| Science | 4- | Physical Science | 4.PS.4 | -- | Describe and investigate the different ways in which energy can be generated and/or converted from one form of energy to another form of energy. |
| Science | 4- | Physical Science | 4.PS.5 | -- | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Health | 5- | | 4 | -- | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| Health | 5- | | 5.7.2 | -- | Identify specific ways to avoid or reduce health and safety risks. |
| Health | 5- | Communication Skills | 5.4.1 | -- | Formulate effective (assertive) verbal and nonverbal communication strategies. |
| Science | 6- | Physical Science | 6.PS.4 | -- | Investigate the properties of light, sound, and other energy waves and how they are reflected, absorbed, and transmitted through materials and space. |
| Science | 6- | Science and Engineering Process Standards | SEPS.1 | Posing questions (for science) and defining problems (for engineering) | A practice of science is posing and refining questions that lead to descriptions and explanations of how the natural and designed world(s) work and these questions can be scientifically tested. . . |
| Science | 6- | Science and Engineering Process Standards | SEPS.2 | Developing and using models and tools | A practice of both science and engineering is to use and construct conceptual models that illustrate ideas and explanations. Models are used to develop questions, predictions and explanations; analyze and identify flaws in systems; build and revise scientific explanations and proposed engineered systems; and communicate ideas. . . |
| Science | 6- | Science and Engineering Process Standards | SEPS.3 | Constructing and performing investigations | Scientists and engineers are constructing and performing investigations in the field or laboratory, working collaboratively as well as individually. Researching analogous problems in order to gain insight into possible solutions allows them to make conjectures about the form and meaning of the solution. . . |
| Science | 6- | Science and Engineering Process Standards | SEPS.4 | Analyzing and interpreting data | Investigations produce data that must be analyzed in order to derive meaning. . . |
| Science | 6- | Science and Engineering Process Standards | SEPS.6 | Constructing explanations (for science) . . . | Scientists and engineers use their results from the investigation in constructing descriptions and explanations, citing the interpretation of data, connecting the investigation to how the natural and designed world(s) work. . . |
| Health | 8- | Practicing Healthy Behaviors | 6.7.3 | -- | Identify practices to avoid or reduce health risks to self and others. |
| Health | 8- | Practicing Healthy Behaviors | 7.7.3 | -- | Describe behaviors to avoid or reduce health risks to self and others. |
| Health | 8- | Practicing Healthy Behaviors | 8.7.1 | -- | Conduct a personal assessment of health and safety knowledge and skills. |
| Health | 8- | Practicing Healthy Behaviors | 8.7.3 | -- | Select and apply a strategy to improve personal health or safety. |
| Science | 8- | Key Ideas and Textual Support | 6-8.LST.2.1 | -- | Cite specific textual evidence to support analysis of science and technical texts. |
| Science | 8- | Key Ideas and Textual Support | 6-8.LST.2.3 | -- | Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
| Science | 8- | Synthesis and Connection of Ideas | 6-8.LST.4.1 | -- | Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
