• LS.K.1 Living things have specific characteristics and traits.
• VA.1.3RE Share their artmaking processes with peers.
• VA.1.2PR Invent imagery and symbols to express thoughts and feelings.

• Ohio
  • 1.LS.2: Living things survive only in environments that meet their needs.
• NGSS
  • 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
  • 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.

• Ohio
  • 1.ESS.1: The sun is the principal source of energy.
• NGSS
  • 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.
  • 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.

• Ohio
  • 1.LS.1 Living things have basic needs, which are met by obtaining materials from the physical environment.
• NGSS
  • 1-LS1-1. 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.1.LS.1 Living things have basic needs, which are met by obtaining materials from the physical environment.

• SL.1.1 Participate in collaborative conversations about grade 1 topics and texts with diverse partners in small and larger groups
• MU.1.2RE Describe how music communicates feelings, moods, images and meaning
• VA.1.1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools

• SS.1.5 Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people).
• VA.1.3PE Examine one or more cultural and historical artworks and respond to the visual, expressive features in the work.
• MU.1.7RE Discuss audience behavior appropriate for the context and style of music performed.

• SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
• VA.1.6PR Engage in artmaking to produce a work that combines music, movement or dramatic play with visual art.
• MU.1.1CO Discuss how music communicates feelings, moods, images and meaning.
• TH.1.6PR Work cooperatively to present a tableau, improvisation or pantomime.

• SWK Grade K-2: The world is discovered through exploration.
• LS Grade 2: Living things cause changes on Earth.
• Geography Strand: Human Systems: Cultures develop in unique ways, in part through the influence of the physical environment.
• Geography Strand: Human Systems: Interactions among cultures lead to sharing ways of life.
• Government Strand: Civic Participation and Skills: Respect for the rights of self and others includes making responsible choices and being accountable for personal actions.
• Government Strand: Civic Participation and Skills: Groups are accountable for choices they make and actions they take.
• Government Strand: Rules and Laws: There are different rules and laws that govern behavior in different settings.
• Economics Strand: Scarcity: Resources can be used in various ways.
• Economics Strand: Markets: People use money to buy and sell goods and services.
• Economics Strand: Financial Literacy: People earn income by working.
• Economics Strand: Production and Consumption: Most people around the world work in jobs in which they produce specific goods and services.
  

• 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties

• RL.2.2 Analyze literary text development. a. Determine the lesson or moral. b. Retell stories, including fables and folktales from diverse cultures.
• MU.5CE Explore selected musical instruments visually and aurally.
• MU.3RE Discuss how music communicates feelings, moods, images and meaning.

• SS.2.10 Respect for the rights of self and others includes making responsible choices and being accountable for personal actions.
• TH.2.4PR Engage in physical warm-ups to develop relaxation and build coordination and flexibility.
• MU.2.1RE Explain how music is used for a variety of purposes and occasions.
• VA.2.4PR Demonstrate flexibility in their creative processes and use of art materials.

• Ohio
  • 2.LS.1: Living things cause changes on Earth.
  • 6. The work that people do is impacted by the distinctive human and physical characteristics in the place where they live.
  • 7. Human activities alter the physical environment, both positively and negatively
  • 14. Resources can be used in various ways
• NGSS
  • 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
  • 2-PS1-2.Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
  • 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
  • 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
  • 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

• Ohio
  • 2.LS.2: All organisms alive today result from their ancestors, some of which may be extinct. Not all kinds of organisms that lived in the past are represented by living organisms today.
• NGSS
  • 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
  • 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

• Ohio
  • 2.ESS.3: Long- and short-term weather changes occur due to changes in energy.
  • 1. Time can be shown graphically on calendars and timelines.
  • 3. Science and technology have changed daily life.
  • 7. Human activities alter the physical environment, both positively and negatively.
• NGSS
  • 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
  • 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
  • 2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
  • 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
    

• RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
• TH.2.3PR Listen to and convey familiar stories, sequencing events and identify characters, settings, and conflict.
• VA.2.3PR Create artworks based on imagination and observation of familiar objects and scenes.
• MU.2.3CE Listen to and identify music of various styles, composers, periods and cultures. 

• G.2.1 Recognize and identify triangles, quadrilaterals, pentagons, and hexagons based on the number of sides or vertices. Recognize and identify cubes, rectangular prisms, cones, and cylinders.
• MU.6PR Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
• VA.7PE Generate artmaking ideas from their daily experiences and the environment.
• TH.2.1PR Create movements and voices of characters to communicate feelings and ideas in dramatic or theatrical contexts (e.g., skits, puppetry, pantomime, improvisation and storytelling). 

• SS.2.8 Cultures develop in unique ways, in part through the influence of the physical environment.
• ESS.2.2 Water is present in the atmosphere.
• VA.2.3PE Compare the form, materials and techniques in selected works of art using descriptive language.

