Science & Math
$/yr
Wisconsin Standards Alignment
Science Lessons
Math Lessons
| Generation Genius Lesson | State | Standards Document | Grade | State ID | Standards | Sort |
|---|---|---|---|---|---|---|
| Patterns in the Sky; | WI | Standards | Grade 1 | SCI.ESS1.A.1 | Patterns of movement of the sun, moon, and stars, as seen from Earth, can be observed, described, and predicted. | 1 |
| Four Seasons and Day Length; | WI | Standards | Grade 1 | SCI.ESS1.B.1 | Seasonal patterns of sunrise and sunset can be observed, described, and predicted. | 1 |
| Timescale of Earth's Events; | WI | Standards | Grade 2 | SCI.ESS1.C.2 | Some events on Earth occur very quickly; others can occur very slowly. | 1 |
| Changing the Shape of Land; | WI | Standards | Grade 2 | SCI.ESS2.A.2 | Wind and water change the shape of the land. | 1 |
| Maps of Landforms; | WI | Standards | Grade 2 | SCI.ESS2.B.2 | Maps show where things are located. One can map the shapes and kinds of land and water in any area. | 1 |
| Oceans, Lakes and Rivers; | WI | Standards | Grade 2 | SCI.ESS2.C.2 | Water is found in many types of places and in different forms on Earth. | 1 |
| Introduction to Weather; | WI | Standards | Kindergarten | SCI.ESS2.D.K | Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region and time. People record weather patterns over time. | 1 |
| Living Things Change Their Environment; | WI | Standards | Kindergarten | SCI.ESS2.E.K | Plants and animals can change their local environment. | 1 |
| Habitats; Animals Need Food; Living vs. Non-Living Things; | WI | Standards | Kindergarten | SCI.ESS3.A.K | Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. | 1 |
| Introduction to Weather; | WI | Standards | Kindergarten | SCI.ESS3.B.K | In a region, some kinds of severe weather are more likely than others. Forecasts allow communities to prepare for severe weather. | 1 |
| Reducing Our Impact on Earth; Natural Resources; | WI | Standards | Kindergarten | SCI.ESS3.C.K | Things people do can affect the environment but they can make choices to reduce their impacts. | 1 |
| What is Engineering?; | WI | Standards | Grades K-2 | SCI.ETS1.A.K-2.i | A situation that people want to change or create can be approached as a problem to be solved through engineering. | 1 |
| What is Engineering?; | WI | Standards | Grades K-2 | SCI.ETS1.A.K-2.ii | Asking questions, making observations, and gathering information are helpful in thinking about problems. | 1 |
| What is Engineering?; | WI | Standards | Grades K-2 | SCI.ETS1.A.K-2.iii | Before beginning to design a solution, it is important to clearly understand the problem. | 1 |
| What is Engineering?; | WI | Standards | Grades K-2 | SCI.ETS1.B.K-2 | Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. | 1 |
| What is Engineering?; | WI | Standards | Grades K-2 | SCI.ETS1.C.K-2 | Because there is more than one possible solution to a problem, it is useful to compare and test designs. | 1 |
| What is Engineering?; What Is Science? (3-5 Version) | WI | Standards | Grades K-2 | SCI.ETS2.A.K-2 | Science and engineering involve the use of tools to observe and measure things. | 1 |
| Natural Resources; | WI | Standards | Grades K-2 | SCI.ETS2.B.K-2.i | Every human-made product is designed by applying some knowledge of the natural world and is built by using natural materials. | 1 |
| Reducing Our Impact on Earth; | WI | Standards | Grades K-2 | SCI.ETS2.B.K-2.ii | Taking natural materials to make things impacts the environment. | 1 |
| What Is Science? (3-5 Version); | WI | Standards | Grades K-2 | SCI.ETS3.A.K-2.i | People of diverse backgrounds can become scientists and engineers. | 1 |
| What Is Science? (3-5 Version); What is Engineering?; | WI | Standards | Grades K-2 | SCI.ETS3.A.K-2.ii | People have practiced science and engineering for a long time. | 1 |
| What is Engineering?; | WI | Standards | Grades K-2 | SCI.ETS3.A.K-2.iii | Creativity and imagination are important to science and engineering. | 1 |
