This alignment guide shows how KnowAtom’s integrated model of science curriculum is designed for Washington State K-12 Science Learning Standards (WSSLS) - NGSS.
Science Lesson
|
State
|
Standards
|
State ID
|
Grades
|
Performance Expectation
|
|---|---|---|---|---|---|
| Sun Position and Shadow Patterns | WA | Washington State K-12 Science Learning Standards | 1-ESS1-1 | 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Earth and Moon Patterns | WA | Washington State K-12 Science Learning Standards | 1-ESS1-1 | 1 |
Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| Seasonal Patterns | WA | Washington State K-12 Science Learning Standards | 1-ESS1-2 | 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
| Seasonal Temperatures and Water Cycles | WA | Washington State K-12 Science Learning Standards | 1-ESS1-2 | 1 |
Make observations at different times of year to relate the amount of daylight to the time of year. |
| Ant Behavior and Food | WA | Washington State K-12 Science Learning Standards | 1-LS1-1 | 1 |
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. |
| Bird Beak Structure and Function | WA | Washington State K-12 Science Learning Standards | 1-LS1-1 | 1 |
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. |
| Plant Structures | WA | Washington State K-12 Science Learning Standards | 1-LS1-1 | 1 |
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. |
| Living and Nonliving Things | WA | Washington State K-12 Science Learning Standards | 1-LS1-1 | 1 |
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. |
| Engineering Litter Collectors | WA | Washington State K-12 Science Learning Standards | 1-LS1-1 | 1 |
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. |
| Engineering Dams | WA | Washington State K-12 Science Learning Standards | 1-LS1-1 | 1 |
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. |
| Insect Anatomy - Structure and Function | WA | Washington State K-12 Science Learning Standards | 1-LS1-1 | 1 |
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. |
| Parent and Offspring Behaviors | WA | Washington State K-12 Science Learning Standards | 1-LS1-2 | 1 |
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| Parent and Offspring Behaviors | WA | Washington State K-12 Science Learning Standards | 1-LS3-1 | 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. *Students focus on animals in this unit. |
| Living and Nonliving Things | WA | Washington State K-12 Science Learning Standards | 1-LS3-1 | 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| Plant Structures | WA | Washington State K-12 Science Learning Standards | 1-LS3-1 | 1 |
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| Sounds and Senses | WA | Washington State K-12 Science Learning Standards | 1-PS4-1 | 1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| Making Sounds and Instruments | WA | Washington State K-12 Science Learning Standards | 1-PS4-1 | 1 |
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| Engineering Communication Devices | WA | Washington State K-12 Science Learning Standards | 1-PS4-1 | 1 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. |
| Light | WA | Washington State K-12 Science Learning Standards | 1-PS4-2 | 1 |
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. |
| Materials and Light | WA | Washington State K-12 Science Learning Standards | 1-PS4-3 | 1 |
Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. |
| Earth Events | WA | Washington State K-12 Science Learning Standards | 2-ESS1-1 | 2 |
Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| Controlling Erosion | WA | Washington State K-12 Science Learning Standards | 2-ESS2-1 | 2 |
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| Mapping Land and Water | WA | Washington State K-12 Science Learning Standards | 2-ESS2-2 | 2 |
Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| Water Flow | WA | Washington State K-12 Science Learning Standards | 2-ESS2-3 | 2 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| How Plants Grow | WA | Washington State K-12 Science Learning Standards | 2-LS2-1 | 2 |
Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
| Butterfly Life Cycle | WA | Washington State K-12 Science Learning Standards | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Engineering Hand Pollinators | WA | Washington State K-12 Science Learning Standards | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Butterfly Structure and Function | WA | Washington State K-12 Science Learning Standards | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Flowers | WA | Washington State K-12 Science Learning Standards | 2-LS2-2 | 2 |
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| Predator-Prey Relationships | WA | Washington State K-12 Science Learning Standards | 2-LS4-1 | 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
| Habitats | WA | Washington State K-12 Science Learning Standards | 2-LS4-1 | 2 |
Make observations of plants and animals to compare the diversity of life in different habitats. |
| Property of Materials | WA | Washington State K-12 Science Learning Standards | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Matter and Properties | WA | Washington State K-12 Science Learning Standards | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | 2-PS1-1 | 2 |
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| Property of Materials | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Floating and Sinking | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Engineering Boats | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Action-Reaction Forces | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Friction | WA | Washington State K-12 Science Learning Standards | 2-PS1-2 | 2 |
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | 2-PS1-3 | 2 |
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. |
| Water Flow | WA | Washington State K-12 Science Learning Standards | 2-PS1-4 | 2 |
Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| Matter and Properties | WA | Washington State K-12 Science Learning Standards | 2-PS1-4 | 2 |
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| Engineering Electric Cars | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Sound Barriers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Roller Coasters | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Permeable Concrete | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Skyscrapers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Water Prisms | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 4 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Hearing Toys | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 3 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Filtration Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-1 | 5 |
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Engineering Electric Cars | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 4 |
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. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 5 |
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. |
| Engineering Sound Barriers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 5 |
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. |
| Engineering Roller Coasters | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 5 |
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. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 4 |
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. |
| Engineering Permeable Concrete | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 4 |
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. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 3 |
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. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 4 |
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. |
| Engineering Skyscrapers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 3 |
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. |
| Engineering Hearing Toys | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 3 |
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. |
| Engineering Water Prisms | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 3 |
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. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 3 |
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. |
| Engineering Filtration Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-2 | 5 |
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. |
| Engineering Electric Cars | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 4 |
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. |
| Engineering Permeable Concrete | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 4 |
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. |
| Engineering Sound Barriers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 5 |
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. |
| Engineering Roller Coasters | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 5 |
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. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 4 |
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. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 3 |
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. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 3 |
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. |
| Engineering Hearing Toys | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 3 |
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. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 4 |
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. |
| Engineering Skyscrapers | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 3 |
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. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 5 |
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. |
| Engineering Water Prisms | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 3 |
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. |