Ohio

• • LS Grade 2: Living things cause changes on Earth.
  • LS Grade 2: Some kinds of individuals that once lived on Earth have completely disappeared, although they were something like others that are alive today.

NGSS

• • 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
  • 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid

• ESS.3.3 Some of Earth’s resources are limited.
• VA.3.2PR Use appropriate visual art vocabulary during artmaking processes.
• VA.3.1PR Demonstrate skill in the use of art processes.

• SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
• VA.3.1CE Observe and compare similar themes, subject matter and images in artworks from historical and contemporary eras.
• VA.3.3RE Compare and contrast their opinions of a work of art with those of their peers.
  VA.3.1RE Examine and describe how art and design principles are used by artists to create visual effects. 

• Ohio
  • 3.ESS.1: Earth’s nonliving resources have specific properties. 
  • 3.ESS.3: Some of Earth’s resources are limited. 
  • 3.ESS.2: Earth’s resources can be used for energy.
• NGSS
  • 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. 
  • 3-LS4-4 Biological Evolution: Unity and Diversity. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
  • 3-ESS3-1 Earth and Human Activity. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

• Ohio
  • 3.LS.3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.
• NGSS
  • 3-LS2-1. Construct an argument that some animals form groups that help members survive.
  • 3-LS3-1. 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
  • 3-LS4-2. 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

• Ohio
  • 3.LS.1: Offspring resemble their parents and each other.
• NGSS
  • 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

• MU.3.6CE Identify careers in music including composing, performing and conducting.
• VA.3.5PE Provide examples of how we encounter art and artists in everyday life.
• TH.3.1PR Create the movement and expressive voice of a character to explain and solve problems encountered by the character.

• MU.3.4RE Interpret music through dance, drama and visual art.
• VA.3.6PE Recognize and identify choices that give meaning to a personal work of art.
• TH.3.2PR Use voice, movement, and space to communicate a storyline and a character’s thoughts, feelings and ideas.

• SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• VA.3.1PE Observe and compare similar themes, subject matter and images in artworks from historical and contemporary eras.
• TH.3.2PR Use voice, movement, and space to communicate a storyline and a character’s thoughts, feelings and ideas.

Ohio

• LS Grade 3: Individuals of the same kind differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing.
• ESS Grade 3: Earth’s resources can be used for energy.

NGSS

• 3-LS2-1. Construct an argument that some animals form groups that help members survive.
• 3-LS3-1. 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.
• 3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.

Ohio

• ESS Grade 3: Earth’s nonliving resources have specific properties.
• ESS Grade 3: Earth’s resources can be used for energy.
• ESS Grade 3: Some of Earth’s resources are limited.
• Geography Strand: Places and Regions: Daily life is influenced by the agriculture, industry and natural resources in different communities.
• Geography Strand: Human Systems: Evidence of positive and negative human modification of the environment can be observed in the local community.
• Economics Strand: Scarcity: Individuals must make decisions because of the scarcity of resources. Making a decision involves a trade-off.

NGSS

• 3.ESS3.1. Science affects everyday life.
• 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Ohio

• • SWK Grade 3-5: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
  • LS Grade 3: Individuals of the same kind differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing

NGSS

• • K3-LS3-1. 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
  • 3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment

Ohio

• LS Grade 3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.

NGSS

• 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• 3-LS3-1. 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
• 3-LS4-2. 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

Ohio

• LS Grade 3: Individuals of the same kind differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing.
• LS Grade 3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.

NGSS

• 3-LS2-1. Construct an argument that some animals form groups that help members survive.
• 3-LS3-1. 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
• 3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment
• 3-LS4-2. 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
• 3-LS4-3. 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.

• RL.4.2 Analyze literary text development. a. Determine a theme of a story, drama, or poem from details in the text. b. Summarize the text, incorporating a theme determined from details in the text.
• RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
• RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
  

• MU.4.8PR Demonstrate appropriate audience etiquette at live performances.
• MU.4.4PR Sing, move and respond to music from world cultures and different composers.
• TBD core standards based on each year’s theme!

• SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• TH.4.1PR Create the movement and voice of a character to convey the character’s decisions, actions and motivation. 
• TH.4.2PR Manipulate voice, movement, space, design and physical objects to communicate thoughts, feelings and ideas in both improvised and scripted activities. 
• TH.4.3RE Explain how a theatrical experience (e.g., live theatre production, film, video and media) impacts its audience.