| What Is Science? (3-5 Version); | WI | Standards | Grades K-2 | SCI.ETS3.B.K-2.i | Scientists use evidence to explain the natural world. | 1 |
| WI | Standards | Grades K-2 | SCI.ETS3.B.K-2.ii | Science assumes natural events happen today as they happened in the past. | 1 | |
| What is Engineering?; | WI | Standards | Grades K-2 | SCI.ETS3.B.K-2.iii | Engineers solve problems to meet the needs of people and communities. | 1 |
| What is Engineering?; | WI | Standards | Grades K-2 | SCI.ETS3.C.K-2.i | Science and engineers use many approaches to answer questions about the natural world and solve problems. | 1 |
| What Is Science? (3-5 Version); | WI | Standards | Grades K-2 | SCI.ETS3.C.K-2.ii | Scientific explanations are strengthened by being supported with evidence. | 1 |
| What is Engineering?; | WI | Standards | Grades K-2 | SCI.ETS3.C.K-2.iii | An engineering problem can have many solutions. The strength of a solution depends on how well it solves the problem. | 1 |
| Parts of a Plant; External Animal Parts; | WI | Standards | Grade 1 | SCI.LS1.A.1 | All organisms have external parts that they use to perform daily functions. | 1 |
| Animals Help Their Babies Survive; | WI | Standards | Grade 1 | SCI.LS1.B.1 | Parents and offspring often engage in behaviors that help the offspring survive. | 1 |
| Plants Need Water And Light; Animals Need Food; | WI | Standards | Kindergarten | SCI.LS1.C.K | Animals obtain food they need from plants or other animals. Plants need water and light. | 1 |
| The Five Senses; | WI | Standards | Grade 1 | SCI.LS1.D.1 | Animals sense and communicate information and respond to inputs with behaviors that help them grow and survive. | 1 |
| Pollination and Seed Dispersal; Plants Need Water And Light; | WI | Standards | Grade 2 | SCI.LS2.A.2 | Plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around. | 1 |
| Introduction to Traits; | WI | Standards | Grade 1 | SCI.LS3.A.1 | Young organisms are very much, but not exactly, like their parents, and also resemble other organisms of the same kind. | 1 |
| Introduction to Traits; | WI | Standards | Grade 1 | SCI.LS3.B.1 | Individuals of the same kind of plant or animal are recognizable as similar, but can also vary in many ways. | 1 |
| Biodiversity of Life on Earth; | WI | Standards | Grade 2 | SCI.LS4.D.2 | There are many different kinds of living things in any area, and they exist in different places on land and in water. | 1 |
| Solids, Liquids and Gases; Material Properties and Purposes; | WI | Standards | Grade 2 | SCI.PS1.A.2 | Matter exists as different substances that have different observable properties. Different properties are suited to different purposes. Objects can be built up from smaller parts. | 1 |
| Heating and Cooling; | WI | Standards | Grade 2 | SCI.PS1.B.2 | Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. | 1 |
| Pushes and Pulls; | WI | Standards | Kindergarten | SCI.PS2.A.K.i | Pushes and pulls can have different strengths and directions, and can change the speed or direction of an object’s motion, or start or stop it. | 1 |
| Pushes and Pulls; | WI | Standards | Kindergarten | SCI.PS2.A.K.ii | A bigger push or pull makes things speed up or slow down more quickly. | 1 |
| Pushes and Pulls; | WI | Standards | Kindergarten | SCI.PS2.B.K | When objects touch or collide, they push on one another and can result in a change of motion. | 1 |
| Pushes and Pulls; | WI | Standards | Kindergarten | SCI.PS3.C.K | Bigger pushes and pulls cause bigger changes in an object’s motion or shape. | 1 |
| Sunlight Warms the Earth; | WI | Standards | Kindergarten | SCI.PS3.D.K | Sunlight warms Earth’s surface. | 1 |
| Introduction to Sound; | WI | Standards | Grade 1 | SCI.PS4.A.1 | Sound can make matter vibrate, and vibrating matter can make sound. | 1 |
| Introduction to Light; | WI | Standards | Grade 1 | SCI.PS4.B.1 | Objects can be seen only when light is available to illuminate them. | 1 |
| Communication Over Distances; | WI | Standards | Grade 1 | SCI.PS4.C.1 | People use devices to send and receive information. | 1 |
