| Health | 4 | Healthy Decisions | 4.2.j | Safety/Injury Prevention | Explain the health consequences of not following safety practices for recreational activities. |
| Science | 4 | | 4.1.a | Scientific Investigation, Reasoning, and Logic | The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which distinctions are made among observations, conclusions, inferences, and prediction. |
| Science | 4 | | 4.1.l | Scientific Investigation, Reasoning, and Logic | The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which models are constructed to clarify explanations. . . |
| Science | 4 | | 4.3.a | Force, Motion, and Energy | Key concepts include conductors and insulators. |
| Science | 4 | | 4.3.b | Force, Motion, and Energy | Key concepts include basic circuits. |
| Science | 4 | | 4.3.d | Force, Motion, and Energy | Key concepts include the ability of electrical energy to be transformed into light. |
| Science | 4 | | 4.3 | Force, Motion, and Energy | The student will investigate and understand the characteristics of electricity. |
| Science | 5 | | 5.1.d | Scientific Investigation, Reasoning, and Logic | The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which hypotheses are formed from testable questions. |
| Science | 5 | | 5.1.i | Scientific Investigation, Reasoning, and Logic | The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which inferences are made and conclusions are drawn. . . |
| Science | 5 | | 5.1.j | Scientific Investigation, Reasoning, and Logic | The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which models are constructed to clarify explanations. |
| Science | 5 | | 6.1.e | Scientific Investigation, Reasoning, and Logic | The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a method is devised to test the validity of predictions and inferences. |
| Health | 6 | Essential Health Concepts | 6.1.m | Safety/Injury Prevention | Identify strategies to prevent injuries. . . |
| Health | 6 | Healthy Decisions | 6.2.m | Safety/Injury Prevention | Explain the importance of accepting responsibility for personal actions to avoid risk-taking behaviors and injury. |
| Science | 6 | | 6.2.c | Force, Motion, and Energy | Key concepts include nonrenewable energy sources. |
| Science | 6 | | 6.2.d | Force, Motion, and Energy | Key concepts include renewable energy sources. |
| Science | 6 | | 6.2 | Force, Motion, and Energy | The student will investigate and understand basic sources of energy, their origins, transformations, and uses. |
| Science | 6 | | 6.4.a | Matter | Key concepts include atoms consist of particles, including electrons, protons, and neutrons. |
| Science | 6 | | 6.4 | Matter | The student will investigate and understand that all matter is made up of atoms. |
| Health | 7 | Healthy Decisions | 7.2.n | Safety/Injury Prevention | Explain the importance of recognizing harmful and risky behaviors related to personal safety. |