• • Ohio
    • 4.LS.1 Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
    • 4-LS1-1 From Molecules to Organisms: Structures and Processes Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
  • Social Studies
    • 10. The economic development of the United States continues to influence and be influenced by agriculture, industry and natural resources in Ohio
    • 12. People have modified the environment throughout history resulting in both positive and negative consequences in Ohio and the United States

• Ohio
  • 4.PS.2: Energy can be transferred from one location to another or can be transformed from one form to another.
• NGSS
  • 4-PS3-2 Energy. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
  • 4-PS3-4 Energy. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
• Social Studies
  • 10. The economic development of the United States continues to influence and be influenced by agriculture, industry and natural resources in Ohio

• Ohio
  • 4.LS.1: Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
  • 4.MD.2 Solve real-world problems involving money, time, and metric measurement.
• NGSS
  • 3-5-ETS1-1 Engineering Design. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • 3-5-ETS1-2 Engineering Design. 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.
• Social Studies
  • 10. The economic development of the United States continues to influence and be influenced by agriculture, industry and natural resources in Ohio
  • 12. People have modified the environment throughout history resulting in both positive and negative consequences in Ohio and the United States
  • 21. Entrepreneurs in Ohio and the United States organize productive resources and take risks to make a profit and compete with other producers.

• SS.4.12 People have modified the environment throughout history resulting in both positive and negative consequences in Ohio and the United States.
• Geography.4.13 The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’s population has become increasingly reflective of the multicultural diversity of the United States.
• MU.4.1RE Explain how the elements and subject matter of music connect with disciplines outside the arts.

• SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
• VA.4.3PR Generate ideas and employ a variety of strategies to solve visual problems.
• MU.4.1RE Explain how the elements and subject matter of music connect with disciplines outside the arts.

• SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• TH.4.1PR Create the movement and voice of a character to convey the character’s decisions, actions and motivation. 
• TH.4.2PR Manipulate voice, movement, space, design and physical objects to communicate thoughts, feelings and ideas in both improvised and scripted activities. 
• TH.4.3RE Explain how a theatrical experience (e.g., live theatre production, film, video and media) impacts its audience.

• SIPA Grade 3-5: Observe and ask questions about the world that can be answered through scientific investigations.
• SWK Grade 3-5: Science is a way of knowing about the world around us based on evidence from experimentation and observations.

• LS Grade 4: Fossils can be compared to one another and to present day organisms according to their similarities and differences.

• ESS Grade 4: Earth’s surface has specific characteristics and landforms that can be identified.
• ESS Grade 4: The surface of Earth changes due to weathering.
• ESS Grade 4: The surface of Earth changes due to erosion and deposition.

• PS.5.1.PS.2 Light and sound are forms of energy that behave in predictable ways.
• DT.3-5.3.b. Explore and document connections between technology and other fields of study.
• VA.5.1PR Integrate observational and technical skills to strengthen artmaking
• MU.5.3RE Describe how the process of learning in music connects to learning in other arts and other subject areas.

• DT.3-5.2.b. Plan and implement a design process: identify a problem, think about ways to solve the problem, develop possible solutions, test and evaluate solution(s), present a possible solution, and redesign to improve the solution.
• DT.3-5.3.c. Identify a product and describe how people from different disciplines combined their skills in the design and production of the product.
• VA.5.1.PE Understand that the context of an art object has an effect on how that object is perceived.
• VA.5.2.PE Identify and communicate how historical and cultural contexts influence ideas that inform artists.

• Ohio
  • 5.LS.1 Organisms perform a variety of roles in an ecosystem.
• NGSS
  • 5-PS3-1. 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.
  • 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment
• Social Studies
  • 7. The variety of physical environments within the Western Hemisphere influences human activities. Likewise, human activities modify the physical environments.
  • 16. The availability of productive resources and the division of labor can have a positive or negative impact on productive capacity

• Social Studies
  • SS Grade 5: Geography - Variations among physical environments within the Western Hemisphere influence human activities. Human activities also alter the physical environment.
  • 3. European exploration and colonization during the 1400s1600s had lasting effects which can be used to understand the Western Hemisphere today.
  • 7. The variety of physical environments within the Western Hemisphere influences human activities. Likewise, human activities modify the physical environments.
• NGSS
  • 3-5-ETS1-2 Engineering Design. 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.

• Ohio
  • 5.LS.1 Organisms perform a variety of roles in an ecosystem.
• Social Studies
  • 3. European exploration and colonization during the 1400s1600s had lasting effects which can be used to understand the Western Hemisphere today.
  • 7. The variety of physical environments within the Western Hemisphere influences human activities. Likewise, human activities modify the physical environments.

• 5.Geography.10 The Western Hemisphere is culturally diverse (e.g., language, food, religion, art, music) due to the influences and interactions of a variety of world cultures.
• MU.5.3RE Describe how the process of learning in music connects to learning in other arts and other subject areas.
• VA.5.5PE Focus attention on selected artworks to identify and pose questions about aesthetic qualities (e.g., sensory, organizational, emotional) in the works.