| Weather vs. Climate; | WI | Model Academic Standards | Grade 3 | SCI.ESS2.D.3 | Climate describes patterns of typical weather conditions over different scales and variations. Historical weather patterns can be analyzed. | 2 |
| Extreme Weather Solutions; Natural Disasters; | WI | Model Academic Standards | Grade 3 | SCI.ESS3.B.3 | A variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impacts. | 2 |
| Animal & Plant Life Cycles; | WI | Model Academic Standards | Grade 3 | SCI.LS1.B.3 | Reproduction is essential to every kind of organism. Organisms have unique and diverse life cycles. | 2 |
| Ecosystems; Adaptations and the Environment; | WI | Model Academic Standards | Grade 3 | SCI.LS2.C.3 | When the environment changes, some organisms survive and reproduce, some move to new locations, some move into transformed environments, and some die. | 2 |
| Animal Group Behavior; | WI | Model Academic Standards | Grade 3 | SCI.LS2.D.3 | Being part of a group helps animals obtain food, defend themselves, and cope with changes. | 2 |
| Variation of Traits; | WI | Model Academic Standards | Grade 3 | SCI.LS3.A.3 | Many characteristics of organisms are inherited from their parents. Other characteristics result from individuals’ interactions with the environment. Many characteristics involve both inheritance and environment. | 2 |
| Variation of Traits; | WI | Model Academic Standards | Grade 3 | SCI.LS3.B.3 | Different organisms vary in how they look and function because they have different inherited information; the environment also affects the traits that an organism develops. | 2 |
| Fossils & Extinction; Earth's Landscapes; | WI | Model Academic Standards | Grade 3 | SCI.LS4.A.3 | Some living organisms resemble organisms that once lived on Earth. Fossils provide evidence about the types of organisms and environments that existed long ago. | 2 |
| Variation of Traits; | WI | Model Academic Standards | Grade 3 | SCI.LS4.B.3 | Differences in characteristics between individuals of the same species provide advantages in surviving and reproducing. | 2 |
| Ecosystems; Adaptations and the Environment; | WI | Model Academic Standards | Grade 3 | SCI.LS4.C.3 | Particular organisms can only survive in particular environments. | 2 |
| Ecosystems; | WI | Model Academic Standards | Grade 3 | SCI.LS4.D.3 | Populations of organisms live in a variety of habitats. Change in those habitats affects the organisms living there. | 2 |
| Balanced & Unbalanced Forces; | WI | Model Academic Standards | Grade 3 | SCI.PS2.A.3.i | Qualities of motion and changes in motion require description of both size and direction. | 2 |
| Balanced & Unbalanced Forces; | WI | Model Academic Standards | Grade 3 | SCI.PS2.A.3.ii | The effect of unbalanced forces on an object results in a change of motion. | 2 |
| Patterns of Motion & Friction; | WI | Model Academic Standards | Grade 3 | SCI.PS2.A.3.iii | Patterns of motion can be used to predict future motion. | 2 |
| Magnets & Static Electricity; | WI | Model Academic Standards | Grade 3 | SCI.PS2.B.3 | Some forces act through contact, some forces (e.g., magnetic, electrostatic) act even when the objects are not in contact. | 2 |
| Earth's Landscapes; | WI | Model Academic Standards | Grade 4 | SCI.ESS1.C.4 | Certain features on Earth can be used to order events that have occurred in a landscape. | 2 |
| Weathering & Erosion; Interactions of Earth’s Spheres; Ecosystems; | WI | Model Academic Standards | Grade 4 | SCI.ESS2.A.4 | Four major Earth systems interact. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around. | 2 |
| Natural Disasters; | WI | Model Academic Standards | Grade 4 | SCI.ESS2.B.4 | Earth’s physical features occur in patterns, as do earthquakes and volcanoes. Maps can be used to locate features and determine patterns in those events. | 2 |
| Weathering & Erosion; | WI | Model Academic Standards | Grade 4 | SCI.ESS2.E.4 | Living things can affect the physical characteristics of their environment. | 2 |