| Engineering Filtration Devices | WA | Washington State K-12 Science Learning Standards | 3-5-ETS1-3 | 5 |
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. |
| Earth Materials and Water Flow | WA | Washington State K-12 Science Learning Standards | 3-ESS2-1 | 4 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Weather and Climate | WA | Washington State K-12 Science Learning Standards | 3-ESS2-1 | 3 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Earth's Interacting Systems | WA | Washington State K-12 Science Learning Standards | 3-ESS2-1 | 5 |
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| Weather and Climate | WA | Washington State K-12 Science Learning Standards | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Heat and Evaporation | WA | Washington State K-12 Science Learning Standards | 3-ESS2-2 | 3 |
Obtain and combine information to describe climates in different regions of the world. |
| Earth's Interacting Systems | WA | Washington State K-12 Science Learning Standards | 3-ESS2-2 | 5 |
Obtain and combine information to describe climates in different regions of the world. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 3-ESS3-1 | 3 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Engineering Permeable Concrete | WA | Washington State K-12 Science Learning Standards | 3-ESS3-1 | 4 |
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| Earth Materials and Water Flow | WA | Washington State K-12 Science Learning Standards | 3-ESS3-3 | 4 |
Obtain and combine information to describe climates in different regions of the world. |
| Plant Growth and Acid Rain | WA | Washington State K-12 Science Learning Standards | 3-LS1-1 | 5 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| Frog Life Cycle | WA | Washington State K-12 Science Learning Standards | 3-LS1-1 | 4 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| Life Cycles | WA | Washington State K-12 Science Learning Standards | 3-LS1-1 | 3 |
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| Life Cycles | WA | Washington State K-12 Science Learning Standards | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Environmental Change | WA | Washington State K-12 Science Learning Standards | 3-LS2-1 | 3 |
Construct an argument that some animals form groups that help members survive. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 3-LS3-1 | 4 |
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. |
| Heredity and Traits | WA | Washington State K-12 Science Learning Standards | 3-LS3-1 | 3 |
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. |
| Ecosystem Dynamics | WA | Arkansas K-12 Science Standards | 3-LS3-1 | 5 |
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. |
| Ecosystem Dynamics | WA | Washington State K-12 Science Learning Standards | 3-LS3-2 | 5 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Heredity and Traits | WA | Washington State K-12 Science Learning Standards | 3-LS3-2 | 3 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 3-LS3-2 | 4 |
Use evidence to support the explanation that traits can be influenced by the environment. |
| Fossil Organisms and their Environment | WA | Washington State K-12 Science Learning Standards | 3-LS4-1 | 3 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| Changing Earth's Surface | WA | Washington State K-12 Science Learning Standards | 3-LS4-1 | 4 |
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| Ecosystem Dynamics | WA | Washington State K-12 Science Learning Standards | 3-LS4-2 | 5 |
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. |
| Heredity and Traits | WA | Washington State K-12 Science Learning Standards | 3-LS4-2 | 3 |
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. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 3-LS4-2 | 4 |
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. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 3-LS4-3 | 3 |
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. |
| Ecosystem Dynamics | WA | Washington State K-12 Science Learning Standards | 3-LS4-3 | 5 |
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. |
| Environmental Change | WA | Washington State K-12 Science Learning Standards | 3-LS4-3 | 3 |
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. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 3-LS4-3 | 4 |
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. |
| Fossil Organisms and their Environment | WA | Washington State K-12 Science Learning Standards | 3-LS4-3 | 3 |
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. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 3-LS4-4 | 4 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
| Environmental Change | WA | Washington State K-12 Science Learning Standards | 3-LS4-4 | 3 |
Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change. |
| Forces and Levers | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 4 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Windmill Forces | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Patterns in Motion | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
| Forces and Materials | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Engineering Skyscrapers | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Balanced vs. Unbalanced Forces | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Energy Transfer and Levers | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Comparing Forces | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 3 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Energy and Collisions | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 3-PS2-1 | 4 |
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Motion in the Solar System | WA | Washington State K-12 Science Learning Standards | 3-PS2-2 | 3 |
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
| Current Electricity | WA | Washington State K-12 Science Learning Standards | 3-PS2-3 | 4 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Static Charge | WA | Washington State K-12 Science Learning Standards | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Magnets and Motors | WA | Washington State K-12 Science Learning Standards | 3-PS2-3 | 5 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Magnets and Magnetic Fields | WA | Washington State K-12 Science Learning Standards | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 3-PS2-3 | 3 |
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 3-PS2-4 | 3 |
Define a simple design problem that can be solved by applying scientific ideas about magnets. |
| Plate Tectonics and Landform Patterns | WA | Washington State K-12 Science Learning Standards | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Water Erosion | WA | Washington State K-12 Science Learning Standards | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Changing Earth's Surface | WA | Washington State K-12 Science Learning Standards | 4-ESS1-1 | 4 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| Weathering Rocks | WA | Washington State K-12 Science Learning Standards | 4-ESS1-1 | 5 |
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. *In this unit, students focus on the role of weathering in erosion, deposition, and Earth’s changing landscape. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 4-ESS2-1 | 3 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| Water Erosion | WA | Washington State K-12 Science Learning Standards | 4-ESS2-1 | 4 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| Weathering Rocks | WA | Washington State K-12 Science Learning Standards | 4-ESS2-1 | 5 |
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| Plate Tectonics and Landform Patterns | WA | Washington State K-12 Science Learning Standards | 4-ESS2-2 | 4 |
Analyze and interpret data from maps to describe patterns of Earth’s features. |
| Earth's Surface Features | WA | Washington State K-12 Science Learning Standards | 4-ESS2-2 | 5 |
Analyze and interpret data from maps to describe patterns of Earth’s features. how different kinds of rock are mechanically weathered, analyzing how the sediment caused by the weathering can then be eroded. *In this unit, students focus on patterns in the locations of volcanoes and earthquakes. |
| Hydroelectric Dams and the Environment | WA | Washington State K-12 Science Learning Standards | 4-ESS3-1 | 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Water Erosion | WA | Washington State K-12 Science Learning Standards | 4-ESS3-1 | 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Changing Earth's Surface | WA | Washington State K-12 Science Learning Standards | 4-ESS3-1 | 4 |
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| Engineering Permeable Concrete | WA | Washington State K-12 Science Learning Standards | 4-ESS3-2 | 4 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Flood Control Engineering | WA | Washington State K-12 Science Learning Standards | 4-ESS3-2 | 3 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| Heredity and Traits | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Selecting Traits | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant Growth and Acid Rain | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 3 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Mealworm Senses | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Frog Life Cycle | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant and Animal Cells | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant Growth | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 5 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Plant Structures | WA | Washington State K-12 Science Learning Standards | 4-LS1-1 | 4 |
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. |
| Mealworm Senses | WA | Washington State K-12 Science Learning Standards | 4-LS1-2 | 4 |
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 in different ways. |
| Energy and Collisions | WA | Washington State K-12 Science Learning Standards | 4-PS3-1 | 4 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth. |
| Patterns in Motion | WA | Washington State K-12 Science Learning Standards | 4-PS3-1 | 3 |