• MP.5.7 Look for and make use of structure.
• MP.5.8 Look for and express regularity in repeated reasoning.
• VA.5.1PR Integrate observational and technical skills to strengthen artmaking
• VA.5.4PR Select and use the elements and principles of art and design to communicate understanding of an interdisciplinary concept

• SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
• TH.5.4PR Work cooperatively in different roles or jobs within a dramatic and theatrical experience
• TH.5.5CE Differentiate among the unique characteristics of live theatre, film, video and new media forms. 
• TH.6.1PR Create and perform improvisations and scripted scenes based on personal experience, imagination or heritage.

• SS Grade 5: Geography - Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include in maps.

• SIPA Grade 3-5: Observe and ask questions about the world that can be answered through scientific investigations.
• SWK Grade 3-5: Science is a way of knowing about the world around us based on evidence from experimentation and observations.

• LS Grade 5: Organisms perform a variety of roles in an ecosystem.
• LS Grade 5: All of the processes that take place within organisms require energy.

• LS Grade 5: Organisms perform a variety of roles in an ecosystem.
• SS Grade 5: Geography- Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Western Hemisphere and results in diversity.

• LS Grade 5: Organisms perform a variety of roles in an ecosystem.
• LS Grade 5: All of the processes that take place within organisms require energy.

• MU.6.2PR Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases. 
• MU.6.7.8.3PR Improvise, compose and arrange music.
• TH.7.2CE Compare and contrast the basic principles and elements of various theatrical styles (e.g., comedy, drama, tragedy and farce).
• TH.6.3PR Construct an alternate ending for a scripted or improvised dramatic piece that engages audiences. 
• TH.8.6RE Use constructive feedback to refine and improve their acting, improvisational or playwriting skills.

• TH.6.5CE Compare and contrast the creative processes of other art forms (e.g., dance, music, visual and media arts) to those of drama and theatre.
• MU.6.6RE Explain and apply skills developed in music (e.g., critical thinking, collaboration) to other disciplines. 

• VA.7.2PR Manipulate materials, tools and technology in conventional and unconventional ways to create a work of art.

• SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
• VA.6.2PE Discover and articulate how the media forms of the day use art and images to communicate messages and meaning
• MU.6.3PR Improvise, compose and arrange music.

• Ohio
  • 6.LS.4 Living systems at all levels of organization demonstrate the complementary nature of structure and function.
• NGSS
  • MS-ESS2-1 Earth's Systems. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
  • MS-ESS3-3 Earth and Human Activity. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
  • MS-ESS3-4 Earth and Human Activity. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
  • MS-LS1-5 From Molecules to Organisms: Structures and Processes. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • MS-LS2-5 Ecosystems: Interactions, Energy, and Dynamics. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
• Social Studies
  • 13. The fundamental questions of economics include what to produce, how to produce and for whom to produce.
  • 15. The interaction of supply and demand, influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of productive resources (entrepreneurship, human resources, natural resources and capital) used.

• Ohio
  • 6.ESS.5 Rocks, mineral and soils have common and practical uses. 
  • 6.ESS.4 Soil is unconsolidated material that contains nutrient matter and weathered rock.
• NGSS
  • MS-ESS2-1 Earth's Systems. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
  • MS-ESS2-4 Earth's Systems. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
  • MS-LS1-6 From Molecules to Organisms: Structures and Processes. 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.
  • MS-LS2-3 Ecosystems: Interactions, Energy, and Dynamics. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
• Social Studies
  • 15. The interaction of supply and demand, influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of productive resources (entrepreneurship, human resources, natural resources and capital) used.

• 8.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 
• VA.6.1PE Describe how art and design elements and principles are used in artworks to produce certain visual effects and create meaning.
• VA.8.4PR Present personal artworks that show competence in the use of art elements to create meanings and effects.

• SL.6.1/SL.7.1/SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 /7/8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 
• 7.SS.Geography.13 Geographic factors promote or impede the movement of people, products and ideas. 
• VA.7.3RE Interpret selected artworks and synthesize their interpretations with the interpretations of others.

• 6-8.DT.3.a Collaborate to solve a problem as an interdisciplinary team modeling different roles and functions. 
• VA.6.2PR Experiment with a variety of techniques and working methods when creating an original work of art.
• VA.7.5PR Create a work of art in collaboration with others to address a social or cultural issue.
• VA.8.3PR Use critical thinking and visual literacy to communicate a specific idea

• ESS Grade 6: Minerals have specific, quantifiable properties.
• ESS Grade 6: Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification.
• ESS Grade 6: Igneous, metamorphic and sedimentary rocks form in different ways.
• ESS Grade 6: Rocks, minerals and soils have common and practical uses

• ESS Grade 6: Soil is unconsolidated material that contains nutrient matter and weathered rock.
• ESS Grade 6: Rocks, minerals and soils have common and practical uses

• SWK Grade 6-8: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• SWK Grade 6-8: Science is a continual process and the body of scientific knowledge continues to grow and change.

