engineering?; | NE | College and Career Ready Standards | First Grade | SC.1.6.2.B | Develop 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 |
| Animals Help Their Babies Survive; | NE | College and Career Ready Standards | First Grade | SC.1.6.2.C | Read texts and use media to determine patterns in a behavior of parents and offspring that help offspring survive. | 1 |
| Introduction to Traits; | NE | College and Career Ready Standards | First Grade | SC.1.6.2.D | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. | 1 |
| Patterns in the Sky; | NE | College and Career Ready Standards | First Grade | SC.1.11.3.A | Use observations of the sun, moon, and stars to describe patterns that can be predicted. | 1 |
| Four Seasons and Day Length; | NE | College and Career Ready Standards | First Grade | SC.1.11.3.B | Make observations at different times of the year to relate the amount of daylight to the time of year. | 1 |
| Classification of Materials; Material Properties and Purposes; | NE | College and Career Ready Standards | Second Grade | SC.2.3.1.A | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. | 1 |
| Material Properties and Purposes; | NE | College and Career Ready Standards | Second Grade | SC.2.3.1.B | Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. | 1 |
| What is Engineering?; | NE | College and Career Ready Standards | Second Grade | SC.2.3.1.C | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. | 1 |
| What is Engineering?; | NE | College and Career Ready Standards | Second Grade | SC.2.3.1.D | Make 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 |
| Heating and Cooling; | NE | College and Career Ready Standards | Second Grade | SC.2.3.1.E | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. | 1 |
| Plant Growth Conditions; Plants Need Water And Light; | NE | College and Career Ready Standards | Second Grade | SC.2.7.2.A | Plan and conduct an investigation to determine if plants need sunlight and water to grow. | 1 |
| Pollination and Seed Dispersal; | NE | College and Career Ready Standards | Second Grade | SC.2.7.2.B | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. | 1 |
| Biodiversity of Life on Earth; | NE | College and Career Ready Standards | Second Grade | SC.2.7.2.C | Make observations of plants and animals to compare the diversity of life in different habitats. | 1 |
| Timescale of Earth's Events; | NE | College and Career Ready Standards | Second Grade | SC.2.13.3.A | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. | 1 |
| Changing the Shape of Land; | NE | College and Career Ready Standards | Second Grade | SC.2.13.3.B | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. | 1 |
| Maps of Landforms; | NE | College and Career Ready Standards | Second Grade | SC.2.13.3.C | Develop a model to represent the shapes and kinds of land and bodies of water in an area. | 1 |
| Oceans, Lakes and Rivers; | NE | College and Career Ready Standards | Second Grade | SC.2.13.3.D | Obtain information to identify where water is found on Earth and that it can be solid or liquid. | 1 |
| Animal Group Behavior; | NE | College and Career Ready Standards | Third Grade | SC.3.7.2.A | Construct an argument that some animals form groups that help members survive. | 2 |
| Animal & Plant Life Cycles; | NE | College and Career Ready Standards | Third Grade | SC.3.9.3.A | Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. | 2 |
| Balanced & Unbalanced Forces; | NE | College and Career Ready Standards | Third Grade | SC.3.1.1.A | Plan 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; | NE | College and Career Ready Standards | Fifth Grade | SC.5.11.3.A | Support an argument that the gravitational force exerted by Earth on objects is directed down. | 2 |
| Brain Processing of Senses; | NE | College and Career Ready Standards | Fourth Grade | SC.4.6.3.C | Use 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. | 2 |
| Brain Processing of Senses; Human Body Systems; Structure of Living Things; Adaptations and the Environment; | NE | College and Career Ready Standards | Fourth Grade | SC.4.6.3.B | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. | 2 |
| Collisions; | NE | College and Career Ready Standards | Fourth Grade | SC.4.4.2.A | Use evidence to construct an explanation relating the speed of an object to the energy of that object. | 2 |
| Collisions; | NE | College and Career Ready Standards | Fourth Grade | SC.4.4.2.C | Ask questions and predict outcomes about the changes in energy that occur when objects collide. | 2 |
| Conservation of Matter; | NE | College and Career Ready Standards | Fifth Grade | SC.5.3.1.B | Measure 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 |
| Earth’s Orbit and Rotation; | NE | College and Career Ready Standards | Fifth Grade | SC.5.11.3.C | Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. | 2 |
| Earth's Landscapes; | NE | College and Career Ready Standards | Fourth Grade | SC.4.13.4.A | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. | 2 |
| Ecosystems; | NE | College and Career Ready Standards | Third Grade | SC.3.7.2.D | Make 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 |
| Ecosystems; Adaptations and the Environment; | NE | College and Career Ready Standards | Third Grade | SC.3.7.2.C | Construct 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 |
| Energy Transfer; Wave Properties; | NE | College and Career Ready Standards | Fourth Grade | SC.4.4.2.B | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electrical currents. | 2 |