| Renewable vs. Nonrenewable Resources; | WI | Model Academic Standards | Grade 4 | SCI.ESS3.A.4 | Energy and fuels humans use are derived from natural sources, and their use affects the environment. Some resources are renewable over time, others are not. | 2 |
| Extreme Weather Solutions; Natural Disasters; | WI | Model Academic Standards | Grade 4 | SCI.ESS3.B.4 | A variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impacts. | 2 |
| Brain Processing of Senses; | WI | Model Academic Standards | Grade 4 | SCI.LS1.A.4 | Plants and animals have both internal and external macroscopic structures that allow for growth, survival, behavior, and reproduction. | 2 |
| Brain Processing of Senses; Light Reflection & Vision; | WI | Model Academic Standards | Grade 4 | SCI.LS1.D.4 | Different sense receptors are specialized for particular kinds of information; animals use their perceptions and memories to guide their actions. | 2 |
| Collisions; | WI | Model Academic Standards | Grade 4 | SCI.PS3.A.4 | Moving objects contain energy. The faster the object moves, the more energy it has. | 2 |
| Collisions; Renewable vs. Nonrenewable Resources; Energy Transfer; Wave Properties; | WI | Model Academic Standards | Grade 4 | SCI.PS3.B.4 | Energy can be moved from place to place by moving objects, or through sound, light, or electrical currents. Energy can be converted from one form to another form. | 2 |
| Collisions; | WI | Model Academic Standards | Grade 4 | SCI.PS3.C.4 | When objects collide, contact forces transfer energy so as to change objects’ motions. | 2 |
| Renewable vs. Nonrenewable Resources; How Do We Use Food; Food Webs; | WI | Model Academic Standards | Grade 4 | SCI.PS3.D.4.i | Plants capture energy from sunlight which can be used as fuel or food. | 2 |
| Renewable vs. Nonrenewable Resources; How Do We Use Food; Energy Transfer; | WI | Model Academic Standards | Grade 4 | SCI.PS3.D.4.ii | Stored energy in food or fuel can be converted to useable energy. | 2 |
| Wave Properties; | WI | Model Academic Standards | Grade 4 | SCI.PS4.A.4 | Waves are regular patterns of motion, which can be made in water by disturbing the surface. Waves of the same type can differ in amplitude and wavelength. Waves can make objects move. | 2 |
| Light Reflection & Vision; | WI | Model Academic Standards | Grade 4 | SCI.PS4.B.4 | Objects can be seen when light reflected from their surface enters our eyes. | 2 |
| Information Transfer; | WI | Model Academic Standards | Grade 4 | SCI.PS4.C.4 | Patterns can encode, send, receive, and decode information. | 2 |
| Sun and Other Stars; | WI | Model Academic Standards | Grade 5 | SCI.ESS1.A.5 | Stars range greatly in size and distance from Earth, and this can explain their relative brightness. | 2 |
| Moon & Its Phases; Earth’s Orbit and Rotation; Sun and Other Stars; | WI | Model Academic Standards | Grade 5 | SCI.ESS1.B.5 | The Earth’s orbit and rotation, and the orbit of the moon around the Earth cause observable patterns. | 2 |
| Water Cycle (3-5 Version); Weathering & Erosion; Interactions of Earth’s Spheres; | WI | Model Academic Standards | Grade 5 | SCI.ESS2.A.5 | Four major Earth systems interact. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around. | 2 |
| Water Quality & Distribution; | WI | Model Academic Standards | Grade 5 | SCI.ESS2.C.5 | Most of Earth’s water is in the ocean, and much of the Earth’s freshwater is in glaciers or underground. | 2 |
| Renewable vs. Nonrenewable Resources; Water Quality & Distribution; Interactions of Earth’s Spheres; Ecosystems; | WI | Model Academic Standards | Grade 5 | SCI.ESS3.C.5 | Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth’s resources and environments. | 2 |
| How Do We Use Food; | WI | Model Academic Standards | Grade 5 | SCI.LS1.C.5 | Food provides animals with the materials and energy they need for body repair, growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and process matter, and obtain energy from sunlight, which is used to maintain conditions necessary for survival. | 2 |