• SWK Grade 6-8: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• SWK Grade 6-8: Science is a continual process and the body of scientific knowledge continues to grow and change.
• LS Grade 6: Living systems at all levels of organization demonstrate the complementary nature of structure and function.

• SS Grade 6:  Government- Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy

• MU.6.2PR Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases. 
• MU.6.7.8.3PR Improvise, compose and arrange music.
• TH.7.2CE Compare and contrast the basic principles and elements of various theatrical styles (e.g., comedy, drama, tragedy and farce).
• TH.6.3PR Construct an alternate ending for a scripted or improvised dramatic piece that engages audiences. 
• TH.8.6RE Use constructive feedback to refine and improve their acting, improvisational or playwriting skills.

• TH.6.5CE Compare and contrast the creative processes of other art forms (e.g., dance, music, visual and media arts) to those of drama and theatre.
• MU.6.6RE Explain and apply skills developed in music (e.g., critical thinking, collaboration) to other disciplines. 

• VA.7.2PR Manipulate materials, tools and technology in conventional and unconventional ways to create a work of art.

• SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
• VA.6.2PE Discover and articulate how the media forms of the day use art and images to communicate messages and meaning
• MU.6.3PR Improvise, compose and arrange music.

• 8.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 
• VA.6.1PE Describe how art and design elements and principles are used in artworks to produce certain visual effects and create meaning.
• VA.8.4PR Present personal artworks that show competence in the use of art elements to create meanings and effects.

• SL.6.1/SL.7.1/SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 /7/8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 
• 7.SS.Geography.13 Geographic factors promote or impede the movement of people, products and ideas. 
• VA.7.3RE Interpret selected artworks and synthesize their interpretations with the interpretations of others.

• 6-8.DT.3.a Collaborate to solve a problem as an interdisciplinary team modeling different roles and functions. 
• VA.6.2PR Experiment with a variety of techniques and working methods when creating an original work of art.
• VA.7.5PR Create a work of art in collaboration with others to address a social or cultural issue.
• VA.8.3PR Use critical thinking and visual literacy to communicate a specific idea

• ESS Grade 7: The hydrologic cycle illustrates the changing states of water as it moves through the lithosphere, biosphere, hydrosphere and atmosphere

• SWK Grade 6-8: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• SWK Grade 6-8: Science is a continual process and the body of scientific knowledge continues to grow and change.

• LS Grade 7: Matter is transferred continuously between one organism to another and between organisms and their physical environments.
• LS Grade 7: In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors.

• MU.6.2PR Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases. 
• MU.6.7.8.3PR Improvise, compose and arrange music.
• TH.7.2CE Compare and contrast the basic principles and elements of various theatrical styles (e.g., comedy, drama, tragedy and farce).
• TH.6.3PR Construct an alternate ending for a scripted or improvised dramatic piece that engages audiences. 
• TH.8.6RE Use constructive feedback to refine and improve their acting, improvisational or playwriting skills.

• TH.6.5CE Compare and contrast the creative processes of other art forms (e.g., dance, music, visual and media arts) to those of drama and theatre.
• MU.6.6RE Explain and apply skills developed in music (e.g., critical thinking, collaboration) to other disciplines. 

• VA.7.2PR Manipulate materials, tools and technology in conventional and unconventional ways to create a work of art.

• SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
• VA.6.2PE Discover and articulate how the media forms of the day use art and images to communicate messages and meaning
• MU.6.3PR Improvise, compose and arrange music.

• 8.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 
• VA.6.1PE Describe how art and design elements and principles are used in artworks to produce certain visual effects and create meaning.
• VA.8.4PR Present personal artworks that show competence in the use of art elements to create meanings and effects.

• SL.6.1/SL.7.1/SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 /7/8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 
• 7.SS.Geography.13 Geographic factors promote or impede the movement of people, products and ideas. 
• VA.7.3RE Interpret selected artworks and synthesize their interpretations with the interpretations of others.

• 6-8.DT.3.a Collaborate to solve a problem as an interdisciplinary team modeling different roles and functions. 
• VA.6.2PR Experiment with a variety of techniques and working methods when creating an original work of art.
• VA.7.5PR Create a work of art in collaboration with others to address a social or cultural issue.
• VA.8.3PR Use critical thinking and visual literacy to communicate a specific idea

• ESS Grade 8: A combination of constructive and destructive geologic processes formed Earth’s surface.
• ESS Grade 8: Evidence of the dynamic changes of Earth’s surface through time is found in the geologic record.
• SS Grade 8: Geography - Modern and historical maps and other geographic tools are used to analyze how historic events are shaped by geography.

