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Std.1.PS.1: Matter exists in different states such as solids, liquids, and gases and can change from one state to another by heating and cooling

Std.2.LS.3:There is interaction and interdependence between and among living and nonliving components of systems

Std.3.ESS.1:Earth is part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in predictable patterns that lead to observable paths of objects in the sky as seen from Earth

Connection: “orbits in predictable pattern in space influence seasons- connect seasons with discussion of weather changes/patterns

Std.3.ESS.3:Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy.  Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation

Std.1.PS.4.:Distinguish among, explain, and apply the relationships among mass, weight, volume, and density

Std.2.LS.1:Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species

Std.1.PS.1:Mixtures of substances can be separated based on their properties such as solubility, boiling points, magnetic properties, and densities

-could connect to talking about greenhouse gases

Std.2.LS.4: Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms

Std.1.PS.4: Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties 

Std.2.LS.1:Human activities can deliberately or inadvertently alter ecosystems and their resiliency

Std.3.ESS.1:Weather is a result of complex interactions of Earth's atmosphere, land and water, that are driven by energy from the sun, and can be predicted and described through complex models

Std.3.ESS.2:Earth has a variety of climates defined by average temperature, precipitation, humidity, air pressure, and wind that have changed over time in a particular location

Std.3.ESS.4: The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipses, and Moon phases

Std.1.PS.2.Matter has definite structure that determines characteristic physical and chemical properties

Std.1.PS.5. Energy exists in many  forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined

Std.2.LS.2: The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem

Std.2.LS.9: Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment

Std.3.ESS.4: Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere

Std.3.ESS.6:The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes

Std.3.ESS.7: Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Grade: 3

Obtain and combine information to describe climates in different regions of the world.

Grade: 3

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*

Grade 3

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Grade: 4

Analyze and interpret data from maps to describe patterns of Earth’s features.

Grade 4

Support an argument that plants get the materials they need for growth chiefly from air and water.

Grade: 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.

Performance Expectation

Grade: 5

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

 Grade: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.

Grade:5

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.

Middle School (6-8)

Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Middle School (6-8

Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Middle School (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.

Middle School (6-8)

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Middle School (6-8)

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Middle School (6-8)

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

High School (9-12)

Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection: 

High School (9-12)

Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

High School (9-12)

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

High School (9-12)