| How Do We Use Food; Food Webs; | WI | Model Academic Standards | Grade 5 | SCI.LS2.A.5 | The food of almost any animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants, while decomposers restore some materials back to the soil. | 2 |
| Ecosystems; | WI | Model Academic Standards | Grade 5 | SCI.LS2.B.5 | Matter cycles between the air and soil and among organisms as they live and die. | 2 |
| Particle Nature of Matter; Conservation of Matter; | WI | Model Academic Standards | Grade 5 | SCI.PS1.A.5 | Matter exists as particles that are too small to see. Matter is always conserved even if it seems to disappear. Measurements of a variety of observable properties can be used to identify particular materials. | 2 |
| Properties of Matter; Chemical vs. Physical Changes; | WI | Model Academic Standards | Grade 5 | SCI.PS1.B.5.i | Chemical reactions that occur when substances are mixed can be identified by the emergence of substances with different properties. | 2 |
| Conservation of Matter; | WI | Model Academic Standards | Grade 5 | SCI.PS1.B.5.ii | In chemical reactions the total mass remains the same. | 2 |
| Balanced & Unbalanced Forces; | WI | Model Academic Standards | Grade 5 | SCI.PS2.B.5 | The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. | 2 |
| Renewable vs. Nonrenewable Resources; How Do We Use Food; Food Webs; | WI | Model Academic Standards | Grade 5 | SCI.PS3.D.5.i | Plants capture energy from sunlight which can be used as fuel or food. | 2 |
| Renewable vs. Nonrenewable Resources; How Do We Use Food; Energy Transfer; | WI | Model Academic Standards | Grade 5 | SCI.PS3.D.5.ii | Stored energy in food or fuel can be converted to useable energy. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | WI | Model Academic Standards | Grades 3-5 | SCI.ETS1.A.3-5 | Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; | WI | Model Academic Standards | Grades 3-5 | SCI.ETS1.B.3-5.i | Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; What Is Science? (3-5 Version); Structure of Living Things; | WI | Model Academic Standards | Grades 3-5 | SCI.ETS1.B.3-5.ii | At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; What Is Science? (3-5 Version); | WI | Model Academic Standards | Grades 3-5 | SCI.ETS1.B.3-5.iii | Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; What Is Science? (3-5 Version); | WI | Model Academic Standards | Grades 3-5 | SCI.ETS1.C.3-5 | Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. | 2 |
| Information Transfer; | WI | Model Academic Standards | Grades 3-5 | SCI.ETS2.A.3-5.i | Science and technology support each other. | 2 |
| WI | Model Academic Standards | Grades 3-5 | SCI.ETS2.A.3-5.ii | Tools and instruments are used to answer scientific questions, while scientific discoveries lead to the development of new technologies. | 2 | |
| WI | Model Academic Standards | Grades 3-5 | SCI.ETS2.B.3-5.i | People’s needs and wants change over time, as do their demands for new and improved technologies. | 2 | |
| Extreme Weather Solutions; | WI | Model Academic Standards | Grades 3-5 | SCI.ETS2.B.3-5.ii | Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. | 2 |
| What Is Science? (3-5 Version) | WI | Model Academic Standards | Grades 3-5 | SCI.ETS2.B.3-5.iii | When new technologies become available, they can bring about changes in the way people live and interact with one another. | 2 |
| Real World Science Segments (Mulitple Episodes) | WI | Model Academic Standards | Grades 3-5 | SCI.ETS3.A.3-5.i | Science and engineering knowledge have been created by many cultures. | 2 |
| What Is Science? (3-5 Version); Fossils & Extinction; | WI | Model Academic Standards | Grades 3-5 | SCI.ETS3.A.3-5.ii | People use the tools and practices of science and engineering in many different situations (e.g., land managers, technicians, nurses and welders). | 2 |
| What Is Science? (3-5 Version); | WI | Model Academic Standards | Grades 3-5 | SCI.ETS3.A.3-5.iii | Science and engineering affect everyday life. | 2 |
