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Curriculum alignment · Canada

Lessons matched to Nunavut's curriculum

Each unit below lists the Nunavut outcomes it teaches. Change the grade, subject or topic to narrow it down, or pick another place.

  1. Grades K–2ScienceLight and Sun

    Light and Shadows

    NGSS · published Apr 2013
    • 1-PS4-3Gr 1 Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. (lessons 1, 3)
    • 1-ESS1-1Gr 1 Use observations of the sun, moon, and stars to describe patterns that can be predicted. (lesson 2)
    • K-PS3-1K Make observations to determine the effect of sunlight on Earth's surface. (partly supports, lesson 1)
    Alberta Science K–6
    • SCI2-OI2-GQ1-LO1-KO2-UGr 2Light and sound: Behaviours of light affect its path (shadows form where light is blocked; light through different materials).
    • SCI2-OI3-GQ1-LO1-KO4-UGr 2Earth and Sun: Earth revolves around the Sun and rotates (shadow length across the day; partial).
    • SCI2-OI1-GQ1-LO1-KO5-UGr 2Materials: The purpose of an object influences the choice of materials used to produce it (choosing materials by how much light they let through).
    BC Science
    • Gr 1 Big ideas: observable patterns and cycles occur in the local sky and landscape; light and sound can be produced and their properties can be changed.
    • Gr 1Big idea and content: Light and sound can be produced and their properties can be changed: natural and artificial sources of light, and properties of light depending on the objects it interacts with.
    Manitoba Science
    • 1-4-05Gr 1Cluster 4: Daily and Seasonal Changes: Recognize that shadows are caused by blocking light.
    • 1-4-06Gr 1Cluster 4: Daily and Seasonal Changes: Observe and describe how the Sun appears to change position over the course of a day.
    • 4-2-10Gr 4Cluster 2: Light: Classify materials as transparent, translucent or opaque (a Grade 4 outcome).
    Newfoundland and Labrador Science
    • Gr 4Science 4, Light: Investigate and predict how to change the location, shape, and size of an object's shadow; investigate how a beam of light interacts with a variety of objects (a later-grade match).
    • Gr 1Science 1, Daily and Seasonal Changes: Explore and investigate changes in heat and light from the Sun (a partial, lower-grade match).
    Nova Scotia Science
    • Gr 4Physical Science: Light: Learners will investigate properties of light (absorption, transmission, reflection, refraction) (a later-grade match: which materials let light through).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 1 Earth and Space Systems, Daily and Seasonal Changes: the Sun as a source of light and heat, and changes students can observe over a day. (lessons 1, 2)
    • E2.3Gr 1Earth and Space Systems: Describe the changes in the amount of light and heat from the Sun that occur throughout the day and in the four seasons. (shadow length and direction through the day).
    • C2.3Gr 4Matter and Energy: Describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted. (shadows form because light travels in straight lines; an early start on Grade 4).
    • C2.6Gr 4Matter and Energy: Describe how different objects and materials interact with light and sound energy. (what light passes through; an early start on Grade 4).
    Québec Science and Technology
    • Gr 1–2Earth and Space: Systems and interaction: Describes the influence of the apparent position of the sun on the length of shadows. Morning and noon shadow lesson.
    • Gr 1–2Material World: Matter: Distinguishes between translucent substances (transparent or coloured) and opaque substances. The 'what can light go through' lesson.
    Saskatchewan Science
    • LI4.2Gr 4Light: Analyze how light interacts with different objects and materials to create phenomena such as shadows, reflection, refraction, and dispersion. (shadows and materials that let light through; an early start on Grade 4).
    • DS1.1Gr 1Daily and Seasonal Changes: Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording. (measuring a shadow at three times of day; a Grade 1 outcome).
    Florida Science · published Feb 2008
    • SC.3.P.10.3Gr 3Physical Science: Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another (an adjacent-grade match: shadows).
    • SC.3.P.10.4Gr 3Physical Science: Demonstrate that light can be reflected, refracted, and absorbed (partial: sorting materials by how much light passes through).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • K.8(B)KForce, motion, and energy: Demonstrate and explain that light travels through some objects and is blocked by other objects, creating shadows.
    • K.8(A)KForce, motion, and energy: Communicate that objects can only be seen when a light source is present and compare the effects of different amounts of light (partial).
    • 5.9Gr 5Earth and space: Explain the appearance of the Sun moving across the sky, resulting in changes in shadow positions and shapes (an early start for the long-morning-shadow lesson).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • K.8KEarth and Space Systems: Light influences temperature on Earth's surfaces and can cause shadows: shadows can be produced when light is blocked by an object.
    • 1.3Gr 1Matter: The type and amount of material determine how much light can pass through an object.
    • 1.6Gr 1Earth and Space Systems: The sun's relative position changes in the Earth's sky throughout the day.
    Australian Curriculum Science · published May 2022
    • AC9S2U01Year 2Science understanding: Recognise Earth is a planet in the solar system and identify patterns in the changing position of the sun, moon, planets and stars in the sky. Taught in lesson 2, the sun’s path and shadow length.
    • AC9S5U03Year 5Science understanding: Identify sources of light, recognise that light travels in a straight path and describe how shadows are formed and light can be reflected and refracted. Taught in lessons 1 to 3: light sources, straight paths and shadows (not reflection or refraction).
    England Science · in classrooms Sept 2014
    • Year 3Light: Recognise that shadows are formed when the light from a light source is blocked by an opaque object. Taught in lessons 1 and 3.
    • Year 3Light: Find patterns in the way that the size of shadows change. Taught in lesson 2, morning and midday shadows.
    • Year 6Light: Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Taught in lesson 1, at a K–2 level.
  2. Grade 1ScienceLiving Things

    Plants and Seeds: What Does a Seed Need?

    NGSS · published Apr 2013
    • 2-LS2-1Gr 2 Plan and conduct an investigation to determine if plants need sunlight and water to grow. (A Grade 2 expectation; this unit gives Grade 1 students an early, teacher-guided version of it.) (partly supports, lessons 2, 3)
    • K-LS1-1K Use observations to describe patterns of what plants and animals (including humans) need to survive. (A Kindergarten expectation that this unit revisits and extends.) (lessons 2, 3)
    Alberta Science K–6
    • SCI1-OI4-GQ1-LO1-KO2-UGr 1Living systems: Plants and animals require environments that allow them to meet their needs (what a seed needs: water, light).
    • SCI1-OI7-GQ1-LO1-KO2-UGr 1Scientific methods: Recording data helps ensure observations can be referenced in the future (seed picture journal).
    BC Science
    • Gr 1 Big idea: living things have features and behaviours that help them survive in their environment. (lesson 3)
    • KContent: Basic needs of plants and animals (what a seed needs).
    Manitoba Science
    • 1-1-07Gr 1Cluster 1: Characteristics and Needs of Living Things: Recognize that plants, animals and humans, as living things, have particular needs.
    • 3-1-04Gr 3Cluster 1: Growth and Changes in Plants: Conduct experiments to determine conditions needed for healthy plant growth (an adjacent-grade match).
    New Brunswick Science
    • Gr 3Grade 3: Our local environment: Characteristics, structures, functions, needs and uses of local plants (a later-grade match).
    Newfoundland and Labrador Science
    • Gr 3Science 3, Plant Growth and Changes: Identify and investigate needs of plants and describe how plants are affected by the conditions in which they grow; observe and describe changes through the life cycle of a flowering plant (an adjacent-grade match).
    • Gr 1Science 1, Needs and Characteristics of Living Things: Observe and identify similarities and differences in the needs of living things, and describe different ways plants and animals meet their needs.
    Nova Scotia Science
    • Gr 3Life Science: Plants: Learners will investigate plants in the environment, including how plants grow and respond to their natural conditions and how plant parts function (an adjacent-grade match).
    • Gr 1Life Science: Interconnectiveness: Learners will analyse interconnectiveness of living things and the environment; all living things have needs (a partial match for what seeds need).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 1 Life Systems, Needs and Characteristics of Living Things: what plants need to live and grow, and observing living things closely.
    • B2.2Gr 1Life Systems: Identify the basic needs of living things, including the need for air, water, food, heat, shelter, and space. (what a seed needs).
    • B2.1Gr 3Life Systems: Describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival. (water, light and warmth for growth; an adjacent-grade match).
    • B2.4Gr 3Life Systems: Describe ways in which a variety of plants adapt and/or react to their environment and to changes in their environment. (seedlings growing toward light; an adjacent-grade match).
    Prince Edward Island Science
    • 100-29Gr 3Life Science: Plant Growth and Changes: Identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow (an adjacent-grade match).
    • 100-30Gr 3Life Science: Plant Growth and Changes: Observe and describe changes that occur through the life cycle of a flowering plant (partial).
    Québec Science and Technology
    • Gr 1–2Living Things: Matter: Names the basic needs for plant growth (water, air, light, mineral salts). The seed needs-test and window lessons.
    • Gr 3–4Living Things: Matter: Describes the growth stages of a flowering plant (a partial, adjacent-cycle match: seed to seedling only).
    • Gr 5–6Living Things: Forces and motion: Distinguishes among the three types of motion in plants (geotropism, hydrotropism, phototropism), and explains how they help plants meet basic needs (a later-cycle match: plants bending toward the window).
    Saskatchewan Science
    • LT1.2Gr 1Living Things and Their Environments: Analyze different ways in which plants, animals, and humans interact with various natural and constructed environments to meet their basic needs. (what a seed needs).
    • PL3.1Gr 3Plant Growth and Changes: Investigate the growth and development of plants, including the conditions necessary for germination. (germination conditions; an adjacent-grade match).
    Florida Science · published Feb 2008
    • SC.1.L.17.1Gr 1Life Science: Through observation, recognize that all plants and animals need the basic necessities of air, water, food, and space. The three-bag seed test is about water and light for plants (partial).
    • SC.2.L.16.1Gr 2Life Science: Observe and describe major stages in the life cycles of plants, including beans. Children journal a bean's early growth (an adjacent-grade match).
    • SC.1.L.14.2Gr 1Life Science: Identify the major parts of plants, including stem, roots, leaves, and flowers. Children find the baby plant inside the seed (partial).
    • SC.3.L.14.2Gr 3Life Science: Investigate and describe how plants respond to stimuli (heat, light, gravity), such as plant stems growing toward light. The window and shoebox maze lessons (an adjacent-grade match).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • K.12(A)KOrganisms and environments: Observe and identify the dependence of plants on air, sunlight, water, nutrients in the soil, and space to grow. Covered by the three-bag seed test (an outcome from the Kindergarten year).
    • K.13(C)KOrganisms and environments: Identify and record the changes from seed, seedling, plant, flower, and fruit in a simple plant life cycle. Children journal the seed's first stages (an early part of the cycle, from the Kindergarten year).
    • 2.13(A)Gr 2Organisms and environments: Identify the roots, stems, leaves, flowers, fruits, and seeds of plants. Children open a bean and label its parts (partial, from the Grade 2 outcome).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 1.4Gr 1Living Systems and Processes: Plants have basic life needs and functional parts that allow them to survive: plants need nutrients, air, water, light, and a place to grow.
    • K.7KLiving Systems and Processes: Plants and animals have basic needs and life processes, including a plant life cycle (a lower-grade match).
    • 2.4Gr 2Living Systems and Processes: Plants have life cycles (an adjacent-grade match: seed to seedling).
    Australian Curriculum Science · published May 2022
    • AC9S1U01Year 1Science understanding: Identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs. Taught in lessons 2 and 3, plant needs.
    England Science · in classrooms Sept 2014
    • Year 2Plants: Observe and describe how seeds and bulbs grow into mature plants. Taught in lessons 1 and 2, seeds only.
    • Year 2Plants: Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Taught in lessons 2 and 3.
    • Year 3Plants: Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant. Taught in lesson 2.
  3. Grades K–2ScienceSound

    Sound: Can You See a Sound?