Use evidence to construct an explanation relating the speed of an object to the energy of that object. *Students are introduced to the relationship between energy and speed in this unit. |
| Waves and Energy | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Pitch and Volume | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Energy Transfer and Levers | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Sound Barriers | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Friction and Motion | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Roller Coasters | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Forces and Levers | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Windmill Forces | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.*Students are introduced to energy transfer in this unit by focusing on moving substances. They will explore other forms of energy transfer in later units. |
| Sound Energy and Mediums | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Hearing Toys | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Water Prisms | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 3 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Magnets and Motors | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Sound Energy | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Sound Energy and Materials | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Current Electricity | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Engineering Electric Cars | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 4 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Electrical Currents and Circuits | WA | Washington State K-12 Science Learning Standards | 4-PS3-2 | 5 |
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Energy and Collisions | WA | Washington State K-12 Science Learning Standards | 4-PS3-3 | 4 |
Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| Engineering Electric Cars | WA | Washington State K-12 Science Learning Standards | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 4-PS3-4 | 4 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Magnets and Motors | WA | Washington State K-12 Science Learning Standards | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Roller Coasters | WA | Washington State K-12 Science Learning Standards | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Electrical Currents and Circuits | WA | Washington State K-12 Science Learning Standards | 4-PS3-4 | 5 |
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Waves and Energy | WA | Washington State K-12 Science Learning Standards | 4-PS4-1 | 4 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| Sound Energy | WA | Washington State K-12 Science Learning Standards | 4-PS4-1 | 5 |
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 4-PS4-2 | 5 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 4-PS4-2 | 4 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Water Prisms | WA | Washington State K-12 Science Learning Standards | 4-PS4-2 | 3 |
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 4-PS4-3 | 4 |
Generate and compare multiple solutions that use patterns to transfer information. |
| Scaling the Sun Earth Moon System | WA | Washington State K-12 Science Learning Standards | 5-ESS1-1 | 5 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Balanced vs. Unbalanced Forces | WA | Washington State K-12 Science Learning Standards | 5-ESS1-1 | 4 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Motion in the Solar System | WA | Washington State K-12 Science Learning Standards | 5-ESS1-1 | 3 |
Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. |
| Balanced vs. Unbalanced Forces | WA | Washington State K-12 Science Learning Standards | 5-ESS1-2 | 4 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth. |
| Patterns | WA | Washington State K-12 Science Learning Standards | 5-ESS1-2 | 5 |
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
| Environmental Change | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth Materials and Water Flow | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 4 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Heat and Evaporation | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Fossil Organisms and their Environment | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 3 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Weathering Rocks | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth's Water | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth's Interacting Systems | WA | Washington State K-12 Science Learning Standards | 5-ESS2-1 | 5 |
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| Earth Materials and Water Flow | WA | Washington State K-12 Science Learning Standards | 5-ESS2-2 | 4 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| Heat and Evaporation | WA | Washington State K-12 Science Learning Standards | 5-ESS2-2 | 3 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| Earth's Water | WA | Washington State K-12 Science Learning Standards | 5-ESS2-2 | 5 |
Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
| Hydroelectric Dams and the Environment | WA | Washington State K-12 Science Learning Standards | 5-ESS3-1 | 4 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 5-ESS3-1 | 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Engineering Filtration Devices | WA | Washington State K-12 Science Learning Standards | 5-ESS3-1 | 5 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
| Food Webs | WA | Washington State K-12 Science Learning Standards | 5-LS1-1 | 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Growth and Acid Rain | WA | Washington State K-12 Science Learning Standards | 5-LS1-1 | 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 5-LS1-1 | 3 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Growth | WA | Washington State K-12 Science Learning Standards | 5-LS1-1 | 5 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Plant Structures | WA | Washington State K-12 Science Learning Standards | 5-LS1-1 | 4 |
Support an argument that plants get the materials they need for growth chiefly from air and water. |
| Fossil Organisms and their Environment | WA | Washington State K-12 Science Learning Standards | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Energy and Matter in Food Webs | WA | Washington State K-12 Science Learning Standards | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Decomposition | WA | Washington State K-12 Science Learning Standards | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 5-LS2-1 | 3 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Ecosystem Dynamics | WA | Washington State K-12 Science Learning Standards | 5-LS2-1 | 5 |
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| Waves and Energy | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy and Materials | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Engineering Sound Barriers | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Pitch and Volume | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Heat and Matter | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Current Electricity | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Structure of Matter | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Properties of Matter | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 4 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy and Mediums | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Sound Energy | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Static Charge | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 3 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Conservation of Matter | WA | Arkansas K-12 Science Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Electrical Currents and Circuits | WA | Washington State K-12 Science Learning Standards | 5-PS1-1 | 5 |
Develop a model to describe that matter is made of particles too small to be seen. |
| Conservation of Matter | WA | Washington State K-12 Science Learning Standards | 5-PS1-2 | 5 |
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. |
| Electrical Currents and Circuits | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Sound Barriers | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Library Scopes | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Pitch and Volume | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Information Transfer | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Properties of Minerals | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Current Electricity | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Plate Tectonics and Landform Patterns | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Pick-and-Place Devices | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Hearing Toys | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Water Prisms | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Magnets and Motors | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Sound Energy and Materials | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 5 |
Make observations and measurements to identify materials based on their properties. |
| Static Charge | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Magnets and Magnetic Fields | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 3 |
Make observations and measurements to identify materials based on their properties. |
| Engineering Electric Cars | WA | Washington State K-12 Science Learning Standards | 5-PS1-3 | 4 |
Make observations and measurements to identify materials based on their properties. |
| Conservation of Matter | WA | Washington State K-12 Science Learning Standards | 5-PS1-4 | 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Water Erosion | WA | Washington State K-12 Science Learning Standards | 5-PS1-4 | 4 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Weathering Rocks | WA | Washington State K-12 Science Learning Standards | 5-PS1-4 | 5 |
Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| Motion in the Solar System | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Roller Coasters | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Levers | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 4 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Forces and Materials | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Scaling the Sun Earth Moon System | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 5 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Energy Transfer and Levers | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Launchers | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Engineering Skyscrapers | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 3 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Balanced vs. Unbalanced Forces | WA | Washington State K-12 Science Learning Standards | 5-PS2-1 | 4 |
Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| Food Webs | WA | Washington State K-12 Science Learning Standards | 5-PS3-1 | 4 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| Energy and Matter in Food Webs | WA | Washington State K-12 Science Learning Standards | 5-PS3-1 | 5 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| Energy from the Sun | WA | Washington State K-12 Science Learning Standards | 5-PS3-1 | 3 |
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| Engineering Boats | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 2 |
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. |
| Controlling Erosion | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 2 |
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. |
| Engineering Dams | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 1 |
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. |
| Windy Weather | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | K |
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 |
| Engineering Hand Pollinators | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 2 |
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. |
| Sunlight and Engineering | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | K |
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. |
| Engineering Litter Collectors | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 1 |
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. |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | K |
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. |
| Engineering Marble Movers | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | K |
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. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 2 |
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. |
| Engineering Communication Devices | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-1 | 1 | 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. |
| Engineering Boats | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 2 |
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. |
| Controlling Erosion | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 2 |
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. |
| Windy Weather | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | K |
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 |
| Engineering Hand Pollinators | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 2 |
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. |
| Engineering Marble Movers | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | K |
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. |
| Sunlight and Engineering | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | K |
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. |
| Engineering Litter Collectors | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 1 |
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. |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | K |
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. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 2 |
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. |
| Engineering Dams | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 1 |
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. |
| Engineering Communication Devices | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-2 | 1 |
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. |
| Engineering Boats | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Controlling Erosion | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Engineering Hand Pollinators | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Engineering Marble Movers | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Sunlight and Engineering | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | K |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| Engineering Litter Collectors | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 1 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Engineering Dams | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 1 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Engineering Owl Shelters | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 2 |
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Engineering Communication Devices | WA | Washington State K-12 Science Learning Standards | K-2-ETS1-3 | 1 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each perform. |
| Heat and Water | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| The Water Cycle | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Weather and Seasons | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Weather Patterns | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Windy Weather | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-ESS2-1 | K |
Use and share observations of local weather conditions to describe patterns over time. |
| Growing Plants | WA | Washington State K-12 Science Learning Standards | K-ESS2-2 | K |
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |
| Living Things in Their Habitat | WA | Washington State K-12 Science Learning Standards | K-ESS3-1 | K |
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live |
| Animal Habitats | WA | Washington State K-12 Science Learning Standards | K-ESS3-1 | K |
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live |
| Extreme Weather | WA | Washington State K-12 Science Learning Standards | K-ESS3-2 | K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| Windy Weather | WA | Washington State K-12 Science Learning Standards | K-ESS3-2 | K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-ESS3-2 | K |
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| Human Shelter | WA | Washington State K-12 Science Learning Standards | K-ESS3-3 | K |
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| Earth and Human Activity | WA | Washington State K-12 Science Learning Standards | K-ESS3-3 | K |
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| Living Things in Their Habitat | WA | Washington State K-12 Science Learning Standards | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Living, Nonliving, and Once-Living | WA | Washington State K-12 Science Learning Standards | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Parts of Plants | WA | Washington State K-12 Science Learning Standards | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Germinating Seeds | WA | Washington State K-12 Science Learning Standards | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Characteristics of Living Things | WA | Washington State K-12 Science Learning Standards | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Growing Plants | WA | Washington State K-12 Science Learning Standards | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Animal Habitats | WA | Washington State K-12 Science Learning Standards | K-LS1-1 | K |
Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Pushes and Pulls | WA | Washington State K-12 Science Learning Standards | K-PS2-1 | K |
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. |
| Forces and Motion | WA | Washington State K-12 Science Learning Standards | K-PS2-1 | K |
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. |
| Friction and Motion | WA | Washington State K-12 Science Learning Standards | K-PS2-1 | K |
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. |
| Engineering Marble Movers | WA | Washington State K-12 Science Learning Standards | K-PS2-2 | K |
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. |
| The Water Cycle | WA | Washington State K-12 Science Learning Standards | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| Weather Patterns | WA | Washington State K-12 Science Learning Standards | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface. |
| Weather and Seasons | WA | Washington State K-12 Science Learning Standards | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface. |
| Sun and Shade | WA | Washington State K-12 Science Learning Standards | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| Color and Temperature | WA | Washington State K-12 Science Learning Standards | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| Sunlight and Engineering | WA | Washington State K-12 Science Learning Standards | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| Sunlight and Temperature | WA | Washington State K-12 Science Learning Standards | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-PS3-1 | K |
Make observations to determine the effect of sunlight on Earth’s surface |
| Sunlight and Engineering | WA | Washington State K-12 Science Learning Standards | K-PS3-2 | K |
Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface. |
| Who Scientists Are | WA | Washington State K-12 Science Learning Standards | K-PS3-2 | K |
Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface. |
| Sun Angle and Temperature | WA | Washington State K-12 Science Learning Standards | MS-ESS1-1 | 8 | 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. |
| Sun-Earth-Moon System | WA | Washington State K-12 Science Learning Standards | MS-ESS1-1 | 6 |
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 |
| Climate Analysis | WA | Washington State K-12 Science Learning Standards | MS-ESS1-1 | 7 | Develop and use a model of the Earth-Sun-moon system to explain the cyclical patterns of lunar phases, eclipses of the sun and moon, and seasons. |