| Extreme Weather Solutions; | NE | College and Career Ready Standards | Third Grade | SC.3.12.4.C | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. | 2 |
| Extreme Weather Solutions; Natural Disasters; | NE | College and Career Ready Standards | Fourth Grade | SC.4.13.4.D | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. | 2 |
| Extreme Weather Solutions; What Is Science? (3-5 Version); | NE | College and Career Ready Standards | Third Grade | SC.3.7.2.E | Generate 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 |
| Food Webs; | NE | College and Career Ready Standards | Fifth Grade | SC.5.8.2.C | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. | 2 |
| Fossils & Extinction; Earth's Landscapes; | NE | College and Career Ready Standards | Third Grade | SC.3.7.2.B | Analyze and interpret data from fossils to provide evidence of the organisms and environments in which they lived long ago. | 2 |
| How Do We Use Food; | NE | College and Career Ready Standards | Fifth Grade | SC.5.8.2.B | Support an argument that plants get the materials they need for growth chiefly from air and water. | 2 |
| How Do We Use Food; Food Webs; | NE | College and Career Ready Standards | Fifth Grade | SC.5.8.2.A | Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. | 2 |
| Information Transfer; | NE | College and Career Ready Standards | Fourth Grade | SC.4.2.1.B | Generate and compare multiple solutions that use patterns to transfer information. | 2 |
| Light Reflection & Vision; | NE | College and Career Ready Standards | Fourth Grade | SC.4.6.3.A | Develop a model to describe that light reflecting from objects and entering the eyes allows objects to be seen. | 2 |
| Magnets & Static Electricity; | NE | College and Career Ready Standards | Third Grade | SC.3.1.1.C | Ask questions to determine cause and effect relationships of electrical or magnetic interactions between two objects not in contact with each other. | 2 |
| Magnets & Static Electricity; | NE | College and Career Ready Standards | Third Grade | SC.3.1.1.D | Define a simple design problem that can be solved by applying scientific ideas about magnets. | 2 |
| Natural Disasters; | NE | College and Career Ready Standards | Fourth Grade | SC.4.13.4.C | Analyze and interpret data from maps to describe patterns of Earth's features. | 2 |
| Particle Nature of Matter; | NE | College and Career Ready Standards | Fifth Grade | SC.5.3.1.A | Develop a model to describe that matter is made of particles too small to be seen. | 2 |
| Patterns of Motion & Friction; | NE | College and Career Ready Standards | Third Grade | SC.3.1.1.B | Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. | 2 |
| Properties of Matter; | NE | College and Career Ready Standards | Fifth Grade | SC.5.3.1.C | Make observations and measurements to identify materials based on their properties. | 2 |
| Properties of Matter; Chemical vs. Physical Changes; | NE | College and Career Ready Standards | Fifth Grade | SC.5.3.1.D | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. | 2 |
| Renewable vs. Nonrenewable Resources; | NE | College and Career Ready Standards | Fourth Grade | SC.4.4.2.F | Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. | 2 |
| Renewable vs. Nonrenewable Resources; Energy Transfer; | NE | College and Career Ready Standards | Fourth Grade | SC.4.4.2.D | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; What Is Science? (3-5 Version); | NE | College and Career Ready Standards | Fifth Grade | SC.5.13.4.E | Define 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; What Is Science? (3-5 Version); | NE | College and Career Ready Standards | Fourth Grade | SC.4.4.2.E | Plan 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 |
| Sun and Other Stars; | NE | College and Career Ready Standards | Fifth Grade | SC.5.11.3.B | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. | 2 |
| Variation of Traits; | NE | College and Career Ready Standards | Third Grade | SC.3.9.3.B | Analyze 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; | NE | College and Career Ready Standards | Third Grade | SC.3.9.3.C | Use evidence to support the explanation that traits can be influenced by the environment. | 2 |
| Variation of Traits; | NE | College and Career Ready Standards | Third Grade | SC.3.9.3.D | Use 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 |
| Water Cycle (3-5 Version); Interactions of Earth’s Spheres; | NE | College and Career Ready Standards | Fifth Grade | SC.5.13.4.A | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. | 2 |
| Water Quality & Distribution; | NE | College and Career Ready Standards | Fifth Grade | SC.5.13.4.B | Describe 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 Quality & Distribution; | NE | College and Career Ready Standards | Fifth Grade | SC.5.13.4.D | Define a simple design problem that can be solved by applying scientific ideas about the conservation of fresh water on Earth. | 2 |
| Water Quality & Distribution; Interactions of Earth’s Spheres; | NE | College and Career Ready Standards | Fifth Grade | SC.5.13.4.C | Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. | 2 |
| Wave Properties; | NE | College and Career Ready Standards | Fourth Grade | SC.4.2.1.A | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. | 2 |