    NGSS · published Apr 2013
    • 1-PS4-1Gr 1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. (lessons 1, 2, 3)
    • 1-PS4-4Gr 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. (lesson 2)
    • K-2-ETS1-3Gr K–2 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. (lesson 2)
    Alberta Science K–6
    • SCI2-OI2-GQ1-LO1-KO1-UGr 2Light and sound: Behaviours of sound affect its characteristics (vibration, pitch, string telephone).
    BC Science
    • Gr 1 Big idea: light and sound can be produced and their properties can be changed.
    • Gr 1Big idea and content: Light and sound can be produced and their properties can be changed: properties of sound depend on its source.
    Manitoba Science
    • 4-3-05Gr 4Cluster 3: Sound: Recognize that sounds are caused by vibrations (a Grade 4 outcome taught earlier).
    • 4-3-13Gr 4Cluster 3: Sound: Investigate how vibrations travel differently through solids, liquids and gases (string telephone; partial).
    Newfoundland and Labrador Science
    • Gr 4Science 4, Sound: Relate vibrations to sound production; compare how vibrations travel through solids, liquids, and air; demonstrate and describe how the pitch and loudness of sounds can be modified (a later-grade match).
    Nova Scotia Science
    • Gr 4Physical Science: Sound: Learners will investigate sound in the environment and test how properties of sound change (pitch and intensity) (a later-grade match).
    Ontario Science and Technology · in classrooms Sept 2022
    • C2.5Gr 4Matter and Energy: Explain how vibrations cause sound waves. (an early start on Grade 4).
    • C2.4Gr 4Matter and Energy: Describe properties of sound, including that sound travels through a medium as a wave and that sound can be absorbed or reflected and modified. (string telephone; partial, an early start on Grade 4).
    Saskatchewan Science
    • SO4.2Gr 4Sound: Draw conclusions about the characteristics and physical properties of sound, including pitch and loudness, based on observation. (pitch and vibration; an early start on Grade 4).
    • SO4.1Gr 4Sound: Explore natural and artificial sources of sound in the environment and how those sounds are detected by humans and animals. (an early start on Grade 4).
    Florida Science · published Feb 2008
    • SC.K.P.10.1KPhysical Science: Observe that things that make sound vibrate.
    • SC.4.P.10.3Gr 4Physical Science: Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates (an adjacent-grade match: high and low notes).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 2.8(A)Gr 2Force, motion, and energy: Demonstrate and explain that sound is made by vibrating matter.
    • 2.8(C)Gr 2Force, motion, and energy: Design and build a device using tools and materials that uses sound to solve the problem of communicating over a distance (cup-and-string telephone).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 1.2Gr 1Force, Motion, and Energy: Objects may vibrate and produce sound.
    • 5.5Gr 5Force, Motion, and Energy: Sound is produced when an object or substance vibrates, and different media transmit sound differently (an adjacent-grade match: the string telephone).
    Australian Curriculum Science · published May 2022
    • AC9S2U02Year 2Science understanding: Explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate. Taught in lessons 1 to 3.
    England Science · in classrooms Sept 2014
    • Year 4Sound: Identify how sounds are made, associating some of them with something vibrating. Taught in lesson 1.
    • Year 4Sound: Recognise that vibrations from sounds travel through a medium to the ear. Taught in lesson 2, the string telephone.
    • Year 4Sound: Find patterns between the pitch of a sound and features of the object that produced it. Taught in lesson 3.
  4. Grades K–2ScienceWeather

    Weather Watchers: What Will the Sky Do Today?

    NGSS · published Apr 2013
    • K-ESS2-1K Use and share observations of local weather conditions to describe patterns over time. (lessons 1, 2, 3)
    Alberta Science K–6
    • SCI1-OI7-GQ1-LO1-KO2-UGr 1Scientific methods: Recording data helps ensure observations can be referenced in the future (daily weather chart).
    • SCI5-OI3-GQ1-LO1-KO2-UGr 5Earth systems: Weather conditions can be measured by using a variety of tools (wind sock, rain gauge; an early start on a Grade 5 outcome).
    BC Science
    • K Big idea: daily and seasonal changes affect all living things. Content: weather changes, such as temperature, cloud cover, rain or snow, and wind.
    • KContent: Weather changes and seasonal changes.
    • KCurricular competencies: Represent observations and ideas by drawing charts and simple pictographs.
    Manitoba Science
    • 2-4-03Gr 2Cluster 4: Air and Water: Observe and identify evidence of moving air in indoor and outdoor environments (wind sock).
    • 2-4-05Gr 2Cluster 4: Air and Water: Use the design process to construct and test a device that shows evidence of air movement.
    • 5-4-06Gr 5Cluster 4: Weather: Observe and measure local weather conditions over a period of time, using student-constructed instruments (rain gauge; an early start on Grade 5).
    New Brunswick Science
    • Gr 3Grade 3: Our local environment: Natural cyclical events, seasonal weather conditions and weather hazards (a later-grade match).
    Newfoundland and Labrador Science
    • Gr 2Science 2, Air and Water in the Environment: Explore how air surrounds us and is felt as wind; explore changes in the location, amount, and form of moisture; explore changes in air conditions in indoor and outdoor environments.
    • Gr 1Science 1, Daily and Seasonal Changes: Devise ways to measure and record daily and seasonal environmental changes (a partial match).
    Nova Scotia Science
    • Gr 1Earth and Space Science: Seasons: Learners will analyse daily and seasonal change in the environment, including how temperature and sunlight change over time.
    • Gr 2Earth and Space Science: Air and water: Learners will analyse the interconnectiveness of air and water in the environment, with multiple opportunities to collect, record and analyse data (partial: rain gauge records).
    Ontario Science and Technology · in classrooms Sept 2022
    • E2.4Gr 1Earth and Space Systems: Describe and compare the four seasons in terms of the weather, including precipitation and temperature, in their local area. (class weather chart).
    • E2.1Gr 2Earth and Space Systems: Demonstrate an understanding of the key properties of air and water. (wind sock; a Grade 2 expectation).
    Prince Edward Island Science
    • 100-26Gr 2Earth and Space Science: Air and Water in the Environment: Observe changes in air conditions in indoor and outdoor environments, and describe and interpret these changes (the wind sock).
    • 100-27Gr 2Earth and Space Science: Air and Water in the Environment: Describe changes in the location, amount, and form of moisture, and identify conditions that can affect these changes (the rain gauge and rain on grass, soil and pavement).
    • 102-10Gr 2Earth and Space Science: Air and Water in the Environment: Demonstrate how air, as a substance that surrounds us, takes up space and is felt as wind when it moves.
    Québec Science and Technology
    • Gr 1–2Earth and Space: Matter: Describes different types of precipitation (rain, snow, hail, freezing rain).
    • Gr 1–2Earth and Space: Systems and interaction: Describes the changes to the environment throughout the seasons (temperature, amount of daylight, type of precipitation) (partial).
    • Gr 3–6Earth and Space: Techniques and instrumentation: Designs and makes measuring instruments and prototypes (a later-cycle match: the rain gauge and wind sock).
    Saskatchewan Science
    • DS1.1Gr 1Daily and Seasonal Changes: Compare and represent daily and seasonal changes of natural phenomena through observing, measuring, sequencing, and recording. (class weather chart; a Grade 1 outcome).
    • WE5.1Gr 5Weather: Measure and represent local weather, including temperature, wind speed and direction, amount of sunlight, precipitation, relative humidity, and cloud cover. (wind sock and rain gauge; an early start on Grade 5).
    Florida Science · published Feb 2008
    • SC.2.E.7.1Gr 2Earth and Space Science: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.
    • SC.2.E.7.4Gr 2Earth and Space Science: Investigate that air is all around us and that moving air is wind.
    Texas Science TEKS · in classrooms the 2024–25 school year
    • K.10(B)KEarth and space: Observe and describe weather changes from day to day and over seasons.
    • K.10(C)KEarth and space: Demonstrate that wind is moving air using items such as a windsock, pinwheel, or ribbon.
    • 1.10(D)Gr 1Earth and space: Describe and record observable characteristics of weather, including calm or windy, and rainy.
    • 2.10(B)Gr 2Earth and space: Measure, record, and graph weather information, including precipitation (rain gauge).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • K.9KEarth and Space Systems: There are patterns in nature, including daily weather and seasonal changes.
    • 1.7Gr 1Earth and Space Systems: There are weather and seasonal changes: changes in temperature, light, and precipitation occur over time.
    • 2.6Gr 2Earth and Space Systems: Measuring, recording, and interpreting weather data allows identification of weather patterns (rain gauge, wind sock).
    • 2.7Gr 2Earth and Space Systems: Wind and weather can change the land (a partial match: rain on grass, soil and pavement).
    Australian Curriculum Science · published May 2022
    • AC9S1U02Year 1Science understanding: Describe daily and seasonal changes in the environment and explore how these changes affect everyday life. Taught in lessons 1 to 3, daily weather observations.
  5. Grades K–5ScienceMatter and Reactions

    Kitchen Chemistry for Families

    NGSS · published Apr 2013
    • 2-PS1-1Gr 2 Plan and carry out an investigation to describe and sort different kinds of materials by their observable properties. (lesson 2)
    • 5-PS1-1Gr 5 Develop a model to describe that matter is made of particles too small to be seen, such as a gas that you can't see but that fills a balloon or makes bubbles. (partly supports, lessons 1, 3)
    • 5-PS1-3Gr 5 Make observations and measurements to identify materials based on their properties. (partly supports, lesson 4)
    • 5-PS1-4Gr 5 Conduct an investigation to decide whether mixing two or more substances makes new substances. (lessons 3, 4)
    Alberta Science K–6
    • SCI3-OI1-GQ1-LO1-KO6-UGr 3Matter: Changes to materials or substances can be permanent or reversible, depending on their properties (invisible ink and volcano lessons).
    • SCI3-OI1-GQ1-LO1-KO3-UGr 3Matter: Solids, liquids and gases have distinct properties (partial: oobleck and lava lamp lessons explore where a material acts like a solid or a liquid).
    BC Science
    • Gr 2 Materials can be changed through physical and chemical processes. (lessons 3, 4)
    • Gr 3 All matter is made of particles. (partly supports, lessons 1, 3)
    • Gr 2Big idea and content: Materials can be changed through physical and chemical processes: physical ways and chemical ways of changing materials.
    • Gr 7Content: Chemical changes (volcano and invisible-ink lessons; an early start on a Grade 7 topic).
    Manitoba Science
    • 5-2-11Gr 5Cluster 2: Properties of and Changes in Substances: Observe examples of changes in substances, classify them as physical or chemical changes, and justify the designation (volcano, invisible ink).
    • 2-2-17Gr 2Cluster 2: Solids, Liquids and Gases: Predict and test whether a variety of materials float or sink in water (lava lamp lesson; partial).
    • 2-2-04Gr 2Cluster 2: Solids, Liquids and Gases: Investigate and compare properties of familiar liquids (oobleck lesson; partial).
    Newfoundland and Labrador Science
    • Gr 5Science 5, Properties and Changes of Materials: Describe examples of interactions between materials that result in the production of a gas; describe changes that occur in the properties of materials when they interact.
    • Gr 2Science 2, Liquids and Solids: Investigate the interactions of familiar liquids and solids, and demonstrate an understanding of sinking and floating objects by solving a related practical problem (a lower-grade match: lava lamp, oobleck).
    Nova Scotia Science
    • Gr 5Physical Science: Matter: Learners will test how physical and chemical changes affect the properties of matter, including how substances can be changed through reactions and conservation of mass (an adjacent-grade match for the volcano and secret-message lessons).
    • Gr 2Physical Science: Liquids, solids and mixtures: Learners will investigate liquids, solids, and mixtures, including properties of liquids and solids and combinations of the two (a lower-grade match: lava lamp and oobleck).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 2 Strand C, Properties of Liquids and Solids: investigate how liquids and solids behave and how they interact when mixed. (lessons 1, 2)
    • Gr 5 Strand C, Properties of and Changes in Matter: tell physical changes from chemical changes using evidence. (lessons 3, 4)
    • C2.5Gr 5Matter and Energy: Describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred. (volcano and invisible-ink lessons).
    • C2.4Gr 5Matter and Energy: Describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance. (lava lamp and oobleck lessons; partial).
    • C2.1Gr 8Matter and Energy: Demonstrate an understanding of the factors that affect viscosity, and compare the viscosity of various fluids, including volumetric flow rate. (oobleck; partial, an early start on a Grade 8 expectation).
    Prince Edward Island Science
    • 301-12Gr 5Physical Science: Properties and Changes in Materials: Describe examples of interactions between materials that result in the production of a gas.
    • 301-11Gr 5Physical Science: Properties and Changes in Materials: Describe changes that occur in the properties of materials when they interact with each other.
    • 100-21Gr 2Physical Science: Liquids and Solids: Demonstrate an understanding of sinking and floating objects by solving a related practical problem (a lower-grade match: the lava lamp).
    • 100-18Gr 2Physical Science: Liquids and Solids: Investigate and describe the interactions of familiar liquids and solids (a lower-grade match: oil and water, oobleck).
    Québec Science and Technology
    • Gr 3–4Material World: Matter: Associates the buoyancy of a volume of liquid in an identical volume of a different liquid with the densities of these liquids (relative density). The lava-lamp lesson.
    • Gr 1–2Material World: Matter: Distinguishes between mixtures of miscible and immiscible liquids (e.g. water and oil). A lower-grade match.
    • Gr 5–6Material World: Matter: Demonstrates that chemical changes (e.g. cooking, combustion, oxidation, acid-base reactions) change the properties of matter (an adjacent-cycle match: the volcano fizz and colour-changing secret messages).
    Saskatchewan Science
    • MC5.2Gr 5Materials and Changes: Investigate how reversible and non-reversible changes, including changes of state, alter materials. (volcano and invisible ink lessons).
    • LS2.2Gr 2Liquids and Solids: Investigate interactions between liquids and solids, and technologies based on those interactions. (lava lamp and oobleck lessons; a Grade 2 outcome revisited).
    • AE9.1Gr 9Atoms and Elements: Distinguish between physical and chemical properties of common substances, including those found in household, commercial, industrial, and agricultural applications. (partial: an early start on Grade 9).
    Florida Science · published Feb 2008
    • SC.2.P.8.3Gr 2Physical Science: Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Oobleck acts like both (a lower-grade match).
    • SC.2.P.8.1Gr 2Physical Science: Observe and measure objects in terms of their properties, including sinking or floating in water (a lower-grade match for the lava-lamp lesson).
    • SC.4.P.9.1Gr 4Physical Science: Identify some familiar changes in materials that result in other materials with different characteristics. Baking soda and vinegar make a gas.
    • SC.8.P.8.8Gr 8Physical Science: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. The secret-message lesson is an early, non-numeric start on this Grade 8 benchmark.
    • SC.7.E.6.7Gr 7Earth and Space Science: Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions. The volcano lesson only shows trapped gas driving an eruption, an early partial start.
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 4.6(A)Gr 4Matter and energy: Classify and describe matter using observable physical properties, including relative density (the ability to sink or float in water) and physical state. The lava-lamp lesson is about oil floating on water and blobs sinking (partial).
    • 4.6(B)Gr 4Matter and energy: Investigate and compare a variety of mixtures, including solutions. Oil and water, and the fizzing tablet in water, are mixtures that do or do not blend.
    • 6.6(E)Gr 6Matter and energy: Identify the formation of a new substance using evidence of a possible chemical change, including production of a gas and colour change. Used for the volcano fizz and colour-changing secret message lessons (an early start on a Grade 6 outcome).
    • 8.6(D)Gr 8Matter and energy: Compare and contrast the properties of acids and bases. The secret-message lesson sorts substances by how grape juice or turmeric changes colour (an early, non-numeric start on a Grade 8 outcome; pH is not covered).
    • 3.6(B)Gr 3Matter and energy: Describe and classify samples of matter as solids, liquids, and gases. The oobleck lesson tests when the mixture acts like a solid and when like a liquid (partial).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 3.3Gr 3Matter: Solids and liquids mix with water in different ways. Oil and water in the lava lamp, and the fizzing tablet.
    • 2.3Gr 2Matter: Solids, liquids, and gases have different characteristics (a lower-grade match: oobleck acting like both).
    • 5.7Gr 5Matter: Substances can be mixed together without changes in their physical properties (an adjacent-grade match).
    • PS.3Gr 8Matter: Matter has properties and is conserved in chemical and physical processes; pure substances can undergo physical and chemical changes that may result in a change of properties. Baking soda and vinegar is an early, informal start on this Physical Science course standard.
    Australian Curriculum Science · published May 2022
    • AC9S6U04Year 6Science understanding: Compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances. Taught in lessons 3 and 4, new substances. (partly supports)
    England Science · in classrooms Sept 2014
    • Year 4States of matter: Compare and group materials together, according to whether they are solids, liquids or gases. Taught in lesson 2, oobleck.
    • Year 5Properties and changes of materials: Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. Taught in lesson 3, the vinegar and bicarbonate volcano.
  6. Grades K–5ScienceForces and Engineering