| Earth-Sun-Moon System | WA | Washington State K-12 Science Learning Standards | MS-ESS1-1 | 8 | 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. |
| Earth's Place in the Solar System | WA | Washington State K-12 Science Learning Standards | MS-ESS1-2 | 8 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| Sun-Earth-Moon System | WA | Washington State K-12 Science Learning Standards | MS-ESS1-2 | 6 |
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| Earth's Place in the Solar System | WA | Washington State K-12 Science Learning Standards | MS-ESS1-3 | 8 | Analyze and interpret data to determine scale properties of objects in the solar system. |
| Animal Diversity | WA | Washington State K-12 Science Learning Standards | MS-ESS1-4 | 8 |
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. |
| Earth's Geologic History | WA | Washington State K-12 Science Learning Standards | MS-ESS1-4 | 6 |
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. |
| Climate Analysis | WA | Washington State K-12 Science Learning Standards | MS-ESS1-4 | 7 | 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. |
| Fossils and Tectonic Plate Motion | WA | Washington State K-12 Science Learning Standards | MS-ESS1-4 | 7 | 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. |
| Earth Materials | WA | Washington State K-12 Science Learning Standards | MS-ESS2-1 | 6 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
| The Rock Cycle | WA | Washington State K-12 Science Learning Standards | MS-ESS2-1 | 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
| Groundwater Flow | WA | Washington State K-12 Science Learning Standards | MS-ESS2-1 | 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
| Mass and Heat Transfer | WA | Washington State K-12 Science Learning Standards | MS-ESS2-1 | 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
| Glacier Motion | WA | Washington State K-12 Science Learning Standards | MS-ESS2-1 | 7 |
Use a model to illustrate that energy from Earth’s interior drives convection that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean seafloor at ridges, submergence of ocean seafloor at trenches, mountain building, and active volcanic chains. |
| Weathering and Erosion | WA | Washington State K-12 Science Learning Standards | MS-ESS2-2 | 6 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
| Earth Materials | WA | Washington State K-12 Science Learning Standards | MS-ESS2-2 | 6 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
| The Rock Cycle | WA | Washington State K-12 Science Learning Standards | MS-ESS2-2 | 7 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
| Groundwater Flow | WA | Washington State K-12 Science Learning Standards | MS-ESS2-2 | 7 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
| Climate Analysis | WA | Washington State K-12 Science Learning Standards | MS-ESS2-2 | 7 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
| Glacier Motion | WA | Washington State K-12 Science Learning Standards | MS-ESS2-2 | 7 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
| Earth Materials | WA | Washington State K-12 Science Learning Standards | MS-ESS2-3 | 6 |
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. |
| Earth's Geologic History | WA | Washington State K-12 Science Learning Standards | MS-ESS2-3 | 6 |
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. |
| Fossils and Tectonic Plate Motion | WA | Washington State K-12 Science Learning Standards | MS-ESS2-3 | 7 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. |
| Weathering and Erosion | WA | Washington State K-12 Science Learning Standards | MS-ESS2-4 | 6 |
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
| Groundwater Flow | WA | Washington State K-12 Science Learning Standards | MS-ESS2-4 | 7 |
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| Ocean Salinity and Density | WA | Washington State K-12 Science Learning Standards | MS-ESS2-4 | 6 |
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
| Groundwater Contamination | WA | Washington State K-12 Science Learning Standards | MS-ESS2-4 | 7 |
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| The Water Cycle and Earth's Systems | WA | Washington State K-12 Science Learning Standards | MS-ESS2-4 | 6 |
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
| Glacier Motion | WA | Washington State K-12 Science Learning Standards | MS-ESS2-4 | 7 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| Climate Analysis | WA | Washington State K-12 Science Learning Standards | MS-ESS2-4 | 7 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| Sun Angle and Temperature | WA | Washington State K-12 Science Learning Standards | MS-ESS2-4 | 8 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| Convection and Weather | WA | Washington State K-12 Science Learning Standards | MS-ESS2-4 | 8 |
Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. |
| The Water Cycle and Earth's Systems | WA | Washington State K-12 Science Learning Standards | MS-ESS2-6 | 6 |
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. |
| Ocean Salinity and Density | WA | Washington State K-12 Science Learning Standards | MS-ESS2-6 | 6 |
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. |
| Earth’s Climate | WA | Washington State K-12 Science Learning Standards | MS-ESS2-6 | 6 |
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. |
| Sun Angle and Temperature | WA | Washington State K-12 Science Learning Standards | MS-ESS2-6 | 8 | 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. |
| Convection and Weather | WA | Washington State K-12 Science Learning Standards | MS-ESS2-6 | 8 |
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. |
| Natural Resources | WA | Washington State K-12 Science Learning Standards | MS-ESS3-1 | 7 |
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. |
| Groundwater Contamination | WA | Washington State K-12 Science Learning Standards | MS-ESS3-1 | 7 |
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. |
| Earthquake-Resistant Skyscrapers | WA | Washington State K-12 Science Learning Standards | MS-ESS3-2 | 6 |
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
| Groundwater Flow | WA | Washington State K-12 Science Learning Standards | MS-ESS3-2 | 7 |
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
| Engineering Water Filtration Devices | WA | Washington State K-12 Science Learning Standards | MS-ESS3-3 | 7 |
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
| Engineering Rain Harvesting Systems | WA | Washington State K-12 Science Learning Standards | MS-ESS3-3 | 6 |
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
| Groundwater Contamination | WA | Washington State K-12 Science Learning Standards | MS-ESS3-3 | 7 |
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
| Greenhouse Effect | WA | Washington State K-12 Science Learning Standards | MS-ESS3-4 | 8 |
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. |
| Groundwater Contamination | WA | Washington State K-12 Science Learning Standards | MS-ESS3-4 | 7 |
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. |
| Greenhouse Effect | WA | Washington State K-12 Science Learning Standards | MS-ESS3-5 | 8 |
Ask questions to clarify evidence of the factors that have caused the rise of global temperatures over the past. |
| Engineering Rain Harvesting Systems | WA | Arkansas K-12 Science Standards | MS-ESS3-5 | 6 |
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
| Climate Analysis | WA | Washington State K-12 Science Learning Standards | MS-ESS3-5 | 7 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
| Engineering Seismograph | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 8 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Greenhouses | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 8 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Rain Harvesting Systems | WA | Arkansas Washington State K-12 Science Learning StandardsK-12 Science Standards | MS-ETS1-1 | 6 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Vehicles | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Water Filtration Devices | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Bridges | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 6 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Thermal Control | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 6 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Chemical Cold Pack Reactions | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Speakers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Meteoroid Shields | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 8 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Shoreline Barriers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 8 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Earthquake-Resistant Skyscrapers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 6 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Wind Turbines | WA | Washington State K-12 Science Learning Standards | MS-ETS1-1 | 8 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Wind Turbines | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Water Filtration Devices | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Speakers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Rain Harvesting Systems | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 6 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Vehicles | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Chemical Cold Pack Reactions | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Thermal Control | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 6 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Bridges | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 6 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Meteoroid Shields | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 8 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Earthquake-Resistant Skyscrapers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 6 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Shoreline Barriers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Greenhouses | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Seismograph | WA | Washington State K-12 Science Learning Standards | MS-ETS1-2 | 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Seismograph | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 8 |