| What Is Science? (3-5 Version); | WI | Model Academic Standards | Grades 3-5 | SCI.ETS3.B.3-5.i | Science and engineering are both bodies of knowledge and processes that add new knowledge to our understanding. | 2 |
| What Is Science? (3-5 Version); | WI | Model Academic Standards | Grades 3-5 | SCI.ETS3.B.3-5.ii | Scientific findings are limited to what can be supported with evidence from the natural world. | 2 |
| WI | Model Academic Standards | Grades 3-5 | SCI.ETS3.B.3-5.iii | Basic laws of nature are the same everywhere in the universe (e.g., gravity, conservation of matter, energy transfer, etc.). | 2 | |
| Extreme Weather Solutions | WI | Model Academic Standards | Grades 3-5 | SCI.ETS3.B.3-5.iv | Engineering solutions often have drawbacks as well as benefits. | 2 |
| What Is Science? (3-5 Version); | WI | Model Academic Standards | Grades 3-5 | SCI.ETS3.C.3-5.i | The products of science and engineering are not developed through one set “scientific method” or “engineering design process.” Instead, they use a variety of approaches described in the Science and Engineering Practices. | 2 |
| Weathering & Erosion; What Is Science? (3-5 Version); | WI | Model Academic Standards | Grades 3-5 | SCI.ETS3.C.3-5.ii | Science explanations are based on a body of evidence and multiple tests, and describe the mechanisms for natural events. Science explanations can change based on new evidence. | 2 |
| What Is Science? (3-5 Version); | WI | Model Academic Standards | Grades 3-5 | SCI.ETS3.C.3-5.iii | There is no perfect design in engineering. Designs that are best in some ways (e.g., safety or ease of use) may be inferior in other ways (e.g., cost or aesthetics). | 2 |
| The Solar System; | WI | Standards | MS Earth and Space Science | SCI.ESS1.A.m | The solar system is part of the Milky Way, which is one of many billions of galaxies. | |
| The Solar System; | WI | Standards | MS Earth and Space Science | SCI.ESS1.B.m | The solar system contains many varied objects held together by gravity. Solar system models explain and predict eclipses, lunar phases, and seasons. | |
| Rock Layers (Geologic Time); The Fossil Record; | WI | Standards | MS Earth and Space Science | SCI.ESS1.C.m | Rock strata and the fossil record can be used as evidence to organize the relative occurrence of major historical events in Earth’s history. | |
| Tectonic Plates; | WI | Standards | MS Earth and Space Science | SCI.ESS2.A.m | Energy flows and matter cycles within and among Earth’s systems, including the sun and Earth’s interior as primary energy sources. Plate tectonics is one result of these processes. | |
| Tectonic Plates; | WI | Standards | MS Earth and Space Science | SCI.ESS2.B.m | Plate tectonics is the unifying theory that explains movements of rocks at Earth’s surface and geological history. Maps are used to display evidence of plate movement. | |
| Water Cycle (6-8 Version) | WI | Standards | MS Earth and Space Science | SCI.ESS2.C.m | Water cycles among land, ocean, and atmosphere, and is propelled by sunlight and gravity. Density variations of sea water drive interconnected ocean currents. Water movement causes weathering and erosion, changing landscape features. | |
| Climate Zones & Ocean Currents; | WI | Standards | MS Earth and Space Science | SCI.ESS2.D.m | Complex interactions determine local weather patterns and influence climate, including the role of the ocean. | |
| The Fossil Record; | WI | Standards | MS Earth and Space Science | SCI.ESS2.E.m | The fossil record documents the existence, diversity, extinction, and change of many life forms throughout history (linked to content in LS4.A). | |
| Natural Resource Distribution; | WI | Standards | MS Earth and Space Science | SCI.ESS3.A.m | Humans depend on Earth’s land, oceans, fresh water, atmosphere, and biosphere for different resources, many of which are limited or not renewable. Resources are distributed unevenly around the planet as a result of past geologic processes. | |
| Predicting Natural Disasters; | WI | Standards | MS Earth and Space Science | SCI.ESS3.B.m | Patterns can be seen through mapping the history of natural hazards in a region and understanding related geological forces. | |