    Build It, Launch It

    NGSS · published Apr 2013
    • K-PS2-1K 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. (partly supports, lesson 3)
    • 3-PS2-1Gr 3 Plan and carry out an investigation to find evidence of the effects of balanced and unbalanced forces on the motion of an object. (partly supports, lesson 3)
    • K-2-ETS1-2Gr K–2 Develop a simple sketch, drawing or physical model to show how the shape of an object helps it work as needed to solve a problem. (lessons 1, 2)
    • 3-5-ETS1-1Gr 3–5 Define a simple design problem that includes criteria for success and limits on materials, time or cost. (lesson 1)
    • 3-5-ETS1-3Gr 3–5 Plan and carry out fair tests in which variables are controlled and failure points are considered, to find parts of a model or prototype that can be improved. (lessons 1, 2)
    Alberta Science K–6
    • SCI5-OI2-GQ1-LO1-KO1-UGr 5Forces: Flight of living things and objects is influenced by opposing forces (paper plane: lift, drag, thrust and gravity).
    • SCI4-OI6-GQ1-LO1-KO1-SPGr 4Design processes: Plan and create an artifact to meet a need, test it to confirm it meets the need, and consider the availability and cost of materials (egg protector on a materials budget).
    • SCI5-OI7-GQ1-LO1-KO3-UGr 5Scientific methods: Evidence from a controlled experiment can be used to make conclusions about cause-and-effect relationships between variables (fair tests of plane design and balloon size).
    • SCI6-OI2-GQ1-LO1-KO3-UGr 6Forces: For every action force there is an equal and opposite reaction force (balloon rocket; the unit introduces this idea in an early, informal way).
    BC Science
    • Gr 2Big idea: Forces influence the motion of an object (pushes, pulls and what starts and stops the egg, plane and rocket).
    • Gr 6Big idea and content: Newton's three laws of motion describe the relationship between force and motion; effects of balanced and unbalanced forces (balloon rocket; an early start on Grade 6).
    • Gr 5Curricular competencies: Decide which variable should be changed and measured for a fair test, and evaluate whether investigations were fair tests.
    Manitoba Science
    • 6-2-10Gr 6Cluster 2: Flight: Identify and diagram the four forces that act on living things or devices that fly through the air (paper plane: lift, drag, thrust, gravity; a Grade 6 outcome).
    • 6-2-11Gr 6Cluster 2: Flight: Compare a variety of propulsion methods used to produce thrust in animals and flying devices (balloon rocket; partial).
    • 6-2-15Gr 6Cluster 2: Flight: Use the design process to construct a prototype that can fly and meet specific performance criteria.
    • 5-0-4aGr 5Skills: Implementing a plan: Carry out, with guidance, procedures that comprise a fair test, including controlling variables and repeating measurements.
    Newfoundland and Labrador Science
    • Gr 5Science 5, Forces and Simple Machines: Demonstrate and describe the effect of increasing and decreasing the amount of force applied to an object (indicator). The balloon-size test.
    • Gr 5Science 5, Forces and Simple Machines: Investigate different kinds of forces used to move objects or hold them in place (paper plane and rocket).
    Nova Scotia Science
    • Gr 5Physical Science: Simple and compound machines: Learners will construct effective simple and compound machines, exploring motion and the forces causing motion and testing how effective a machine is and how to improve it (an adjacent-grade match: the build, test and improve cycle).
    • Gr 2Physical Science: Motion: Learners will test motion of objects, including factors that affect motion and designing a fair test (a lower-grade match: paper plane and balloon rocket tests).
    Ontario Science and Technology · in classrooms Sept 2022
    • STEM investigation skills: use a scientific experimentation process and an engineering design process to plan, build, test and improve a solution, and communicate the results.
    • C2.3Gr 3Matter and Energy: Describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape. (how different forces start, stop or change an object's motion).
    • D2.2Gr 6Structures and Mechanisms: Describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible. (paper plane: lift, weight, thrust and drag; a Grade 6 expectation).
    • D2.4Gr 6Structures and Mechanisms: Describe ways in which the four forces of flight can be altered. (changing a plane's design to change the forces of flight).
    • D2.5Gr 5Structures and Mechanisms: Describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces. (protecting the egg is like protective equipment for people; partial).
    Prince Edward Island Science
    • 303-14Gr 5Physical Science: Forces and simple machines: Demonstrate and describe the effect of increasing and decreasing the amount of force applied to an object (balloon size and throw strength).
    • 101-9Gr 3Physical Science: Building Things: Test the strength and stability of personally built structures, and identify ways of modifying a structure to increase its strength (a lower-grade match: improving the egg protector).
    Québec Science and Technology
    • Gr 3–4Material World: Forces and motion: Describes the effects of a force on an object (sets it in motion, changes its motion, stops it). Used in the balloon rocket and egg-drop lessons.
    • Gr 5–6Material World: Forces and motion: Predicts the combined effect of several forces on an object, such as reinforcement or opposition (an adjacent-cycle match: lift, drag, thrust and gravity on a paper plane).
    • Gr 3–6Material World: Techniques and instrumentation: Designs and makes models and devices with appropriate tools and materials, and examines mistakes to find their source (the build-test-fix cycle of the three challenges).
    Saskatchewan Science
    • FL6.2Gr 6Flight: Investigate how the forces of thrust, drag, lift, and gravity act on living things and constructed devices that fly through the air. (paper plane; a Grade 6 outcome).
    • FL6.3Gr 6Flight: Design a working prototype of a flying object that meets specified performance criteria. (egg protector, plane and rocket designs; partial, a Grade 6 outcome).
    • FM5.1Gr 5Forces and Simple Machines: Analyze the effects of gravitational, magnetic, and mechanical forces, including friction, on the movement of objects. (partial: the lessons look at push, pull and gravity on dropped and thrown objects).
    Florida Science · published Feb 2008
    • SC.5.P.13.2Gr 5Physical Science: Investigate and describe that the greater the force applied to an object, the greater the change in motion. Kids test how much air in the balloon changes how far the rocket travels.
    • SC.2.P.13.4Gr 2Physical Science: Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion (the Grade 2 version of the same idea, used in the plane throws).
    • SC.5.N.1.3Gr 5Nature of Science: Recognize and explain the need for repeated experimental trials. Each plane is thrown three times and the results are averaged.
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 5.7(B)Gr 5Force, motion, and energy: Design a simple experimental investigation that tests the effect of force on an object in a system, such as a balloon rocket on a string. Kids run exactly this fair test by changing how much air goes in the balloon.
    • 5.7(A)Gr 5Force, motion, and energy: Investigate and explain how equal and unequal forces acting on an object cause patterns of motion and transfer of energy. Covered through the balloon rocket and paper plane explanations (partial).
    • 4.2(D)Gr 4Scientific and engineering practices: Evaluate a design or object using criteria. Kids judge their egg protectors and planes against a simple pass-or-fail test, then improve them.
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 3.2Gr 3Force, Motion, and Energy: Investigate and understand that the direction and size of force affects the motion of an object, including that the net force determines how an object moves. The balloon rocket and paper plane tests.
    • 5.3Gr 5Force, Motion, and Energy: Investigate and understand the relationship between force and the energy of moving objects: changes in motion are related to net force and mass, and contact forces transfer energy when objects collide (an adjacent-grade match: egg drop and rocket).
    • 3.1Gr 3Scientific and Engineering Practices: Scientific and engineering practices: define a simple design problem, design and build a device, and analyze data from tests of an object to determine whether it works as intended.
    Australian Curriculum Science · published May 2022
    • AC9SFU02FoundationScience understanding: Describe how objects move and how factors including their size, shape or material influence their movement. Taught in lesson 2, paper planes.
    • AC9S1U03Year 1Science understanding: Describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape. Taught in lessons 1 and 3.
    England Science · in classrooms Sept 2014
    • Year 5Forces: Identify the effects of air resistance, water resistance and friction, that act between moving surfaces. Taught in lessons 1 and 2, air resistance.
    • Years 7–9Forces: Forces as pushes or pulls, arising from the interaction between 2 objects. Taught in lesson 3, the balloon rocket.
  7. Grades K–5ScienceLight, Water and Weather