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. |
| Engineering Greenhouses | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 8 |
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. |
| Engineering Rain Harvesting Systems | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 6 |
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. |
| Engineering Vehicles | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 7 |
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. |
| Engineering Water Filtration Devices | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 7 |
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. |
| Engineering Chemical Cold Pack Reactions | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 7 |
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. |
| Engineering Meteoroid Shields | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 8 | 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. |
| Earthquake-Resistant Skyscrapers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 6 |
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. |
| Engineering Bridges | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 6 |
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. |
| Engineering Thermal Control | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 6 |
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. |
| Engineering Speakers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 7 |
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. |
| Engineering Shoreline Barriers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 8 |
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. |
| Engineering Wind Turbines | WA | Washington State K-12 Science Learning Standards | MS-ETS1-3 | 8 |
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. |
| Engineering Vehicles | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 7 |
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. |
| Engineering Speakers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 7 |
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. |
| Engineering Chemical Cold Pack Reactions | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 7 |
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. |
| Engineering Greenhouses | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 8 |
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. |
| Engineering Rain Harvesting Systems | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 6 |
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. |
| Engineering Thermal Control | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 6 |
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. |
| Engineering Shoreline Barriers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 8 |
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. |
| Earthquake-Resistant Skyscrapers | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 6 |
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. |
| Engineering Bridges | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 6 |
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. |
| Engineering Water Filtration Devices | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 7 |
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. |
| Engineering Meteoroid Shields | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 8 | 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. |
| Engineering Seismograph | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 8 |
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. |
| Engineering Wind Turbines | WA | Washington State K-12 Science Learning Standards | MS-ETS1-4 | 8 |
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. |
| Organ System Structure and Function | WA | Washington State K-12 Science Learning Standards | MS-LS1-1 | 6 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Observing and Comparing Cells | WA | Washington State K-12 Science Learning Standards | MS-LS1-1 | 6 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Cellular Respiration | WA | Washington State K-12 Science Learning Standards | MS-LS1-1 | 8 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells |
| Mitosis in Animal and Plant Cells | WA | Washington State K-12 Science Learning Standards | MS-LS1-1 | 7 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Sucrose and Heart Rate | WA | Washington State K-12 Science Learning Standards | MS-LS1-1 | 8 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Cell Structure and Function | WA | Washington State K-12 Science Learning Standards | MS-LS1-1 | 6 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Animal and Plant Cell Structure and Function | WA | Washington State K-12 Science Learning Standards | MS-LS1-1 | 7 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Comparing Cells | WA | Washington State K-12 Science Learning Standards | MS-LS1-1 | 8 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Living Things: Prokaryotes and Eukaryotes | WA | Washington State K-12 Science Learning Standards | MS-LS1-1 | 7 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Comparing Cells | WA | Washington State K-12 Science Learning Standards | MS-LS1-2 | 8 | Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
| Observing and Comparing Cells | WA | Washington State K-12 Science Learning Standards | MS-LS1-2 | 6 |
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
| Animal and Plant Cell Structure and Function | WA | Washington State K-12 Science Learning Standards | MS-LS1-2 | 7 |
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
| The Cell Membrane | WA | Washington State K-12 Science Learning Standards | MS-LS1-2 | 7 |
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
| Photosynthesis | WA | Washington State K-12 Science Learning Standards | MS-LS1-2 | 6 |
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
| Cell Structure and Function | WA | Washington State K-12 Science Learning Standards | MS-LS1-3 | 6 |
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
| Sucrose and Heart Rate | WA | Washington State K-12 Science Learning Standards | MS-LS1-3 | 8 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
| The Nervous System and Senses | WA | Washington State K-12 Science Learning Standards | MS-LS1-3 | 6 |
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
| Organ System Structure and Function | WA | Washington State K-12 Science Learning Standards | MS-LS1-3 | 6 |
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
| Natural Selection | WA | Washington State K-12 Science Learning Standards | MS-LS1-4 | 8 |
Use arguments based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Reproduction and Fungi Structures | WA | Washington State K-12 Science Learning Standards | MS-LS1-4 | 6 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Reproduction | WA | Washington State K-12 Science Learning Standards | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Rocky Shore Ecosystems | WA | Washington State K-12 Science Learning Standards | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Sea Star Structures | WA | Washington State K-12 Science Learning Standards | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Intertidal Zone Temperature Change | WA | Washington State K-12 Science Learning Standards | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Animal and Plant Cell Structure and Function | WA | Washington State K-12 Science Learning Standards | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Chromosomes and Mutations | WA | Washington State K-12 Science Learning Standards | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Forest Food Web | WA | Washington State K-12 Science Learning Standards | MS-LS1-4 | 6 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| The Cell Membrane | WA | Washington State K-12 Science Learning Standards | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Natural Selection | WA | Washington State K-12 Science Learning Standards | MS-LS1-5 | 8 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| DNA and Proteins | WA | Washington State K-12 Science Learning Standards | MS-LS1-5 | 8 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| Life on Earth | WA | Washington State K-12 Science Learning Standards | MS-LS1-5 | 6 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| WA | Washington State K-12 Science Learning Standards | MS-LS1-5 | 6 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
|
| Photosynthesis | WA | Washington State K-12 Science Learning Standards | MS-LS1-5 | 6 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| Comparing Cells | WA | Washington State K-12 Science Learning Standards | MS-LS1-6 | 8 | 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. |
| Rocky Shore Ecosystems | WA | Washington State K-12 Science Learning Standards | MS-LS1-6 | 7 |
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. |
| Photosynthesis and Oil Spills | WA | Washington State K-12 Science Learning Standards | MS-LS1-6 | 8 |
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. |
| Photosynthesis | WA | Washington State K-12 Science Learning Standards | MS-LS1-6 | 6 |
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 and Energy | WA | Washington State K-12 Science Learning Standards | MS-LS1-6 | 7 |
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. |
| Cellular Respiration | WA | Washington State K-12 Science Learning Standards | MS-LS1-7 | 8 | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. |
| Food and Energy | WA | Washington State K-12 Science Learning Standards | MS-LS1-7 | 7 |
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. |
| Sucrose and Heart Rate | WA | Washington State K-12 Science Learning Standards | MS-LS1-8 | 8 |