• SWK Grade 6-8: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• SWK Grade 6-8: Science is a continual process and the body of scientific knowledge continues to grow and change.

ENV.ER.4: Soil and land

ENV.GP.4: Sustainability

ENV.GP.7: Food production and availability

• ENV.ES.1: Biosphere-Ecosystems (equilibrium, species interactions, stability).
• ENV.ES.1: Biosphere-Population dynamics.
• ENV.ES.5: Movement of matter and energy through the hydrosphere, lithosphere, atmosphere and biosphere-Ecosystems.

• SWK High School: Various science disciplines use diverse methods to obtain evidence and do not always use the same set of procedures to obtain and analyze data
• SHE High School: Science depends on curiosity, imagination, creativity and persistence.
• SHE High School: Science and engineering are influenced by technological advances and society; technological advances and society are influenced by science and engineering.
• ENV.ES.4: Hydrosphere-Surface and groundwater flow patterns and movement.
• ENV.ER.3: Water and water pollution-Potable water and water quality.
• ENV.GP.2: Potable water quality, use and availability.

• SWK High School: Various science disciplines use diverse methods to obtain evidence and do not always use the same set of procedures to obtain and analyze data.
• SHE High School: Science depends on curiosity, imagination, creativity and persistence.
• SHE High School: Science and engineering are influenced by technological advances and society; technological advances and society are influenced by science and engineering.

• • Ohio
    • K.LS.1: Living things have specific characteristics and traits.
    • 1.ESS.1: The sun is the principal source of energy.
    • 2.LS.1: Living things cause changes on Earth.
    • 3.LS.3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.
    • 5.LS.1 Organisms perform a variety of roles in an ecosystem.
    • 7.LS.2 In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors. Elements can be organized by properties
      
  • NGSS
    • K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
    • 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.
    • 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
    • 3-LS2-1. Construct an argument that some animals form groups that help members survive.
    • 3-LS3-1. 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.
    • 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
      
      
      

• • Ohio
    • 6.LS.4 Living systems at all levels of organization demonstrate the complementary nature of structure and function.
    • ENV.ER.1: Energy resources
    • ENV.ER.4: Soil and land
    • ENV.GP.4: Sustainability
    • ENV.GP.7: Food production and availability
      
      
  • NGSS
    • MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services
    • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
    • MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
    • HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
      
      

• • Ohio
    • 4.ESS.3: The surface of Earth changes due to erosion and deposition.
    • 4.PS.1: When objects break into smaller pieces, dissolve, or change state, the total amount of matter is conserved.
    • 6.ESS.5 Rocks, mineral and soils have common and practical uses.
    • 6.ESS.4 Soil is unconsolidated material that contains nutrient matter and weathered rock.
      
  • NGSS
    • 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
    • 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
    • 4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features
    • MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services
    • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
    • HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
      

• • Ohio
    • 4.LS.1: Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
    • 4.MD.2 Solve real-world problems involving money, time, and metric measurement.
    • ESS Grade 6: Rocks, minerals and soils have common and practical uses
    • 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
    • 6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
  • NGSS
    • 4th 4-ESS3-2 Earth and Human Activity
    • Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.*
    • 6th MS-LS1-5 From Molecules to Organisms: Structures and Processes
    • Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

• Ohio
  • 2.LS.2: All organisms alive today result from their ancestors, some of which may be extinct. Not all kinds of organisms that lived in the past are represented by living organisms today.
  • 3.LS.2: Individuals of the same kind of organism differ in their inherited traits. These differences give some individuals an advantage in surviving and/or reproducing.
    
• NGSS
  • 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
  • 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
  • 3-LS3-1. 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
  • MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

• Ohio
  • K.ESS.1: Weather changes are long-term and short-term.
  • 2.ESS.3: Long- and short-term weather changes occur due to changes in energy.
• NGSS
  • K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface
  • 2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
  • 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
  • MS-ESS2-6. 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.
  • HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