    Earth and Sky at Home

    NGSS · published Apr 2013
    • 1-PS4-3Gr 1 Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. (partly supports, lesson 1)
    • 2-PS1-1Gr 2 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. (partly supports, lesson 2)
    • 2-PS1-4Gr 2 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. (partly supports, lessons 2, 3)
    • 5-PS1-1Gr 5 Develop a model to describe that matter is made of particles too small to be seen. (partly supports, lessons 2, 3)
    Alberta Science K–6
    • SCI2-OI2-GQ1-LO1-KO2-UGr 2Light and sound: Behaviours of light affect its path (rainbow lesson: light bending through water).
    • SCI3-OI1-GQ1-LO1-KO5-UGr 3Matter: The water on Earth moves continuously in a cycle (cloud-in-a-jar lesson).
    BC Science
    • Gr 1 Big idea: light and sound can be produced and their properties can be changed. (lesson 1)
    • Gr 2Big idea and content: Water is essential to all living things and it cycles through the environment: the water cycle (cloud in a jar).
    • Gr 7Content: Crystalline structure of solids (crystal-growing lesson; an early start on a Grade 7 topic).
    Manitoba Science
    • 4-2-04Gr 4Cluster 2: Light: Demonstrate that white light can be separated into colours (rainbow lesson).
    • 5-4-14Gr 5Cluster 4: Weather: Explain how clouds form, and relate cloud formation and precipitation to the water cycle (cloud-in-a-jar; a Grade 5 outcome).
    • 7-2-22Gr 7Cluster 2: Mixtures and Solutions: Demonstrate the difference between saturated and unsaturated solutions (crystal-growing lesson; an early start on a Grade 7 outcome).
    Newfoundland and Labrador Science
    • Gr 4Science 4, Light: Demonstrate that white light may be separated into colours; explore how a variety of media may change the direction of light. The rainbow lesson.
    • Gr 5Science 5, Weather: Relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation (partial: the cloud jar).
    • Gr 2Science 2, Air and Water in the Environment: Investigate changes that occur when the three states of water are heated or cooled (a lower-grade match).
    Nova Scotia Science
    • Gr 4Physical Science: Light: Learners will investigate properties of light (absorption, transmission, reflection, refraction). The rainbow lesson.
    • Gr 5Earth and Space Science: Weather: Learners will investigate weather, including how water moves within the atmosphere (the water cycle). The cloud lesson is a partial match.
    • Gr 2Physical Science: Liquids, solids and mixtures: Learners will investigate liquids, solids, and mixtures, including various combinations of liquids and solids (a lower-grade match: the crystal solutions).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 2 Earth and Space Systems, Air and Water in the Environment: water in its different states and how it moves through the environment. (lesson 3)
    • Gr 4 Matter and Energy, Light and Sound: properties of light, including how it travels and how it bends. (lesson 1)
    • Gr 5 Matter and Energy, Properties of and Changes in Matter: dissolving, evaporation, condensation and changes of state. (lessons 2, 3)
    • C2.3Gr 4Matter and Energy: Describe properties of light, including that light travels in a straight path and that light can be absorbed, reflected, and refracted. (rainbow lesson).
    • E2.3Gr 2Earth and Space Systems: Describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection. (cloud-in-a-jar).
    • C2.5Gr 7Matter and Energy: Describe the concentration of a saturated solution in both qualitative and quantitative terms, and differentiate between saturated and unsaturated solutions. (crystal-growing lesson; an early start on a Grade 7 expectation).
    • C2.4Gr 7Matter and Energy: Use the particle theory to describe how different factors affect the solubility of a substance and the rate at which it dissolves. (how temperature affects solubility; an early start on a Grade 7 expectation).
    Prince Edward Island Science
    • 301-13Gr 5Earth and Space Science: Weather: Relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation (partial: the cloud jar).
    • PS5Gr 8Physical Science: Optics: Examine the properties and behaviour of visible light (a later-grade match: the rainbow lesson).
    • PS2Gr 7Physical Science: Mixtures and Solutions: Describe the characteristics and applications of solutions (a later-grade, partial match: crystal solutions).
    Québec Science and Technology
    • Gr 5–6Material World: Energy: Describes the behaviour of light rays (reflection, refraction). The rainbow lesson.
    • Gr 3–4Earth and Space: Matter: Describes the observable properties of crystals (colour, geometric patterns). The salt and Epsom salt crystal lesson.
    • Gr 3–4Earth and Space: Matter: Explains the water cycle (evaporation, condensation, precipitation, runoff and infiltration). The cloud-in-a-jar lesson covers condensation only (partial).
    • Gr 1–2Material World: Matter: Distinguishes between substances that are soluble in water (e.g. salt, sugar) and those that are not (a lower-grade match: crystal solutions).
    Saskatchewan Science
    • LI4.2Gr 4Light: Analyze how light interacts with different objects and materials to create phenomena such as shadows, reflection, refraction, and dispersion. (rainbow lesson: dispersion of light; a Grade 4 outcome).
    • AW2.1Gr 2Air and Water: Investigate properties of air and water (in all three states of matter) within their environment. (cloud-in-a-jar; a Grade 2 outcome revisited).
    • MS7.3Gr 7Mixtures and Solutions: Investigate the properties and applications of solutions, including solubility and concentration. (crystal-growing lesson; partial, an early start on Grade 7).
    Florida Science · published Feb 2008
    • SC.3.P.10.4Gr 3Physical Science: Demonstrate that light can be reflected, refracted, and absorbed. The rainbow lesson shows water bending light.
    • SC.3.P.9.1Gr 3Physical Science: Describe the changes water undergoes when it changes state through heating and cooling, using terms such as evaporation and condensation. Cloud-in-a-jar and crystal-growing lessons.
    • SC.5.E.7.1Gr 5Earth and Space Science: Create a model to explain the parts of the water cycle. The jar cloud models only the cooling-and-condensing part (partial).
    • SC.5.P.8.2Gr 5Physical Science: Investigate and identify materials that will dissolve in water and the conditions that speed up or slow down dissolving. Salt, Epsom salt and sugar solutions for crystal growing (partial).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 5.8(C)Gr 5Force, motion, and energy: Demonstrate and explain how light travels in a straight line and can be reflected, refracted, or absorbed. The rainbow lesson shows water bending white light apart into colours.
    • 3.6(C)Gr 3Matter and energy: Predict, observe, and record changes in the state of matter caused by heating or cooling, such as condensation forming on a glass. Covered by the cloud-in-a-jar lesson (an early start for the K–5 range).
    • 5.6(C)Gr 5Matter and energy: Compare the properties of substances before and after they are combined into a solution and demonstrate that matter is conserved in solutions. The crystal lesson uses salt solutions and watches the dissolved solid come back as the water leaves (partial).
    • 4.10(A)Gr 4Earth and space: Describe and illustrate the continuous movement of water through the water cycle and the role of the Sun. The cloud lesson covers only the cooling-and-condensing step (partial).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 5.6Gr 5Force, Motion, and Energy: Visible light has certain characteristics: the visible spectrum includes light with different wavelengths, and matter influences the path of light (the rainbow lesson; wavelengths are not taught).
    • 3.7Gr 3Earth and Space Systems: There is a water cycle: the energy from the sun drives the water cycle and it involves specific processes. The cloud-in-a-jar lesson shows condensation (partial).
    • 3.3Gr 3Matter: Solids dissolve more easily in hot water than in cold water (a partial match: salt and sugar solutions for the crystal lesson).
    Australian Curriculum Science · published May 2022
    • AC9S5U03Year 5Science understanding: Identify sources of light, recognise that light travels in a straight path and describe how shadows are formed and light can be reflected and refracted. Taught in lesson 1, rainbows (refraction).
    • AC9S6U04Year 6Science understanding: Compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances. Taught in lesson 2, dissolving and crystals.
    • AC9S4U02Year 4Science understanding: Identify sources of water and describe key processes in the water cycle, including movement of water through the sky, landscape and ocean; precipitation; evaporation; and condensation. Taught in lesson 3, a cloud in a jar.
    England Science · in classrooms Sept 2014
    • Year 4States of matter: Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Taught in lesson 3, a cloud in a jar.
    • Year 5Properties and changes of materials: Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. Taught in lesson 2, growing crystals.
  8. Grades K–5ScienceIce, Snow and Cold

    Winter Science at Home

    NGSS · published Apr 2013
    • 2-PS1-4Gr 2 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. (partly supports, lessons 1, 2)
    • 2-ESS2-3Gr 2 Obtain information to identify where water is found on Earth and that it can be solid or liquid. (partly supports, lessons 1, 3)
    • 5-PS1-1Gr 5 Develop a model to describe that matter is made of particles too small to be seen. (partly supports, lesson 1)
    Alberta Science K–6
    • SCI3-OI1-GQ1-LO1-KO2-UGr 3Matter: Matter can change state if heated or cooled (ice, salt and frost lessons).
    • SCI3-OI1-GQ1-LO1-KO5-UGr 3Matter: The water on Earth moves continuously in a cycle (frost forms from water in the air).
    BC Science
    • Gr 4Big idea and content: Matter has mass, takes up space and can change phase: phases of matter and the effect of temperature on particle movement.
    • Gr 2Content: The water cycle (frost and condensation lessons).
    Manitoba Science
    • 5-2-08Gr 5Cluster 2: Properties of and Changes in Substances: Demonstrate that changes of state are reversible through the addition or removal of heat (ice, salt and frost lessons).
    • 2-2-14Gr 2Cluster 2: Solids, Liquids and Gases: Explore to determine how water can be made to change from one state to another and back again.
    Newfoundland and Labrador Science
    • Gr 2Science 2, Air and Water in the Environment: Explore characteristics of the three states of water; investigate changes that occur when the three states of water are heated or cooled.
    • Gr 5Science 5, Properties and Changes of Materials: Identify and describe some changes to materials that are reversible and some that are not (melting and freezing).
    Nova Scotia Science
    • Gr 2Physical Science: Liquids, solids and mixtures: Learners will investigate states of matter and the properties of liquids and solids (a lower-grade match: frost, ice and salt).
    • Gr 5Physical Science: Matter: Learners will test how physical and chemical changes affect the properties of matter, including how dissolving happens and how physical changes can be reversed (partial: salt dissolving in meltwater).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 2 Earth and Space Systems, Air and Water in the Environment: water in its different states and how it moves through the environment.
    • Gr 5 Matter and Energy, Properties of and Changes in Matter: dissolving, melting, freezing, condensation and changes of state. (lessons 1, 2)
    • C2.6Gr 5Matter and Energy: Explain how changes of state can occur when matter absorbs or releases thermal energy. (ice, salt and frost lessons).
    • C2.3Gr 2Matter and Energy: Describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other. (water changing between solid and liquid; a Grade 2 expectation).
    • E2.4Gr 2Earth and Space Systems: Identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle. (the three states of water in the water cycle).
    Prince Edward Island Science
    • 103-6Gr 2Earth and Space Science: Water: Describe the characteristics of the three states of water and predict changes from one state to another.
    • 301-10Gr 5Physical Science: Properties and Changes in Materials: Identify and describe some changes to materials that are reversible and some that are not (melting and freezing).
    Québec Science and Technology
    • Gr 1–2Material World: Matter: Recognizes water in its solid (ice, snow), liquid and gaseous state, and describes the operations (heating or cooling) that change water from one state to another (a lower-grade match: frost, melting ice, snowflakes).
    • Gr 3–4Earth and Space: Matter: Describes the observable properties of crystals (colour, geometric patterns). Snowflakes and frost crystals.
    • Gr 1–2Material World: Matter: Distinguishes between substances that are soluble in water and those that are not (a lower-grade match: salt, sugar and plain ice cubes).
    Saskatchewan Science
    • MC5.2Gr 5Materials and Changes: Investigate how reversible and non-reversible changes, including changes of state, alter materials. (ice, salt and frost lessons).
    • AW2.1Gr 2Air and Water: Investigate properties of air and water (in all three states of matter) within their environment. (a Grade 2 outcome revisited).
    • HT7.2Gr 7Heat and Temperature: Explain how understanding differences between states of matter and the effect of heat on changes in state provide evidence for the particle theory. (partial: an early start on Grade 7).
    Florida Science · published Feb 2008
    • SC.3.P.9.1Gr 3Physical Science: Describe the changes water undergoes when it changes state through heating and cooling, such as melting, freezing and condensation. Frost, ice-melting and snowflake lessons.
    • SC.2.P.8.4Gr 2Physical Science: Observe and describe water in its solid, liquid, and gaseous states (a lower-grade match).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 3.6(C)Gr 3Matter and energy: Predict, observe, and record changes in the state of matter caused by heating or cooling, such as ice becoming liquid water or condensation forming on the outside of a glass. Covers frost on a can, salt melting ice and snowflake formation.
    • 5.6(C)Gr 5Matter and energy: Compare the properties of substances before and after they are combined into a solution. Salt dissolving in the meltwater is explained as mixing into the water (partial).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 2.3Gr 2Matter: Heating and cooling can change the phases of matter (a lower-grade match: frost, melting ice, snowflakes).
    • 3.3Gr 3Matter: Solids and liquids mix with water in different ways. Salt dissolving in meltwater (partial).
    • 5.7Gr 5Matter: Energy has an effect on the phases of matter (an adjacent-grade match).
    Australian Curriculum Science · published May 2022
    • AC9S3U04Year 3Science understanding: Investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state. Taught in lessons 1 and 2.
    England Science · in classrooms Sept 2014
    • Year 4States of matter: Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C). Taught in lessons 1 and 2.
  9. Grades K–2ScienceMatter