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. |
| The Nervous System and Senses | WA | Washington State K-12 Science Learning Standards | MS-LS1-8 | 6 |
Gather and synthesize information that sensory receptors respond to stimul |
| Rocky Shore Ecosystems | WA | Washington State K-12 Science Learning Standards | MS-LS2-1 | 7 |
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
| Food Webs | WA | Washington State K-12 Science Learning Standards | MS-LS2-1 | 8 |
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
| WA | Washington State K-12 Science Learning Standards | MS-LS2-1 | 6 |
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
|
| Rocky Shore Ecosystems | WA | Washington State K-12 Science Learning Standards | MS-LS2-2 | 7 |
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. |
| Food Webs | WA | Washington State K-12 Science Learning Standards | MS-LS2-2 | 8 |
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. |
| Rocky Shore Ecosystems | WA | Washington State K-12 Science Learning Standards | MS-LS2-3 | 7 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| Photosynthesis and Oil Spills | WA | Washington State K-12 Science Learning Standards | MS-LS2-3 | 8 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| Forest Food Web | WA | Washington State K-12 Science Learning Standards | MS-LS2-3 | 6 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| Food Webs | WA | Washington State K-12 Science Learning Standards | MS-LS2-3 | 8 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| Rocky Shore Ecosystems | WA | Washington State K-12 Science Learning Standards | MS-LS2-4 | 7 |
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
| Photosynthesis and Oil Spills | WA | Washington State K-12 Science Learning Standards | MS-LS2-4 | 8 |
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
| WA | Washington State K-12 Science Learning Standards | MS-LS2-4 | 6 |
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
|
| Food Webs | WA | Washington State K-12 Science Learning Standards | MS-LS2-4 | 8 |
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
| Engineering Water Filtration Devices | WA | Washington State K-12 Science Learning Standards | MS-LS2-5 | 7 |
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
| Engineering Shoreline Barriers | WA | Washington State K-12 Science Learning Standards | MS-LS2-5 | 8 |
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
| Heredity and Traits | WA | Washington State K-12 Science Learning Standards | MS-LS3-1 | 8 |
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
| Chromosomes and Mutations | WA | Washington State K-12 Science Learning Standards | MS-LS3-1 | 7 |
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
| Animal Diversity | WA | Washington State K-12 Science Learning Standards | MS-LS3-1 | 8 |
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
| Natural Selection | WA | Washington State K-12 Science Learning Standards | MS-LS3-1 | 8 |
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
| DNA and Mutations | WA | Washington State K-12 Science Learning Standards | MS-LS3-1 | 8 |
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
| Inheritance and Variation of Traits | WA | Washington State K-12 Science Learning Standards | MS-LS3-2 | 6 |
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. |
| Reproduction and Fungi Structures | WA | Washington State K-12 Science Learning Standards | MS-LS3-2 | 6 |
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. |
| Reproduction | WA | Washington State K-12 Science Learning Standards | MS-LS3-2 | 7 |
Develop and use a model to show why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
| Reproduction | WA | Washington State K-12 Science Learning Standards | MS-LS3-2 | 8 |
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. |
| Heredity and Traits | WA | Washington State K-12 Science Learning Standards | MS-LS3-2 | 8 |
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. |
| Animal Diversity | WA | Washington State K-12 Science Learning Standards | MS-LS3-2 | 8 |
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. |
| Life on Earth | WA | Washington State K-12 Science Learning Standards | MS-LS4-1 | 6 |
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. |
| Comparing Cells | WA | Washington State K-12 Science Learning Standards | MS-LS4-1 | 8 |
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. |
| Fossils and Tectonic Plate Motion | WA | Washington State K-12 Science Learning Standards | MS-LS4-1 | 7 | 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. |
| Animal Diversity | WA | Washington State K-12 Science Learning Standards | MS-LS4-1 | 8 |
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. |
| Comparing Cells | WA | Washington State K-12 Science Learning Standards | MS-LS4-2 | 8 |
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. |
| Animal Diversity | WA | Washington State K-12 Science Learning Standards | MS-LS4-2 | 8 |
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. |
| Life on Earth | WA | Washington State K-12 Science Learning Standards | MS-LS4-2 | 6 |
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. |
| Animal Diversity | WA | Washington State K-12 Science Learning Standards | MS-LS4-3 | 8 |
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. |
| Natural Selection | WA | Washington State K-12 Science Learning Standards | MS-LS4-4 | 8 |
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. |
| Life on Earth | WA | Washington State K-12 Science Learning Standards | MS-LS4-4 | 6 |
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. |
| DNA and Mutations | WA | Washington State K-12 Science Learning Standards | MS-LS4-4 | 8 |
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 | WA | Washington State K-12 Science Learning Standards | MS-LS4-5 | 8 |
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
| Heredity and Traits | WA | Washington State K-12 Science Learning Standards | MS-LS4-5 | 8 |
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
| Natural Selection | WA | Washington State K-12 Science Learning Standards | MS-LS4-6 | 8 |
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. |
| Chemical Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS1-1 | 8 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| The Rock Cycle | WA | Washington State K-12 Science Learning Standards | MS-PS1-1 | 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
| Atoms | WA | Washington State K-12 Science Learning Standards | MS-PS1-1 | 6 |
Develop models to describe the atomic composition of simple molecules and extended structures |
| Molecules | WA | Washington State K-12 Science Learning Standards | MS-PS1-1 | 6 |
Develop models to describe the atomic composition of simple molecules and extended structures |
| Thermal Energy and Particle Motion | WA | Washington State K-12 Science Learning Standards | MS-PS1-1 | 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
| Natural Resources | WA | Washington State K-12 Science Learning Standards | MS-PS1-1 | 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
| Chromosomes and Mutations | WA | Washington State K-12 Science Learning Standards | MS-PS1-1 | 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
| Polymer Structure and Function | WA | Washington State K-12 Science Learning Standards | MS-PS1-1 | 8 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| Renewable Energy | WA | Washington State K-12 Science Learning Standards | MS-PS1-1 | 7 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| Molecules | WA | Washington State K-12 Science Learning Standards | MS-PS1-2 | 6 |
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 | WA | Washington State K-12 Science Learning Standards | MS-PS1-2 | 7 |
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
| Renewable Energy | WA | Washington State K-12 Science Learning Standards | MS-PS1-2 | 7 | 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 | WA | Washington State K-12 Science Learning Standards | MS-PS1-2 | 8 |
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 | WA | Washington State K-12 Science Learning Standards | MS-PS1-3 | 8 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| Mass and Motion | WA | Washington State K-12 Science Learning Standards | MS-PS1-3 | 8 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| Engineering Chemical Cold Pack Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS1-3 | 7 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| Earthquake-Resistant Skyscrapers | WA | Washington State K-12 Science Learning Standards | MS-PS1-3 | 6 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| Natural Resources | WA | Washington State K-12 Science Learning Standards | MS-PS1-3 | 7 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| Polymer Structure and Function | WA | Washington State K-12 Science Learning Standards | MS-PS1-3 | 8 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| Mass and Heat Transfer | WA | Washington State K-12 Science Learning Standards | MS-PS1-4 | 7 |
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 | WA | Washington State K-12 Science Learning Standards | MS-PS1-4 | 8 | 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. |
| Molecules | WA | Washington State K-12 Science Learning Standards | MS-PS1-4 | 6 |
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 | WA | Washington State K-12 Science Learning Standards | MS-PS1-5 | 8 |
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. |
| The Rock Cycle | WA | Washington State K-12 Science Learning Standards | MS-PS1-5 | 7 |
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. |
| Chemical Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS1-5 | 7 |
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. |
| Chemical Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS1-5 | 6 |
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. |
| Renewable Energy | WA | Washington State K-12 Science Learning Standards | MS-PS1-5 | 7 | 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. |
| Molecules | WA | Washington State K-12 Science Learning Standards | MS-PS1-5 | 6 |