• K- K.VA.8RE Consider and talk about why people make and enjoy works of art. 
• K- SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 
• 1st- 1.VA.1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools.
• 1st- 1.SS.2 2 Photographs, letters, artifacts and books can be used to learn about the past.
• 2nd- 2.VA.7PE Generate artmaking ideas from their daily experiences and the environment.
• 2nd- 2.SS.3 Science and technology have changed daily life.
• 3rd- 3.VA.2PR Use appropriate visual art vocabulary during artmaking processes.
• 3rd- 3.ESS.3 Some of Earth’s resources are limited.
• 4th- 4.VA.2PE Notice and describe different visual effects resulting from artmaking techniques.
• 4th- 4.PS.1 When objects break into smaller pieces, dissolve, or change state, the total amount of matter is conserved.
• 5th- 5.VA.1PR Integrate observational and technical skills to strengthen artmaking.
• 5th- 5.HS.1 Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E.
• 6th- 6.VA.2PR Experiment with a variety of techniques and working methods when creating an original work of art.
• 6th- 6.SS.2 Early civilizations (India, Egypt, China and Mesopotamia) had unique governments, economic systems, social structures, religions, technologies and agricultural practices and products. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today.
• 7th- 7.VA.5PE Examine designed objects and identify the processes and decisions made to produce them with attention to purpose, aesthetics, social issues and cultural and personal meaning.
• 7th- 7.SS.2 The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history.
• 8th- 8.VA.4RE Recognize how public discussion can affect beliefs about the nature and value of art.
• 8th- L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• K- VA.7PE Explore their environments and experiences for artmaking ideas.
• K- K.MD.1 Identify and describe measurable attributes (length, weight, and height) of a single object using vocabulary terms such as long/short, heavy/light, or tall/short.
• 1st- 2.VA.2PE Explore and describe how a selected art object was made.
• 1st- 1.9. Collaboration requires group members to respect the rights and opinions of others.
• 2nd- 2.VA.3PE Compare the form, materials and techniques in selected works of art using descriptive language.
• 2nd- 2.G.1 Recognize and identify triangles, quadrilaterals, pentagons, and hexagons based on the number of sides or vertices. Recognize and identify cubes, rectangular prisms, cones, and cylinders.
• 3rd- VA.3.4PR Create artworks that demonstrate awareness of two- and three-dimensional space.
• 3rd- 2. Primary and secondary sources can be used to show change over time.
• 4th- 4.VA.3PR Generate ideas and employ a variety of strategies to solve visual problems.
• 4th- SS.12 People have modified the environment throughout history resulting in both positive and negative consequences in Ohio and the United States.
• 5th- 5.VA.5PR During collaborative artmaking experiences, demonstrate respect and support for peer ideas and creativity.
• 5th- SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
• 6th- 6.VA.1PR Demonstrate technical skill and craftsmanship in the use of materials, tools and technology to solve an artistic problem.
• 6th- SWK Grade 6-8: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• 7th- 7.VA.1PR Select, organize and manipulate skills, elements and techniques appropriate to the art form when making art.
• 7th- SWK Grade 6-8: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• 8th- 8.VA.1RE Speculate about an artist’s intentions and message in a work using relevant references to the work.
• 8th- SWK Grade 6-8: Science is a way of knowing about the world around us based on evidence from experimentation and observations.

• K- VA.7PE Explore their environments and experiences for artmaking ideas.
• K- K.HISTORY.3. Heritage is reflected through the arts, customs, traditions, family celebrations and language.
• 1st- MU.1RE Recognize how music is used for a variety of occasions.
• 1st- 6. Families interact with the physical environment differently in different times and places.
• 2nd- VA.2PR Experiment with art materials by using them in unexpected and creative ways to express ideas and convey meaning.
• 2nd- 6. The work that people do is impacted by the distinctive human and physical characteristics in the place where they live.
• 3rd- VA.3PE Use historical and cultural artworks to answer questions about daily life.
• 3rd- 2. Primary and secondary sources can be used to show change over time.
• 4th- MU.1RE Explain how the elements and subject matter of music connect with disciplines outside the arts.
• 4th- 4.SS.12 People have modified the environment throughout history resulting in both positive and negative consequences in Ohio and the United States.
• 5th- VA.5PE Use observations, life experiences and imagination as sources for visual symbols, images and creative expression.
• 5th- 5.Geography.10 The Western Hemisphere is culturally diverse (e.g., language, food, religion, art, music) due to the influences and interactions of a variety of world cultures.
• 6th- 6.VA.5PE Use observations, life experiences and imagination as sources for visual symbols, images and creative expression.
• 6th- SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• 7th- 7.VA.6PE Connect various art forms to their social, cultural or political purposes and include regional examples.
• 7th- SS.7.2 The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity.
• 8th- 8.VA.1PR Select, organize and manipulate skills, elements and techniques appropriate to the art form when making art.
• 8th- SS.8.1 Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position.

• LS Grade K: Living things have physical traits and behaviors, which influence their survival.
• LS Grade 1: Living things have basic needs, which are met by obtaining materials from the physical environment.
• LS Grade 1: Living things survive only in environments that meet their needs.
• LS Grade 2: Living things cause changes on Earth.
• LS Grade 3: Individuals of the same kind differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing.
• LS Grade 5: All of the processes that take place within organisms require energy.
• LS Grade 7: Matter is transferred continuously between one organism to another and between organisms and their physical environments.

• SWK Grade K-2: The world is discovered through exploration.
• SWK Grade K-2: Exploration leads to observation. Observation leads to questions.
• SWK Grade K-2: Natural events happen today as they happened in the past.
• SWK Grade K-2: Events happen in regular patterns and cycles in the natural world.
• SWK Grade 3-5: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• SWK Grade 3-5: Science assumes that objects and events occur in consistent patterns that are understandable through measurement and observation.
• SIPA Grade 6-8: Apply knowledge of science content to real-world challenges.