| Weather vs. Climate; | NE | College and Career Ready Standards | Third Grade | SC.3.12.4.A | Represent data in table, pictograph, and bar graph displays to describe typical weather conditions expected during a particular season. | 2 |
| Weather vs. Climate; | NE | College and Career Ready Standards | Third Grade | SC.3.12.4.B | Obtain and combine information to describe climates in different regions of the world. | 2 |
| Weathering & Erosion; Interactions of Earth’s Spheres; | NE | College and Career Ready Standards | Fourth Grade | SC.4.13.4.B | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. | 2 |
| Heat: Transfer of Thermal Energy; | NE | College and Career Ready Standards | Sixth Grade | SC.6.4.1.A | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. | |
| Engineering Design Process; | NE | College and Career Ready Standards | Sixth Grade | SC.6.4.1.B | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principle and potential impacts on people and the natural environment that may limit possible solutions. | |
| Heat: Transfer of Thermal Energy; | NE | College and Career Ready Standards | Sixth Grade | SC.6.4.1.C | Plan 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; | NE | College and Career Ready Standards | Sixth Grade | SC.6.4.1.D | Construct, 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; | NE | College and Career Ready Standards | Sixth Grade | SC.6.6.2.A | Conduct 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; | NE | College and Career Ready Standards | Sixth Grade | SC.6.6.2.B | Develop 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; | NE | College and Career Ready Standards | Sixth Grade | SC.6.6.2.C | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. | |
| Multicellular Organisms; | NE | College and Career Ready Standards | Sixth Grade | SC.6.6.2.D | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. | |
| Natural Selection; | NE | College and Career Ready Standards | Sixth Grade | SC.6.9.3.A | Construct an argument based on evidence for how plant and animal adaptations affect the probability of successful reproduction. | |
| Competition in Ecosystems; | NE | College and Career Ready Standards | Sixth Grade | SC.6.9.3.B | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | |
| Reproduction of Living Things; | NE | College and Career Ready Standards | Sixth Grade | SC.6.9.3.C | Develop 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. | |
| Air Masses & Weather Fronts; | NE | College and Career Ready Standards | Sixth Grade | SC.6.12.4.A | Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. | |
| Climate Zones & Ocean Currents; | NE | College and Career Ready Standards | Sixth Grade | SC.6.12.4.B | Develop 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 | NE | College and Career Ready Standards | Sixth Grade | SC.6.12.4.C | Ask questions to clarify evidence of the factors that have caused the change in global temperatures over thousands of years. | |
| Predicting Natural Disasters; | NE | College and Career Ready Standards | Sixth Grade | SC.6.12.4.D | Analyze and interpret data on weather and climate to forecast future catastrophic events and inform the development of technologies to mitigate their effect. | |
| Water Cycle (6-8 Version); | NE | College and Career Ready Standards | Sixth Grade | SC.6.13.5.A | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. | |
| Atoms & Molecules; | NE | College and Career Ready Standards | Seventh Grade | SC.7.3.1.A | Develop models to describe the atomic composition of simple molecules. | |
| Synthetic Materials; | NE | College and Career Ready Standards | Seventh Grade | SC.7.3.1.B | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. | |
| Intro to Thermal Energy; | NE | College and Career Ready Standards | Seventh Grade | SC.7.3.1.C | Develop 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; | NE | College and Career Ready Standards | Seventh Grade | SC.7.5.2.A | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | |
| Chemical Reactions; | NE | College and Career Ready Standards | Seventh Grade | SC.7.5.2.B | Develop 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; | NE | College and Career Ready Standards | Seventh Grade | SC.7.5.2.C | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. | |
| Engineering Design Process; | NE | College and Career Ready Standards | Seventh Grade | SC.7.5.2.D | Analyze 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. | |
| Symbiosis (Interactions Between Organisms); | NE | College and Career Ready Standards | Seventh Grade | SC.7.7.3.A | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | |
| Maintaining Biodiversity; | NE | College and Career Ready Standards | Seventh Grade | SC.7.7.3.B | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. | |
| Engineering Design Process; | NE | College and Career Ready Standards | Seventh Grade | SC.7.7.3.C | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | |
| Human Impacts on the Environment; | NE | College and Career Ready Standards | Seventh Grade | SC.7.7.3.D | Apply scientific principles to design a method for monitoring and increasing positive human impact on the environment. | |
| Photosynthesis & Respiration; | NE | College and Career Ready Standards | Seventh Grade | SC.7.8.4.A | Construct 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; | NE | College and Career Ready Standards | Seventh Grade | SC.7.8.4.B | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves through an organism. | |