| Human Impacts on the Environment; | WI | Standards | MS Earth and Space Science | SCI.ESS3.C.m | Human activities have altered the hydrosphere, atmosphere, and lithosphere which in turn has altered the biosphere. Changes to the biosphere can have different impacts for different living things. Activities and technologies can be engineered to reduce people’s impacts on Earth. | |
| Intro to Climate Change | WI | Standards | MS Earth and Space Science | SCI.ESS3.D.m | Evidence suggests human activities affect global warming. Decisions to reduce the impact of global warming depend on understanding climate science, engineering capabilities, and social dynamics. | |
| Engineering Design Process; | WI | Standards | MS Engineering, Technology, and the Application of Science | SCI.ETS1 | Defining and delimiting engineering problems, developing possible solutions and optimizing the design solution. | |
| Engineering Design Process; What is Science? (6-8 Version); | WI | Standards | MS Engineering, Technology, and the Application of Science | SCI.ETS2 | Interdependence of science, engineering, and technology. Influence of engineering, technology, and science on society and the natural world. | |
| Engineering Design Process; What is Science? (6-8 Version); | WI | Standards | MS Engineering, Technology, and the Application of Science | SCI.ETS3 | Science and engineering are human endeavors. Science and engineering are unique ways of thinking with different purposes. Science and engineering use multiple approaches to create new knowledge and solve problems. | |
| Multicellular Organisms; | WI | Standards | MS Life Science | SCI.LS1.A.m | All living things are made up of cells. In organisms, cells work together to form tissues and organs that are specialized for particular body functions. | |
| Reproduction of Living Things; | WI | Standards | MS Life Science | SCI.LS1.B.m | Animals engage in behaviors that increase the odds of reproduction. An organism’s growth is affected by both genetic and environmental factors. | |
| Photosynthesis & Respiration; | WI | Standards | MS Life Science | SCI.LS1.C.m | Plants use the energy from light to make sugars through photosynthesis. Within individual organisms, food is broken down through a series of chemical reactions that rearrange molecules and release energy. | |
| Multicellular Organisms; | WI | Standards | MS Life Science | SCI.LS1.D.m | Each sense receptor responds to different inputs, transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain resulting in immediate behavior or memories. | |
| Competition in Ecosystems; | WI | Standards | MS Life Science | SCI.LS2.A.m | Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared. | |
| Food Webs: Cycling of Matter & Flow of Energy; | WI | Standards | MS Life Science | SCI.LS2.B.m | The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. Food webs model how matter and energy are transferred among producers, consumers, and decomposers as the three groups interact within an ecosystem. | |
| Competition in Ecosystems; | WI | Standards | MS Life Science | SCI.LS2.C.m | Ecosystem characteristics vary over time. Disruptions to any part of an ecosystem can lead to shifts in all of its populations. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. | |
| Maintaining Biodiversity; | WI | Standards | MS Life Science | SCI.LS2.D.m | Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on -- for example, water purification and recycling. | |
| Genes & Mutations; | WI | Standards | MS Life Science | SCI.LS3.A.m | Genes chiefly regulate a specific protein, which affect an individual’s traits. | |
| Reproduction of Living Things; | WI | Standards | MS Life Science | SCI.LS3.B.m | In sexual reproduction, each parent contributes half of the genes acquired by the offspring resulting in variation between parent and offspring. Genetic information can be altered because of mutations, which may result in beneficial, negative, or no change to proteins in or traits of an organism. | |