    Test It, Choose It: Materials

    NGSS · published Apr 2013
    • 2-PS1-1Gr 2 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. (lessons 1, 2, 3)
    • 2-PS1-2Gr 2 Analyze data from testing different materials to decide which materials have the properties best suited for an intended purpose. (lessons 2, 3)
    • K-2-ETS1-3Gr K–2 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. (partly supports, lessons 2, 3)
    Cambridge Science · in classrooms Sept 2021
    • Chemistry: naming, sorting and describing common materials; an object and the material it is made of; changing shape by stretching, bending and twisting. (lessons 1, 3)
    • Chemistry: testing materials and choosing a material for a purpose because of its properties. (partly supports, lessons 2, 3)
    England Science · in classrooms Sept 2014
    • Everyday materials: tell an object from the material it is made of; name everyday materials such as wood, plastic, glass, metal and rock; describe their simple physical properties; compare and group them by those properties. (lesson 1)
    • Uses of everyday materials: compare how suitable everyday materials are for particular uses; find out how the shapes of solid objects can be changed by squashing, bending, twisting and stretching. (lessons 2, 3)
  10. Grade 5ScienceWeather and Climate

    Weather Detectives

    NGSS · published Apr 2013
    • 3-ESS2-1Gr 3 Represent data in tables and graphs to describe typical weather conditions expected during a particular season. (partly supports, lessons 2, 3)
    • 3-ESS2-2Gr 3 Obtain and combine information to describe climates in different regions of the world. (partly supports, lesson 1)
    • 5-ESS2-1Gr 5 Develop a model to describe ways the land, water, living things and air interact. (partly supports, lesson 1)
    Alberta Science K–6
    • Gr 5 Earth Systems: students analyze climate and connect it to weather conditions and agricultural practices. (lessons 1, 3)
    • SCI5-OI3-GQ1-LO1-KO2-UGr 5Earth systems: Weather conditions can be measured accurately by using a variety of tools and methods (fair thermometer measurements).
    • SCI5-OI3-GQ1-LO1-KO4-UGr 5Earth systems: Climate and weather events influence agricultural practices (last frost and growing season).
    Manitoba Science
    • 5-4-06Gr 5Cluster 4: Weather: Observe and measure local weather conditions over a period of time, using student-constructed or standard instruments.
    • 5-4-04Gr 5Cluster 4: Weather: Recognize that warm and cold air masses are important components of weather, and describe what happens when they meet (chinook lesson; partial).
    • 5-4-17Gr 5Cluster 4: Weather: Identify factors that influence weather and climate in Manitoba and across Canada, and describe their impacts (mountains and chinooks; partial).
    New Brunswick Science
    • Gr 7Grade 7: Earth surface processes: Weather systems and climate, water in the atmosphere, weather patterns and quantitative analysis of weather data (a later-grade match).
    Newfoundland and Labrador Science
    • Gr 5Science 5, Weather: Describe weather in terms of temperature, wind speed and direction, precipitation, and cloud cover; describe and predict patterns of change in local weather conditions.
    Nova Scotia Science
    • Gr 5Earth and Space Science: Weather: Learners will investigate weather: measure weather conditions using instruments, and investigate the water cycle.
    • Gr 5Earth and Space Science: Weather: Learners will investigate how weather impacts daily life, including the effects of weather on living and non-living things (partial: frost and growing season).
    Prince Edward Island Science
    • 300-13Gr 5Earth and Space Science: Weather: Describe weather in terms of temperature, wind speed and direction, precipitation, and cloud cover.
    • 301-14Gr 5Earth and Space Science: Weather: Describe and predict patterns of change in local weather conditions.
    Québec Science and Technology
    • Gr 5–6Earth and Space: Systems and interaction: Associates the average temperature with the climate of a region (polar, cold, temperate, mild, hot) (partial: frost dates and growing season).
    • Gr 3–6Earth and Space: Techniques and instrumentation: Appropriately uses simple measuring instruments (thermometer, wind vane, etc.). Students take schoolyard temperatures the same way each time.
    Saskatchewan Science
    • WE5.1Gr 5Weather: Measure and represent local weather, including temperature, wind speed and direction, amount of sunlight, precipitation, relative humidity, and cloud cover.
    • WE5.2Gr 5Weather: Investigate local, national, and global weather conditions, including the role of air movement and solar energy transfer. (chinook and moving air).
    • WE5.3Gr 5Weather: Analyze the impact of weather on society and the environment, including technologies that help humans address weather conditions. (frost and farming).
    Florida Science · published Feb 2008
    • SC.5.E.7.3Gr 5Earth and Space Science: Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.
    • SC.5.E.7.5Gr 5Earth and Space Science: Recognize that some weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains (partial: chinook over the Rockies).
    • SC.2.P.8.5Gr 2Physical Science: Measure and compare temperatures taken every day at the same time (a lower-grade match for the schoolyard thermometer survey).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 3.10(A)Gr 3Earth and space: Compare and describe day-to-day weather in different locations, including air temperature, wind direction, and precipitation (an adjacent-grade match: schoolyard temperature survey).
    • 2.10(B)Gr 2Earth and space: Measure, record, and graph weather information, including temperature and precipitation (an adjacent-grade match; temperature only).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 4.4Gr 4Earth and Space Systems: Weather measurements create a record that can be used to make weather predictions; long-term seasonal trends determine the climate of a region (an adjacent-grade match; frost dates).
    • 2.6Gr 2Earth and Space Systems: Measuring, recording, and interpreting weather data allows for identification of weather patterns (a lower-grade match).
    • 6.7Gr 6Earth and Space Systems: There is a relationship between air movement, thermal energy, and weather conditions (an early, partial start: the chinook).
    Australian Curriculum Science · published May 2022
    • AC9S6U01Year 6Science understanding: Investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions. Taught in lesson 2 (schoolyard microclimates) and lesson 3 (frost and growing season).
  11. Grade 5ScienceMatter

    Solids, Liquids and Gases

    NGSS · published Apr 2013
    • 5-PS1-1Gr 5 Develop a model to describe that matter is made of particles too small to be seen. (lessons 1, 2)
    • 5-PS1-2Gr 5 Measure and graph quantities to show that the total weight of matter stays the same when substances are heated, cooled or mixed. (lesson 2)
    • 5-PS1-3Gr 5 Make observations and measurements to identify materials based on their properties. (partly supports, lesson 2)
    Alberta Science K–6
    • Gr 5 Matter: students investigate the particle model of matter in relation to the physical properties of solids, liquids and gases.
    • SCI5-OI1-GQ1-LO1-KO2-UGr 5Matter: The movement and arrangement of particles affect the physical properties of matter (evaporation, ice floating).
    • SCI3-OI1-GQ1-LO1-KO5-UGr 3Matter: The water on Earth moves continuously in a cycle (where a puddle goes).
    BC Science
    • Gr 3Big idea: All matter is made of particles.
    • Gr 4Content: Phases of matter and the effect of temperature on particle movement (evaporation, freezing).
    Manitoba Science
    • 5-2-05Gr 5Cluster 2: Properties of and Changes in Substances: Identify properties of the three states of matter.
    • 5-2-06Gr 5Cluster 2: Properties of and Changes in Substances: Experiment to compare the mass of a substance in its liquid and solid states (ice versus water).
    • 7-2-06Gr 7Cluster 2: Particle Theory of Matter: Describe the particle theory of matter and use it to explain changes of state (an early start on Grade 7).
    New Brunswick Science
    • Gr 7Grade 7: Earth surface processes: Particle model of matter and quantitative analysis of physical properties (a later-grade match for the particle explanations of evaporation and ice floating).
    Newfoundland and Labrador Science
    • Gr 5Science 5, Properties and Changes of Materials: Group materials as solids, liquids, or gases, based on their properties; identify properties that allow materials to be distinguished from one another.
    • Gr 2Science 2, Air and Water in the Environment: Explore characteristics of the three states of water and the changes when heated or cooled (a lower-grade match).
    Nova Scotia Science
    • Gr 5Physical Science: Matter: Learners will test how physical and chemical changes affect the properties of matter, including how physical changes can be reversed and conservation of mass (partial: evaporation and freezing).
    • Gr 7Environmental Action: Particle theory: Learners will analyse particle theory in relation to substances in environments (an early start: particles used to explain evaporation and ice).
    • Gr 2Physical Science: Liquids, solids and mixtures: Learners will investigate states of matter (a lower-grade match).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 5 Properties of and Changes in Matter: describing solids, liquids and gases using the particle theory, and investigating changes of state.
    • C2.2Gr 5Matter and Energy: Identify the states of matter, and describe characteristics and properties of solids, liquids, and gases.
    • C2.3Gr 5Matter and Energy: Describe changes of state of matter observed at home, in the community, or in the natural environment. (evaporation and freezing).
    • C2.1Gr 7Matter and Energy: Demonstrate an understanding of the particle theory of matter. (particle explanation; an early start on a Grade 7 expectation).
    • C2.3Gr 8Matter and Energy: Explain the difference between solids, liquids, and gases in terms of their density, using the particle theory of matter. (why ice floats; partial, an early start on a Grade 8 expectation).
    Prince Edward Island Science
    • PS4Gr 7Physical Science: Heat: Conduct experiments to describe the effect of heat on different forms of matter (an adjacent-grade match: evaporation and freezing).
    • 103-6Gr 2Earth and Space Science: Water: Describe the characteristics of the three states of water and predict changes from one state to another (a lower-grade match).
    • PS2Gr 8Physical Science: Fluids: Compare the density of various substances qualitatively and quantitatively (an early start for the ice-floats lesson).
    Québec Science and Technology
    • Gr 5–6Material World: Matter: Explains the buoyancy of a substance in another substance, using their respective densities (ice floating in water).
    • Gr 3–4Material World: Matter: Demonstrates that physical changes such as phase changes do not change the properties of matter.
    • Gr 3–4Earth and Space: Matter: Explains the water cycle (evaporation, condensation) (the puddle and cup lessons).
    • Gr 1–2Material World: Matter: Recognizes that the quantity of matter remains the same once a change has occurred (a lower-grade match: water and ice weigh the same).
    • Gr 7–8The Material World: Changes: Defines the particle model as a means of representing the behaviour of matter (Secondary II; an early, informal start on this outcome from the secondary program).
    Saskatchewan Science
    • MC5.1Gr 5Materials and Changes: Investigate the characteristics and physical properties of materials in solid, liquid, and gaseous states of matter.
    • MC5.2Gr 5Materials and Changes: Investigate how reversible and non-reversible changes, including changes of state, alter materials. (evaporation, freezing).
    • HT7.2Gr 7Heat and Temperature: Explain how understanding differences between states of matter and the effect of heat on changes in state provide evidence for the particle theory. (particle model; an early start on Grade 7).
    Florida Science · published Feb 2008
    • SC.5.P.8.1Gr 5Physical Science: Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, colour, texture, and temperature. Water and ice have the same mass but different volume.
    • SC.5.P.8.4Gr 5Physical Science: Explore the scientific theory of atoms by recognizing that all matter is composed of parts too small to be seen without magnification. Evaporation is explained with particles (partial; atoms are not named).
    • SC.3.P.9.1Gr 3Physical Science: Describe the changes water undergoes when it changes state through heating and cooling, using terms such as melting, freezing, boiling, evaporation and condensation (a lower-grade match).
    • SC.2.E.7.3Gr 2Earth and Space Science: Investigate, observe and describe how water left in an open container evaporates, but water in a closed container does not (a lower-grade match: the puddle race and cup lesson).
    • SC.8.P.8.3Gr 8Physical Science: Explore and describe the densities of various materials through measurement of their masses and volumes (an early, informal start: water and ice have equal mass but different volume).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 5.6(D)Gr 5Matter and energy: Illustrate how matter is made up of particles that are too small to be seen. Evaporation and ice floating are explained with particles.
    • 3.6(C)Gr 3Matter and energy: Predict, observe, and record changes in the state of matter caused by heating or cooling (an adjacent-grade match; the puddle lesson covers evaporation and condensation under a cup).
    • 5.6(A)Gr 5Matter and energy: Compare and contrast matter based on measurable properties, including relative density (sinking and floating) and volume. Water and ice weigh the same but ice takes more space and floats.
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 5.7Gr 5Matter: Matter has properties and interactions: matter is composed of atoms, and energy has an effect on the phases of matter (partial; atoms are not named).
    • 2.3Gr 2Matter: Matter has mass and takes up space; solids, liquids, and gases have different characteristics; heating and cooling can change the phases (a lower-grade match).
    • 3.7Gr 3Earth and Space Systems: There is a water cycle and it involves specific processes (a lower-grade match: evaporation in the puddle lesson).
    • 6.6Gr 6Earth and Space Systems: Water has unique physical properties, and thermal energy has a role in phase changes (an adjacent-grade match: why ice floats).
    Cambridge Science · in classrooms Sept 2021
    • Materials: the particle model, and freezing as a physical change (4Cm.01, 4Cc.01, 4Cc.02); evaporation, condensation and why water expands as it freezes (5Cm.01, 5Cp.02, 5Cc.01). Our sample map, aligned by Fieldbook.
    • 4Cm.01Gr 3Stage 4, Materials and their structure: Use a particle model to describe solids and liquids.
    • 4Cc.01Gr 3Stage 4, Changes to materials: Explain freezing with the particle model (water freezing in the ice lesson).
    • 4Cc.02Gr 3Stage 4, Changes to materials: A change of state is a physical change: the water is still there (the "missing" puddle water).
    • 5Cm.01Gr 4Stage 5, Materials and their structure: Use the particle model for solids, liquids and gases (water particles escaping into the air).
    • 5Cp.02Gr 4Stage 5, Properties of materials: Know key properties of water, including that it expands as it freezes (why ice floats).
    • 5Cc.01Gr 4Stage 5, Changes to materials: Explain evaporation and condensation with particles, and link their speed to temperature (paper-towel race, water caught under a cup).
    Australian Curriculum Science · published May 2022
    • AC9S5U04Year 5Science understanding: Explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles. Taught in lessons 1 and 2.
    • AC9S4U02Year 4Science understanding: Identify sources of water and describe key processes in the water cycle, including movement of water through the sky, landscape and ocean; precipitation; evaporation; and condensation. Taught in lesson 1, evaporation. (partly supports)
    • AC9S6U04Year 6Science understanding: Compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances. Taught in lessons 1 and 2, changes of state.
    England Science · in classrooms Sept 2014
    • Year 4States of matter: Compare and group materials together, according to whether they are solids, liquids or gases. Taught in lessons 1 and 2.
    • Year 4States of matter: Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Taught in lesson 1.
    • Years 7–9The particulate nature of matter: The differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density, the anomaly of ice-water transition. Taught in lesson 2, why ice floats.
  12. Grade 4ScienceScientific Methods