• SWK Grade K-2: The world is discovered through exploration.
• SWK Grade K-2: Exploration leads to observation. Observation leads to questions.
• SWK Grade K-2: Natural events happen today as they happened in the past.
• SWK Grade K-2: Events happen in regular patterns and cycles in the natural world.
• SWK Grade 3-5: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• SWK Grade 3-5: Science assumes that objects and events occur in consistent patterns that are understandable through measurement and observation.
• SIPA Grade 6-8: Apply knowledge of science content to real-world challenges.

• SWK Grade K-2: The world is discovered through exploration.
• SWK Grade K-2: Exploration leads to observation. Observation leads to questions.
• SWK Grade K-2: Natural events happen today as they happened in the past.
• SWK Grade K-2: Events happen in regular patterns and cycles in the natural world.
• SWK Grade 3-5: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• SWK Grade 3-5: Science assumes that objects and events occur in consistent patterns that are understandable through measurement and observation.
• SIPA Grade 6-8: Apply knowledge of science content to real-world challenges.

• SIPA Grade K-2: Employ simple equipment and tools to gather data and extend the senses.
• SWK Grade 3-5: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• SWK Grade 6-8: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• LS Grade K: Living things have specific characteristics and traits.
• LS Grade K: Living things have physical traits and behaviors, which influence their survival.
• ESS Grade 1: Weather changes are long-term and short-term.
• ESS Grade 1: The sun is the principal source of energy.
• ESS Grade 1: Water on Earth is present in many forms.
• LS Grade 1: Living things have basic needs, which are met by obtaining materials from the physical environment.
• LS Grade 1: Living things survive only in environments that meet their needs.
• ESS Grade 2: Long and short term changes weather changes occur due to changes in energy.
• LS Grade 2: Living things cause changes on earth.
• LS Grade 3: Individuals of the same kind of organism differ in their inherited traits. These differences give some individuals an advantage in surviving and or reproducing.
• LS Grade 3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.
• LS Grade 4: Changes in an organism’s environment are sometimes beneficial and sometimes harmful.
• SS Grade 4: Geography- The economic development of the United States continues to influence and be influenced by agriculture, industry and natural resources in Ohio.
• LS Grade 5: Organisms perform a variety of roles in an ecosystem. All of the processes that take place within organisms require energy.
• SS Grade 5: History- Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed unique governments, social structures, religions, technologies, and agricultural practices.
• SS Grade 6: Economics- When selecting items to buy, individuals can weigh costs and benefits and compare the price and quality of available goods and services.
• LS Grade 7:  Energy flows and matter is transferred continuously from one organism to another and between organisms and their physical environments.

• LS Grade K: Living things have physical traits and behaviors, which influence their survival.
• LS Grade 1: Living things have basic needs, which are met by obtaining materials from the physical environment.  
• LS Grade 1: Living things survive only in environments that meet their needs.
• LS Grade 2: Living things cause changes on Earth.
• LS Grade 3: Offspring resemble their parents and each other.
• LS Grade 4: Changes in an organism's environment are sometimes beneficial to survival and sometimes harmful.
• LS Grade 5: Organisms perform a variety of roles in an ecosystem.
• LS Grade 5: All of the processes that take place within an organism require energy.
• ESS Grade 7: The hydrologic cycle illustrates the changing states of water as it moves through the lithosphere, biosphere, hydrosphere and atmosphere.

• LS Grade K: Living things have physical traits and behaviors, which influence their survival.
• LS Grade 1: Living things have basic needs, which are met by obtaining materials from the physical environment. 
• LS Grade 1: Living things survive only in environments that meet their needs.
• LS Grade 2: Living things cause changes on Earth.
• LS Grade 3: Offspring resemble their parents and each other.
• LS Grade 4: Changes in an organism's environment are sometimes beneficial to survival and sometimes harmful.
• LS Grade 5: Organisms perform a variety of roles in an ecosystem.
• LS Grade 5: All of the processes that take place within an organism require energy.
• LS Grade 7: In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors.
• LS Grade 8: Reproduction is necessary for the continuation of every species.

• SIPA Grade K-2: Employ simple equipment and tools to gather data and extend the senses.
• SIPA Grade 3-5: Observe and ask questions about the world that can be answered through scientific investigations.
• SWK Grade 3-5: Science is a way of knowing about the world around us based on evidence from experimentation and observations. 
• SWK Grade 6-8: Science is a way of knowing about the world around us based on evidence from experimentation and observations.
• SWK Grade 6-8: Science is a continual process and the body of scientific knowledge continues to grow and change.