| The Fossil Record; | WI | Standards | MS Life Science | SCI.LS4.A.m | The fossil record documents the existence, diversity, extinction, and change of many life forms and their environments through Earth’s history. The fossil record and comparisons of anatomical similarities between organisms enables the inference of lines of evolutionary descent. | |
| Natural Selection; Biotechnology; | WI | Standards | MS Life Science | SCI.LS4.B.m | Both natural and artificial selection result from certain traits giving some individuals an advantage in surviving and reproducing, leading to predominance of certain traits in a population. | |
| Natural Selection; | WI | Standards | MS Life Science | SCI.LS4.C.m | Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common. | |
| Maintaining Biodiversity; | WI | Standards | MS Life Science | SCI.LS4.D.m | Changes in biodiversity can influence humans’ resources and ecosystem services they rely on. | |
| Atoms & Molecules; Intro to Thermal Energy; | WI | Standards | MS Physical Science | SCI.PS1.A.m | The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter. | |
| Chemical Reactions; | WI | Standards | MS Physical Science | SCI.PS1.B.m | Reacting substances rearrange to form different molecules, but the number of atoms is conserved. Some reactions release energy and others absorb energy. | |
| WI | Standards | MS Physical Science | SCI.PS2.A.m.i | Motion and changes in motion can be qualitatively described using concepts of speed, velocity, and acceleration (including speeding up, slowing down, and/or changing direction). | ||
| Newton’s Laws of Motion; | WI | Standards | MS Physical Science | SCI.PS2.A.m.ii | The role of the mass of an object must be qualitatively accounted for in any change of motion due to the application of a force (Newton’s first and second law). | |
| Newton’s Laws of Motion; | WI | Standards | MS Physical Science | SCI.PS2.A.m.iii | For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). | |
| Electric & Magnetic Fields; | WI | Standards | MS Physical Science | SCI.PS2.B.m | Forces that act at a distance involve fields that can be mapped by their relative strength and effect on an object. | |
| Potential vs. Kinetic Energy; | WI | Standards | MS Physical Science | SCI.PS3.A.m | Kinetic energy can be distinguished from the various forms of potential energy. | |
| Heat: Transfer of Thermal Energy; | WI | Standards | MS Physical Science | SCI.PS3.B.m | Energy changes to and from each type can be tracked through physical or chemical interactions. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter. | |
| Newton’s Laws of Motion; | WI | Standards | MS Physical Science | SCI.PS3.C.m | When two objects interact, each one exerts a force on the other, and these forces can transfer energy between the interacting objects. | |
| Photosynthesis & Respiration; | WI | Standards | MS Physical Science | SCI.PS3.D.m | Sunlight is captured by plants and used in a chemical reaction to produce sugar molecules for storing this energy. This stored energy can be released by respiration or combustion, which can be reversed by burning those molecules to release energy. | |
| Wave Reflection, Absorption & Transmittance | WI | Standards | MS Physical Science | SCI.PS4.A.m | A simple wave model has a repeating pattern with a specific wavelength, frequency, and amplitude, and mechanical waves need a medium through which they are transmitted. This model can explain many phenomena including sound and light. Waves can transmit energy. | |
| Wave Reflection, Absorption & Transmittance | WI | Standards | MS Physical Science | SCI.PS4.B.m | The construct of a wave is used to model how light interacts with objects. | |
| Digital vs. Analog Signals; | WI | Standards | MS Physical Science | SCI.PS4.C.m | Waves can be used to transmit digital information. Digitized information is comprised of a pattern of 1s and 0s. |
Other Standards
- Alaska Science Standards
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