    Evidence Lab

    NGSS · published Apr 2013
    • 3-5-ETS1-3Gr 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. (lesson 2)
    • Planning and carrying out investigations; analyzing and interpreting data; engaging in argument from evidence.
    Alberta Science K–6
    • Gr 4 Scientific Methods: students investigate evidence and reflect on its role in science.
    • SCI4-OI7-GQ1-LO1-KO2-UGr 4Scientific methods: Conclusions drawn during investigations must be based on reliable and valid evidence (repeated helicopter drops; pooled arm-span data).
    • SCI3-OI7-GQ1-LO1-KO1-SPGr 3Scientific methods: Collect data using techniques to improve accuracy, analyze data and compare the trustworthiness of sources of data (a Grade 3 skill revisited).
    • SCI6-OI7-GQ1-LO1-KO2-SPGr 6Scientific methods: Evaluate the trustworthiness of evidence and explanations from a variety of sources (an early start on a Grade 6 skill).
    BC Science
    • Gr 4 Questioning and predicting, planning and conducting, and evaluating: make fair measurements, compare results and decide how far the evidence supports a claim.
    • Gr 4Curricular competencies: Reflect on whether an investigation was a fair test, and demonstrate an understanding and appreciation of evidence.
    • Gr 6Curricular competencies: Identify possible sources of error and suggest improvements to investigation methods (repeated trials; an early start on Grade 6).
    Manitoba Science
    • 5-0-4aGr 5Skills: Implementing a plan: Carry out, with guidance, procedures that comprise a fair test, including repeating measurements to increase accuracy and reliability (a Grade 5 skill taught at Grade 4).
    • 5-0-7bGr 5Skills: Concluding and applying: Base conclusions on evidence rather than preconceived ideas or hunches.
    New Brunswick Science
    • Gr 3–5Scientific Literacy: Sensemaking: Support claims or draw conclusions using evidence from data analysis; construct explanations and conclusions from collected data; differentiate observed from measured data (Grade 3–5 skill indicators).
    • Gr 5Scientific Literacy: Sensemaking: Confirm the validity and reliability of tests and identify possible sources of errors (a Grade 5 indicator that matches the repeated-trial lesson).
    Newfoundland and Labrador Science
    • Gr 4Science 4, Rocks, Minerals, and Erosion: Compare the results of their investigations to those of others and recognize that results may vary (a skills indicator; pooled class data).
    • Gr 5Science 5, Properties and Changes of Materials: Describe how results of similar and repeated investigations may vary and suggest possible explanations for variations (an adjacent-grade match: the repeated helicopter drops).
    Ontario Science and Technology · in classrooms Sept 2022
    • A1.2Gr 4 Use a scientific experimentation process to conduct investigations, following appropriate health and safety procedures.
    Québec Science and Technology
    • Gr 1–6Strategies: Validating sources of information, and using empirical approaches such as trial and error and examining mistakes to identify their source. Students test an internet 'fact' with their own measurements (strategies are not tied to a single year).
    • Gr 1–6Strategies: Comparing different possible explanations to assess them, and using tools to record and display information in tables and graphs (pooled class data and repeated helicopter drops).
    Florida Science · published Feb 2008
    • SC.4.N.1.7Gr 4Nature of Science: Recognize and explain that scientists base their explanations on evidence.
    • SC.4.N.1.4Gr 4Nature of Science: Attempt reasonable answers to scientific questions and cite evidence in support. Students judge how true the arm-span claim is.
    • SC.5.N.1.3Gr 5Nature of Science: Recognize and explain the need for repeated experimental trials (an adjacent-grade match: five helicopter drops).
    • SC.3.N.1.7Gr 3Nature of Science: Explain that empirical evidence is information, such as observations or measurements, used to help validate explanations of natural phenomena (a lower-grade match).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 4.2(B)Gr 4Scientific and engineering practices: Analyze data by identifying any significant features, patterns, or sources of error. Students see that repeated drops never give the same time and pool class data.
    • 4.3(A)Gr 4Scientific and engineering practices: Develop explanations and propose solutions supported by data and models. Students decide whether a claim is true using their own measurements.
    • 4.1(E)Gr 4Scientific and engineering practices: Collect observations and measurements as evidence (arm span, height and timed helicopter drops).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 4.1Gr 4Scientific and Engineering Practices: Scientific and engineering practices: identify variables, use evidence (measurements, observations, patterns) to construct or support explanations, and analyze data in bar and line graphs.
    • 5.1Gr 5Scientific and Engineering Practices: Scientific and engineering practices: compare and contrast data collected by different groups and discuss similarities and differences in findings (an adjacent-grade match: pooling class data).
    Australian Curriculum Science · published May 2022
    • AC9S4I02Year 4Science inquiry: Use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment. Taught in lessons 1 and 2.
    • AC9S5I02Year 5Science inquiry: Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place. Taught in lesson 2, repeating tests.
    • AC9S5I05Year 5Science inquiry: Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions. Taught in lessons 1 and 2.
    England Science · in classrooms Sept 2014
    • Years 3–4Working scientifically: Setting up simple practical enquiries, comparative and fair tests. Taught in lessons 1 and 2.
    • Years 5–6Working scientifically: Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate. Taught in lesson 2.
    • Years 5–6Working scientifically: Identifying scientific evidence that has been used to support or refute ideas or arguments. Taught in lesson 1.
  13. Grade 4ScienceEarth Systems

    Our Living Planet

    NGSS · published Apr 2013
    • 5-LS2-1Gr 5 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. (partly supports, lesson 1)
    • 5-ESS2-1Gr 5 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (lessons 1, 2)
    Alberta Science K–6
    • Gr 4 Earth Systems: students investigate the systems of Earth and reflect on how their interconnections sustain life. (lessons 1, 2)
    • SCI4-OI3-GQ1-LO1-KO1-UGr 4Earth systems: Earth's systems interact with one another, resulting in environments that sustain life (sealed jar and water cycle bag).
    • SCI4-OI3-GQ1-LO1-KO4-UGr 4Earth systems: Earth's systems are interconnected and can be impacted by small changes (sealed versus open jar).
    BC Science
    • Gr 2Content: The water cycle (water cycle in a bag).
    Manitoba Science
    • 7-1-03Gr 7Cluster 1: Interactions within Ecosystems: Identify abiotic and biotic components of ecosystems that allow particular organisms to survive (sealed jar; an early start on Grade 7).
    • 5-4-14Gr 5Cluster 4: Weather: Explain how clouds form, and relate cloud formation and precipitation to the water cycle (water cycle in a bag; a Grade 5 outcome).
    New Brunswick Science
    • Gr 3Grade 3: Our local environment: Introduction to ecosystems: interactions of living and non-living components (a lower-grade match for the sealed-jar world).
    Newfoundland and Labrador Science
    • Gr 4Science 4, Habitats and Communities: Identify a variety of local habitats and their associated populations; investigate how animals meet their basic needs in their habitat (partial: the sealed jar world).
    • Gr 5Science 5, Weather: Relate the constant circulation of water on Earth to evaporation, condensation, and precipitation (an adjacent-grade match: the window water bags).
    Nova Scotia Science
    • Gr 4Life Science: Habitats: Learners will analyse interconnectiveness of and within local habitats, including relationships among organisms and their environment (a partial match for the sealed-jar world).
    • Gr 5Earth and Space Science: Weather: Learners will investigate weather, including the water cycle (an adjacent-grade match: window water bags).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 4 Life Systems, Habitats and Communities: how living things depend on one another and on the non-living parts of their habitat. (partly supports, lesson 1)
    • B2.1Gr 4Life Systems: Describe habitats as areas that provide organisms, including plants and animals, with the necessities of life, and identify ways in which a local habitat provides these necessities. (sealed jar as a habitat).
    • E2.3Gr 2Earth and Space Systems: Describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection. (water cycle in a bag; a Grade 2 expectation revisited).
    Prince Edward Island Science
    • 301-13Gr 5Earth and Space Science: Weather: Relate the constant circulation of water on Earth to evaporation, condensation, and precipitation (an adjacent-grade match).
    • LS1Gr 7Life Science: Interactions within Ecosystems: Explain how different parts of an ecosystem interact and affect each other (an adjacent-grade match: the sealed-jar world).
    Québec Science and Technology
    • Gr 3–4Earth and Space: Matter: Explains the water cycle (evaporation, condensation, precipitation, runoff and infiltration). Window water bags and sweating cup.
    • Gr 3–6Living Things: Techniques and instrumentation: Designs and makes environments (e.g. aquarium, terrarium, incubator, greenhouse). The sealed-jar world.
    • Gr 1–2Living Things: Matter: Names the basic needs for plant growth (water, air, light, mineral salts) (a lower-grade match: the jar plants still need light).
    Saskatchewan Science
    • HC4.1Gr 4Habitats and Communities: Investigate the interdependence of plants and animals, including humans, within habitats and communities. (sealed jar ecosystem).
    • IE7.3Gr 7Interactions Within Ecosystems: Evaluate biogeochemical cycles (water, carbon, and nitrogen) as representations of energy flow and the cycling of matter through ecosystems. (partial: water and gas cycling in the jar and the bag; an early start on Grade 7).
    Florida Science · published Feb 2008
    • SC.5.E.7.1Gr 5Earth and Space Science: Create a model to explain the parts of the water cycle (an adjacent-grade match: the window water bags and jar worlds).
    • SC.3.L.17.2Gr 3Life Science: Recognize that plants use energy from the Sun, air, and water to make their own food (a lower-grade match; the sealed jar still needs light).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 4.10(A)Gr 4Earth and space: Describe and illustrate the continuous movement of water through the water cycle and explain the role of the Sun as a major source of energy. Covered by the rain-bag and sweating-cup lessons.
    • 4.5(E)Gr 4Scientific and engineering practices: Investigate how energy flows and matter cycles through systems and how matter is conserved. The sealed jar reuses water and air but needs light.
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 3.7Gr 3Earth and Space Systems: There is a water cycle: the energy from the sun drives it and it involves specific processes (a lower-grade match: window water bags).
    • 3.5Gr 3Living Systems and Processes: Ecosystems are made of living and nonliving components (a lower-grade match: the sealed jar world).
    • 4.2Gr 4Living Systems and Processes: The survival of plants and animals depends on photosynthesis (partial: the jar plants still need light).
    • LS.5Gr 7Living Systems and Processes: Matter moves through ecosystems via the carbon, water, and nitrogen cycles (an early, partial start on a Life Science course standard).
    Australian Curriculum Science · published May 2022
    • AC9S4U02Year 4Science understanding: Identify sources of water and describe key processes in the water cycle, including movement of water through the sky, landscape and ocean; precipitation; evaporation; and condensation. Taught in lesson 2, the water cycle in a bag.
    England Science · in classrooms Sept 2014
    • Year 4States of matter: Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Taught in lesson 2, the water cycle in a bag.
  14. Grade 3ScienceForces