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. |
| Engineering Chemical Cold Pack Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS1-6 | 7 |
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. |
| Mass and Motion | WA | Washington State K-12 Science Learning Standards | MS-PS2-1 | 8 |
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. |
| Engineering Meteoroid Shields | WA | Washington State K-12 Science Learning Standards | MS-PS2-1 | 8 | Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. |
| Chemical Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS2-1 | 6 |
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
| Mass and Motion | WA | Washington State K-12 Science Learning Standards | MS-PS2-2 | 8 |
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. |
| Engineering Meteoroid Shields | WA | Washington State K-12 Science Learning Standards | MS-PS2-2 | 8 | 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. |
| Forces and Motion | WA | Washington State K-12 Science Learning Standards | MS-PS2-2 | 7 |
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. |
| Engineering Vehicles | WA | Washington State K-12 Science Learning Standards | MS-PS2-2 | 7 |
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. |
| Engineering Seismograph | WA | Washington State K-12 Science Learning Standards | MS-PS2-2 | 8 |
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. |
| Engineering Wind Turbines | WA | Washington State K-12 Science Learning Standards | MS-PS2-2 | 8 |
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. |
| Engineering Speakers | WA | Washington State K-12 Science Learning Standards | MS-PS2-3 | 7 |
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
| Electric and Magnetic Interactions | WA | Washington State K-12 Science Learning Standards | MS-PS2-3 | 8 |
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
| Magnetism and Energy | WA | Washington State K-12 Science Learning Standards | MS-PS2-3 | 8 |
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
| Earth-Sun-Moon System | WA | Washington State K-12 Science Learning Standards | MS-PS2-4 | 8 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| Energy Transformation | WA | Washington State K-12 Science Learning Standards | MS-PS2-4 | 6 |
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| Sea Star Structures | WA | Washington State K-12 Science Learning Standards | MS-PS2-4 | 7 |
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| Earth's Place in the Solar System | WA | Washington State K-12 Science Learning Standards | MS-PS2-4 | 8 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| Sun-Earth-Moon System | WA | Washington State K-12 Science Learning Standards | MS-PS2-4 | 6 |
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| Engineering Meteoroid Shields | WA | Washington State K-12 Science Learning Standards | MS-PS2-4 | 8 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| Glacier Motion | WA | Washington State K-12 Science Learning Standards | MS-PS2-4 | 7 |
Use evidence to support the claim that gravitational forces between objects are attractive and are only noticeable when one or both of the objects have a very large mass. |
| Engineering Speakers | WA | Washington State K-12 Science Learning Standards | MS-PS2-5 | 7 |
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. |
| Magnetism and Energy | WA | Washington State K-12 Science Learning Standards | MS-PS2-5 | 8 |
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. |
| Electric and Magnetic Interactions | WA | Washington State K-12 Science Learning Standards | MS-PS2-5 | 8 |
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. |
| Mass, Speed, and Kinetic Energy | WA | Washington State K-12 Science Learning Standards | MS-PS3-1 | 7 |
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. |
| Mass and Motion | WA | Washington State K-12 Science Learning Standards | MS-PS3-1 | 8 |
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. |
| Mass and Energy Transfer | WA | Washington State K-12 Science Learning Standards | MS-PS3-1 | 6 |
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. |
| Magnetism and Energy | WA | Washington State K-12 Science Learning Standards | MS-PS3-2 | 8 |
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. |
| Energy Transformation | WA | Washington State K-12 Science Learning Standards | MS-PS3-2 | 6 |
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. |
| Engineering Speakers | WA | Washington State K-12 Science Learning Standards | MS-PS3-2 | 7 |
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. |
| Engineering Greenhouses | WA | Washington State K-12 Science Learning Standards | MS-PS3-3 | 8 |
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
| Mass and Heat Transfer | WA | Washington State K-12 Science Learning Standards | MS-PS3-3 | 7 |
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
| Engineering Thermal Control | WA | Washington State K-12 Science Learning Standards | MS-PS3-3 | 6 |
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
| Chemical Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS3-3 | 6 |
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
| Thermal Energy and Particle Motion | WA | Washington State K-12 Science Learning Standards | MS-PS3-4 | 7 |
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. |
| Mass and Heat Transfer | WA | Washington State K-12 Science Learning Standards | MS-PS3-4 | 7 |
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. |
| Intertidal Zone Temperature Change | WA | Washington State K-12 Science Learning Standards | MS-PS3-4 | 7 |
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. |
| Chemical Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS3-4 | 7 |
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. *In this unit, students focus on the relationship between the energy transferred and the change in the average kinetic energy of the substance’s particles. They will incorporate the other aspects of the standard in later units. |
| Chemical Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS3-4 | 6 |
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. |
| Chemical Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 8 | 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. |
| Thermal Energy and Particle Motion | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 7 |
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. |
| Forces and Motion | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 7 |
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. |
| Mass and Motion | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 8 |
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. |
| Energy Transformation | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 6 |
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. |
| Intertidal Zone Temperature Change | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 7 |
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. |
| Engineering Thermal Control | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 6 |
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. |
| Chemical Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 7 |
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. |
| Chemical Reactions | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 6 |
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. |
| Engineering Vehicles | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 7 |
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. |
| Mass and Energy Transfer | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 6 |
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. |
| Engineering Wind Turbines | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 8 |
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. |
| Magnetism and Energy | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 8 |
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. |
| Mass and Heat Transfer | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 7 |
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. |
| Polymer Structure and Function | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 8 | 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. |
| Mass, Speed, and Kinetic Energy | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 7 |
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. |
| Electric and Magnetic Interactions | WA | Washington State K-12 Science Learning Standards | MS-PS3-5 | 8 |
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. |
| Thermal Energy and Particle Motion | WA | Washington State K-12 Science Learning Standards | MS-PS4-1 | 7 |
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. |
| Wave Properties and Signals | WA | Washington State K-12 Science Learning Standards | MS-PS4-1 | 6 |
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. |
| Engineering Seismograph | WA | Washington State K-12 Science Learning Standards | MS-PS4-1 | 8 |
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. |
| Mechanical Waves and Energy | WA | Washington State K-12 Science Learning Standards | MS-PS4-1 | 8 |
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. |
| Light and Information Transfer | WA | Washington State K-12 Science Learning Standards | MS-PS4-2 | 8 |
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
| Wave Properties and Signals | WA | Washington State K-12 Science Learning Standards | MS-PS4-2 | 6 |
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
| Wave Properties and Signals | WA | Washington State K-12 Science Learning Standards | MS-PS4-3 | 6 |
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. |
| Communication Systems | WA | Washington State K-12 Science Learning Standards | MS-PS4-3 | 7 |
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. |
| Light and Information Transfer | WA | Washington State K-12 Science Learning Standards | MS-PS4-3 | 8 |
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. |
This alignment guide shows how KnowAtom’s integrated model of science curriculum is designed for Washington State K-12 Science Learning Standards (WSSLS) - NGSS.