| Competition in Ecosystems; | NE | College and Career Ready Standards | Seventh Grade | SC.7.8.4.C | Analyze 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; | NE | College and Career Ready Standards | Seventh Grade | SC.7.8.4.D | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | |
| Competition in Ecosystems; | NE | College and Career Ready Standards | Seventh Grade | SC.7.8.4.E | Construct an argument supported by evidence that changes to physical or biological components of an ecosystem affect populations. | |
| Rocks & Minerals (Including Rock Cycle); | NE | College and Career Ready Standards | Seventh Grade | SC.7.13.5.A | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. | |
| Natural Resource Distribution; | NE | College and Career Ready Standards | Seventh Grade | SC.7.13.5.B | Construct 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. | |
| Human Impacts on the Environment; | NE | College and Career Ready Standards | Seventh Grade | SC.7.13.5.C | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. | |
| Tectonic Plates; | NE | College and Career Ready Standards | Seventh Grade | SC.7.14.6.A | Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. | |
| Tectonic Plates; | NE | College and Career Ready Standards | Seventh Grade | SC.7.14.6.B | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions. | |
| Predicting Natural Disasters; | NE | College and Career Ready Standards | Seventh Grade | SC.7.14.6.C | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. | |
| Newton’s Laws of Motion; | NE | College and Career Ready Standards | Eighth Grade | SC.8.1.1.A | Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. | |
| Engineering Design Process; | NE | College and Career Ready Standards | Eighth Grade | SC.8.1.1.B | Develop 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. | |
| Newton’s Laws of Motion; | NE | College and Career Ready Standards | Eighth Grade | SC.8.1.1.C | Plan 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; | NE | College and Career Ready Standards | Eighth Grade | SC.8.1.1.D | Ask questions about data to determine the factors that affect the strength of electrical and magnetic forces. | |
| Gravitational Forces Between Objects; | NE | College and Career Ready Standards | Eighth Grade | SC.8.1.1.E | Construct 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; | NE | College and Career Ready Standards | Eighth Grade | SC.8.1.1.F | Conduct 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. | |
| Wave Reflection, Absorption & Transmittance; | NE | College and Career Ready Standards | Eighth Grade | SC.8.2.2.A | Use 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; | NE | College and Career Ready Standards | Eighth Grade | SC.8.2.2.B | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. | |
| Digital vs. Analog Signals; | NE | College and Career Ready Standards | Eighth Grade | SC.8.2.2.C | Integrate 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. | |
| Potential vs. Kinetic Energy; | NE | College and Career Ready Standards | Eighth Grade | SC.8.4.3.A | Construct 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; | NE | College and Career Ready Standards | Eighth Grade | SC.8.4.3.B | Develop a model to describe that when the arrangement of objects interacting at a distance changes, then different amounts of potential energy are stored in the system. | |
| Genes & Mutations; | NE | College and Career Ready Standards | Eighth Grade | SC.8.9.4.A | Develop and use a model to describe why structural changes to genes (mutations) may result in harmful, beneficial, or neutral effects to structure and function of organisms. | |
| Biotechnology; | NE | College and Career Ready Standards | Eighth Grade | SC.8.9.4.B | Gather and synthesize information about technologies that have changed the way humans influence inheritance of desired traits in organisms. | |
| The Fossil Record; | NE | College and Career Ready Standards | Eighth Grade | SC.8.10.5.A | Analyze 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; | NE | College and Career Ready Standards | Eighth Grade | SC.8.10.5.B | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among and between modern and fossil organisms to infer evolutionary relationships. | |
| Natural Selection; | NE | College and Career Ready Standards | Eighth Grade | SC.8.10.5.C | Construct 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; | NE | College and Career Ready Standards | Eighth Grade | SC.8.10.5.D | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | |
| Solar & Lunar Eclipses; | NE | College and Career Ready Standards | Eighth Grade | SC.8.11.6.A | Develop 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; | NE | College and Career Ready Standards | Eighth Grade | SC.8.11.6.B | Develop and use a model to describe the role of gravity in the motions within the galaxy and the solar system. | |
| The Solar System; | NE | College and Career Ready Standards | Eighth Grade | SC.8.11.6.C | Analyze and interpret data to determine scale properties of objects in the solar system. | |
| Rock Layers (Geologic Time); | NE | College and Career Ready Standards | Eighth Grade | SC.8.14.7.A | Construct 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. |
Other Standards
- Alaska Science Standards
- Alabama Science Standards
- Alberta Science Standards
- Arkansas Science Standards
- Australia Science Standards
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