    Pushes, Pulls and Magnets

    NGSS · published Apr 2013
    • 3-PS2-1Gr 3 Plan and carry out an investigation to find evidence of the effects of balanced and unbalanced forces on the motion of an object. (partly supports, lesson 1)
    • 3-PS2-2Gr 3 Make observations and measurements of an object's motion to find a pattern that can be used to predict its future motion. (partly supports, lesson 3)
    • 3-PS2-3Gr 3 Ask questions to find cause-and-effect relationships in electric or magnetic interactions between two objects that are not touching. (lessons 2, 3)
    • 3-PS2-4Gr 3 Define a simple design problem that can be solved by applying scientific ideas about magnets. (lesson 3)
    Alberta Science K–6
    • SCI3-OI2-GQ1-LO1-KO1-UGr 3Forces: Forces can affect properties and movement of objects in different ways (friction slows a rolling ball).
    • SCI4-OI2-GQ1-LO1-KO2-UGr 4Forces: Magnets interact with each other and magnetic material (an early start on a Grade 4 outcome).
    • SCI4-OI2-GQ1-LO1-KO1-UGr 4Forces: Non-contact forces are invisible forces that can affect objects, materials and substances (magnet pulling through a table).
    BC Science
    • Gr 2Big idea and content: Forces influence the motion of an object; types of forces, including friction and magnetism (adjacent grade).
    Manitoba Science
    • 3-3-02Gr 3Cluster 3: Forces That Attract and Repel: Recognize that force is a push or pull, and that attraction and repulsion are types of pushes and pulls.
    • 3-3-15Gr 3Cluster 3: Forces That Attract and Repel: Predict and test the effect of placing materials between a magnet and an attracted object (magnet through a table).
    • 3-3-14Gr 3Cluster 3: Forces That Attract and Repel: Investigate how magnetic and electrostatic forces change at different distances (paper clip jump).
    • 2-3-08Gr 2Cluster 3: Position and Motion: Compare and describe the effects of friction on the motion of objects across different surfaces (a Grade 2 outcome revisited).
    Newfoundland and Labrador Science
    • Gr 3Science 3, Invisible Forces: Investigate and identify materials that are attracted by magnets and those that are not; identify conditions that affect the force of magnets.
    • Gr 5Science 5, Forces and Simple Machines: Investigate and compare the effect of friction on the movement of an object over a variety of surfaces (an adjacent-grade match: the rolling-ball lesson).
    Nova Scotia Science
    • Gr 3Physical Science: Invisible forces: Learners will investigate invisible forces: investigate magnetic forces and the factors that affect magnet strength. The magnet lessons.
    • Gr 2Physical Science: Motion: Learners will test motion of objects and the factors that affect motion (a lower-grade match: ball and ramp lesson).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 3 Strand C, Matter and Energy: Forces and Motion: investigate how forces, including friction and magnetism, make objects start moving, stop or change direction. (lessons 1, 2, 3)
    • C2.1Gr 3Matter and Energy: Describe different types of contact forces and non-contact forces.
    • C2.3Gr 3Matter and Energy: Describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape. (friction slowing a rolling ball).
    Prince Edward Island Science
    • 100-31Gr 3Physical Science: Magnetism and Static Electricity: Investigate to identify materials that can be magnetized and materials that are attracted by magnets, and distinguish these from materials that are not affected by magnets.
    • 100-33Gr 3Physical Science: Magnetism and Static Electricity: Identify conditions that affect the force of magnets (distance and the number of magnets).
    • 303-15Gr 5Physical Science: Forces and simple machines: Investigate and compare the effect of friction on the movement of an object over a variety of surfaces (an adjacent-grade match: the rolling-ball lesson).
    Québec Science and Technology
    • Gr 3–4Material World: Forces and motion: Describes the effects of a force on an object (sets it in motion, changes its motion, stops it). Rolling-ball and magnet-pull tests.
    • Gr 1–2Material World: Forces and motion: Identifies situations involving the force of friction (pushing, sliding, rolling an object). A lower-grade match: the ball on floor, carpet and towel.
    • Gr 1–2Material World: Forces and motion: Recognizes the effects of magnetism on magnets (attraction and repulsion), and identifies situations in which magnets are used (a lower-grade match; the magnet gadget design).
    Saskatchewan Science
    • ME3.1Gr 3Magnetic and Static Electric Forces: Investigate the characteristics of contact (e.g., push, pull, and friction) and non-contact (e.g., magnetic and static electric) forces.
    • MP2.2Gr 2Position and Motion: Investigate factors, including friction, which affect the motion of natural and constructed objects, including self. (a Grade 2 outcome revisited with measurement).
    Florida Science · published Feb 2008
    • SC.4.P.8.4Gr 4Physical Science: Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets (an adjacent-grade match).
    • SC.2.P.13.2Gr 2Physical Science: Demonstrate that magnets can be used to make some things move without touching them (a lower-grade match; the magnet gadget design).
    • SC.6.P.13.1Gr 6Physical Science: Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational (an adjacent-grade match).
    • SC.6.P.13.3Gr 6Physical Science: Investigate and describe that an unbalanced force acting on an object changes its speed, direction, or both. The rolling-ball lesson shows friction slowing it (an early, informal start).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 3.7(A)Gr 3Force, motion, and energy: Demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls.
    • 3.6(A)Gr 3Matter and energy: Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float. The unit measures how far a magnet's pull reaches.
    • 4.7Gr 4Force, motion, and energy: Plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object (an adjacent-grade match: rolling-ball friction and magnet-distance tests).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 3.2Gr 3Force, Motion, and Energy: The direction and size of force affects the motion of an object; multiple forces may act on an object. Ramp and ball tests.
    • 2.2Gr 2Force, Motion, and Energy: Some forces, including gravity and magnetism, can cause objects to move from a distance (a lower-grade match: the magnet lessons).
    • 5.3Gr 5Force, Motion, and Energy: Friction is a force that opposes motion (an adjacent-grade match: ball on floor, carpet and towel).
    Australian Curriculum Science · published May 2022
    • AC9S4U03Year 4Science understanding: Identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects. Taught in lesson 1 (friction), lessons 2 and 3 (magnetic force).
    England Science · in classrooms Sept 2014
    • Year 3Forces and magnets: Compare how things move on different surfaces. Taught in lesson 1.
    • Year 3Forces and magnets: Notice that some forces need contact between 2 objects, but magnetic forces can act at a distance. Taught in lessons 2 and 3.
    • Year 3Forces and magnets: Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials. Taught in lesson 2.
  15. Grade 5MathData and Graphs

    Data Detectives

    Common Core Math · published June 2010
    • 5.MD.B.2Gr 5 Make a line plot to display a set of measurements in fractions of a unit (1/2, 1/4, 1/8) and use it to solve problems. (lesson 1)
    • 5.G.A.2Gr 5 Graph points in the first quadrant of the coordinate plane to represent real-world problems, and interpret what the coordinates mean in context. (lesson 3)
    • 6.SP.A.3Gr 6 Recognize that a measure of centre sums up a data set with a single number, while a measure of variation describes how spread out the values are. (A look ahead.) (partly supports, lesson 1)
    • 6.SP.B.5Gr 6 Summarize numerical data in context: how many observations, what was measured and how, measures of centre and spread, and any striking deviations. (A look ahead.) (partly supports, lesson 1)
    • 8.SP.A.1Gr 8 Construct and interpret scatter plots for two-variable measurement data and describe patterns of association. (An informal early look.) (partly supports, lesson 3)
    Alberta Math K–6
    • MAT4-OI8-GQ1-LO1-KO2-SPGr 4Data: Describe the effect of scale on representation and compare different graphs of the same data (honest versus exaggerated bar graphs; a Grade 4 outcome revisited at Grade 5).
    BC Math
    • Gr 5Big idea and content: Data represented in graphs can be used to show many-to-one correspondence; bar graphs with scales (partial: the unit focuses on how scale changes what a graph shows).
    Manitoba Math
    • 5.SP.1Gr 5Statistics and Probability: Differentiate between first-hand and second-hand data.
    • 5.SP.2Gr 5Statistics and Probability: Construct and interpret double bar graphs to draw conclusions (partial: the unit focuses on how graphs can mislead).
    • 7.SP.1Gr 7Statistics and Probability: Demonstrate an understanding of central tendency and range by determining mean, median, mode and range (a Grade 7 outcome taught early).
    • 6.SP.3Gr 6Statistics and Probability: Graph collected data and analyze the graph to solve problems.
    New Brunswick Math
    • Gr 6Statistics and Probability: Data Analysis: Collect and represent data: justify appropriate types of graphs for displaying sets of collected data, interpret graphs to draw conclusions, and identify errors or misleading representations in graphs (an adjacent-grade match).
    • Gr 7Statistics and Probability: Data Analysis: Calculate measures of central tendency to solve problems: determine the range, and collect data and calculate the mean, median and mode (an early start on a Grade 7 skill).
    • Gr 8Statistics and Probability: Data Analysis: Compare and critique graphs and the presentation of data: explain how the format of graphs may misrepresent data, and evaluate graphs for misleading scales, labels, or visual emphasis (an early start on a Grade 8 skill).
    Newfoundland and Labrador Math
    • Gr 5Mathematics 5, Data Relationships: Explain the difference between first-hand and second-hand data; construct and interpret double bar graphs to draw conclusions (partial: the unit also uses mean, median, range and scatter plots, which this unit does not list).
    Nova Scotia Math
    • SP01Gr 5Statistics and Probability: Differentiate between first-hand and second-hand data (students collect first-hand reaction-time and hand-span data).
    • SP02Gr 5Statistics and Probability: Construct and interpret double bar graphs to draw conclusions (partial: students compare right-hand and left-hand catches).
    • SP01Gr 7Statistics and Probability: Demonstrate an understanding of central tendency and range by determining the mean, median and mode and the range (an early start on a Grade 7 outcome).
    Ontario Math · in classrooms Sept 2020
    • Gr 5 Data strand, Data Literacy: collect and organize data, find the mean, median and mode, and analyse data shown in different ways, including misleading graphs, to draw conclusions and make convincing arguments. (lessons 1, 2)
    • D1.5Gr 5Data: Determine the mean and the median and identify the mode (s), if any, for various data sets involving whole numbers and decimal numbers, and explain what each of these measures indicates about the data.
    • D1.6Gr 5Data: Analyse different sets of data presented in various ways, including in stacked-bar graphs and in misleading graphs , by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions. (misleading graphs).
    • D1.3Gr 5Data: Select from among a variety of graphs, including stacked-bar graphs , the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs. (choosing and scaling graphs).
    Prince Edward Island Math
    • 5.SP1Gr 5Statistics and Probability: Differentiate between first-hand and second-hand data (students collect first-hand data).
    • 5.SP2Gr 5Statistics and Probability: Construct and interpret double bar graphs to draw conclusions (partial: students compare two hands' results).
    • 6.SP2Gr 6Statistics and Probability: Graph collected data and analyze the graph to solve problems (an adjacent-grade match).
    • 7.SP1Gr 7Statistics and Probability: Demonstrate an understanding of central tendency and range by determining the mean, median and mode and the range (an early start on a Grade 7 outcome).
    • 8.SP1Gr 8Statistics and Probability: Critique ways in which data is presented (an early start: the misleading-graph lesson).
    Québec Math
    • Gr 5–6Statistics: Understands and calculates the arithmetic mean (the unit also uses median and range, which this document does not name).
    • Gr 3–6Statistics: Displays data using a table, a bar graph, a pictograph and a broken-line graph (the honest and misleading bar graphs).
    • Gr 5–6Statistics: Interprets data using a table, bar graph, pictograph, broken-line graph and circle graph, observing its distribution (partial: bar graph interpretation and sneaky-graph hunt).
    Saskatchewan Math
    • SP5.2Gr 5Statistics and Probability: Construct and interpret double bar graphs to draw conclusions (partial: the unit centres on how graph design changes the story).
    • SP7.1Gr 7Statistics and Probability: Demonstrate an understanding of the measures of central tendency and range for sets of data (an early start on a Grade 7 outcome).
    Florida Math B.E.S.T. · in classrooms the 2022–23 school year
    • MA.5.DP.1.2Gr 5Data Analysis and Probability: Interpret numerical data represented with tables or line plots by determining the mean, mode, median or range. Reaction-time catches.
    • MA.5.DP.1.1Gr 5Data Analysis and Probability: Collect and represent numerical data using tables, line graphs or line plots (partial: students also draw bar graphs).
    • MA.8.DP.1.1Gr 8Data Analysis and Probability: Given a set of real-world bivariate numerical data, construct a scatter plot or a line graph as appropriate for the context (an early start on a Grade 8 benchmark: height versus hand span).
    • MA.8.DP.1.2Gr 8Data Analysis and Probability: Given a scatter plot within a real-world context, describe patterns of association (an early start on a Grade 8 benchmark).
    • MA.8.DP.1.3Gr 8Data Analysis and Probability: Given a scatter plot with a linear association, informally fit a straight line (an early start on a Grade 8 benchmark: the trend line drawn by eye).
    Texas Math TEKS · in classrooms the 2014–15 school year
    • 5.9(A)Gr 5Data analysis: Represent categorical data with bar graphs or frequency tables and numerical data with dot plots or stem-and-leaf plots. Students draw bar graphs of class reaction times.
    • 5.9(B)Gr 5Data analysis: Represent discrete paired data on a scatterplot. Height versus hand span.
    • 5.9(C)Gr 5Data analysis: Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.
    • 6.12(C)Gr 6Measurement and data: Summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range (a measure of spread). Mean, median and range of catch distances; this is an early start on a Grade 6 outcome, and the interquartile range is not covered.
    • 8.11(A)Gr 8Measurement and data: Construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data (an early start on a Grade 8 outcome; the trend line is drawn by eye).
    Virginia Math SOL · in classrooms the 2024–25 school year
    • 5.PS.2Gr 5Probability and Statistics: Solve contextual problems using measures of center and the range: describe and determine the mean (fair share), median, mode, and range.
    • 5.PS.1Gr 5Probability and Statistics: Apply the data cycle with a focus on line plots (dot plots) and stem-and-leaf plots (partial: students graph their own data, mainly as bar graphs).
    • 8.PS.2Gr 8Probability and Statistics: Apply the data cycle with a focus on boxplots, including identifying components of graphical displays that can be misleading (an early start on that one skill, from a Grade 8 standard).
    • 8.PS.3Gr 8Probability and Statistics: Apply the data cycle with a focus on scatterplots: organize bivariate data, observe positive, negative or no linear relationship, and sketch the line of best fit (an early start on a Grade 8 standard; the line is drawn by eye).
    Australian Curriculum Mathematics · published May 2022
    • AC9M4ST02Year 4Statistics: Analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data. Taught in lesson 2.
    • AC9M5ST03Year 5Statistics: Plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data; choose appropriate displays and interpret the data; communicate findings within the context of the investigation. Taught in lessons 1 and 3.
    • AC9M6ST02Year 6Statistics: Identify statistically informed arguments presented in traditional and digital media; discuss and critique methods, data representations and conclusions. Taught in lesson 2.
    • AC9M7ST01Year 7Statistics: Acquire data sets for discrete and continuous numerical variables and calculate the range, median, mean and mode; make and justify decisions about which measures of central tendency provide useful insights into the nature of the distribution of data. Taught in lesson 1, mean and median reaction times.
    England Mathematics · in classrooms Sept 2014
    • Year 4Statistics: Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. Taught in lesson 2.
    • Year 6Statistics: Calculate and interpret the mean as an average. Taught in lesson 1.
    • Years 7–9Statistics: Describe simple mathematical relationships between 2 variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs. Taught in lesson 3.
  16. Grades 3–5ScienceEnergy and Matter

    Winter Science: Ice, Snow and Staying Warm

    NGSS · published Apr 2013
    • 4-PS3-2Gr 4 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (lessons 2, 3, 4)
    • 4-LS1-1Gr 4 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (lesson 3)
    • 3-5-ETS1-3Gr 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. (partly supports, lessons 2, 4)
    Alberta Science K–6
    • SCI3-OI1-GQ1-LO1-KO2-UGr 3Matter: Matter can change state if heated or cooled (ice melting with salt, sugar and sand).
    • SCI4-OI4-GQ1-LO1-KO1-UGr 4Living systems: Organisms have external structures that support various functions (blubber, fur and huddling for winter survival; partial).
    BC Science
    • Gr 3 Big idea: thermal energy can be produced and transferred. (lessons 2, 3, 4) (British Columbia Science 3)
    • Gr 4Content: Phases of matter and the effect of temperature on particle movement (ice melting).
    • Gr 3Content: Transfer of thermal energy (mitten and snow insulation; already mapped at the big-idea level, noted here at content level).
    Manitoba Science
    • 7-2-09Gr 7Cluster 2: Heat: Plan an experiment to identify materials that are good heat insulators and good heat conductors (mittens, snow dens; a Grade 7 outcome).
    • 5-2-08Gr 5Cluster 2: Properties of and Changes in Substances: Demonstrate that changes of state are reversible through the addition or removal of heat (melting ice).
    • 1-4-16Gr 1Cluster 4: Seasonal Changes: Identify physical and behavioural changes that occur seasonally among Manitoba plants and animals (animals in winter; a Grade 1 outcome at greater depth).
    Newfoundland and Labrador Science
    • Gr 4Science 4, Habitats and Communities: Compare the structural and behavioural adaptations of animals that help them survive in different kinds of places (blubber, fur, feathers, huddling).
    Nova Scotia Science
    • Gr 8Climate Change: Heat: Learners will create a model that demonstrates kinetic molecular theory, evaluate conducting and insulating materials and investigate heat transfer (an early start for the mitten and snow-den insulation tests).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 5 Properties of and Changes in Matter: investigating changes of state, such as melting and freezing. (lesson 1)
    • E1.1Gr 7Earth and Space Systems: Assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces. (mittens and snow insulation; a Grade 7 expectation).
    • E2.4Gr 7Earth and Space Systems: Explain how heat is transmitted through conduction, and describe natural processes that are affected by conduction. (heat loss through materials; an early start on a Grade 7 expectation).
    • B2.6Gr 4Life Systems: Describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats. (blubber, fur and snow dens).
    • E2.5Gr 1Earth and Space Systems: Describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes. (seasonal adaptations; a Grade 1 expectation taught at greater depth).
    Prince Edward Island Science
    • PS5Gr 7Physical Science: Heat: Explain how heat is transmitted by conduction, convection, and radiation in solids, liquids, and gases (an adjacent-grade match: mitten and snow-den insulation).
    • PS6Gr 7Physical Science: Heat: Create a prototype of a device that will provide a solution to a practical heating or cooling problem (an adjacent-grade match).
    Québec Science and Technology
    • Gr 5–6Material World: Energy: Distinguishes between substances that are thermal conductors and those that are thermal insulators (an adjacent-cycle match: mitten materials).
    • Gr 5–6Material World: Energy: Explains the insulating properties of various substances (an adjacent-cycle match: wool, foil, snow).
    • Gr 1–2Living Things: Systems and interaction: Describes physical characteristics and behaviours of familiar animals that enable them to adapt to their environment (a lower-grade match: blubber, fur, huddling).
    Saskatchewan Science
    • HT7.3Gr 7Heat and Temperature: Investigate principles and applications of heat transfer via the processes of conduction, convection, and radiation. (partial: heat loss through wool, foil and snow; an early start on Grade 7).
    • HT7.1Gr 7Heat and Temperature: Assess the impact of past and current heating and cooling technologies related to food, clothing, and shelter on self, society, and the environment. (mittens and shelter; partial).
    • MC5.2Gr 5Materials and Changes: Investigate how reversible and non-reversible changes, including changes of state, alter materials. (melting ice).
    • HC4.2Gr 4Habitats and Communities: Analyze the structures and behaviours of plants and animals that enable them to exist in various habitats. (blubber, fur, huddling and snow dens).
    Florida Science · published Feb 2008
    • SC.4.P.11.2Gr 4Physical Science: Identify common materials that conduct heat well or poorly. The mitten test compares wool, cotton and foil.
    • SC.4.P.11.1Gr 4Physical Science: Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
    • SC.3.P.9.1Gr 3Physical Science: Describe the changes water undergoes when it changes state through heating and cooling, such as melting (a lower-grade match: the ice race).
    • SC.3.L.17.1Gr 3Life Science: Describe how animals and plants respond to changing seasons (a lower-grade match: winter survival).
    • SC.5.L.17.1Gr 5Life Science: Compare and contrast adaptations displayed by animals that enable them to survive in different environments (an adjacent-grade match: blubber, fur, feathers and huddling).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 4.8(B)Gr 4Force, motion, and energy: Identify conductors and insulators of thermal and electrical energy. The mitten and snow-den tests compare how well materials slow heat loss.
    • 3.6(C)Gr 3Matter and energy: Predict, observe, and record changes in the state of matter caused by heating or cooling, such as ice becoming liquid water. The ice-melting race.
    • 3.13(A)Gr 3Organisms and environments: Explore and explain how external structures and functions of animals enable them to survive in their environment. Blubber, fur and feathers lesson.
    • 3.12(A)Gr 3Organisms and environments: Explain how temperature affects animal growth and behaviour through migration and hibernation. The snow-den lesson looks at animals sheltering under the snow (partial).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 3.4Gr 3Living Systems and Processes: Adaptations may be behavioral or physical (a lower-grade match: blubber, fur, feathers, huddling).
    • 2.7Gr 2Earth and Space Systems: Weather and seasonal changes affect the growth and behavior of living things (a lower-grade match: animals in winter).
    • 5.7Gr 5Matter: Energy has an effect on the phases of matter (an adjacent-grade match: melting ice).
    • 6.4Gr 6Force, Motion, and Energy: Radiation, conduction, and convection distribute energy (an early, partial start on a Grade 6 standard: mittens and snow slow heat loss; the three terms are not taught).
    Australian Curriculum Science · published May 2022
    • AC9S3U04Year 3Science understanding: Investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state. Taught in lesson 1, melting ice.
    • AC9S3U03Year 3Science understanding: Identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another. Taught in lessons 2 and 4, insulation.
    • AC9S5U01Year 5Science understanding: Examine how particular structural features and behaviours of living things enable their survival in specific habitats. Taught in lesson 3, animals in the cold.
    England Science · in classrooms Sept 2014
    • Year 4States of matter: Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C). Taught in lesson 1.
    • Year 5Properties and changes of materials: Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. Taught in lessons 2 and 4, thermal insulation.
    • Year 6Evolution and inheritance: Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. Taught in lesson 3, adaptation only.
  17. Grade 4ScienceEarth Systems

    Rocks and Erosion: How Land Changes Shape

    NGSS · published Apr 2013
    • 4-ESS2-1Gr 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. (lessons 2, 3, 4)
    • 4-ESS3-2Gr 4 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (lesson 3)
    Alberta Science K–6
    • SCI3-OI3-GQ1-LO1-KO3-UGr 3Earth's surface: Water and wind can shape Earth's surface (stream table canyon; a Grade 3 outcome taught here at Grade 4).
    • SCI3-OI3-GQ1-LO1-KO5-UGr 3Earth's surface: Plant, human and other animal activities can cause changes to Earth's surface (roots and mulch protecting a model hillside).
    • SCI3-OI3-GQ1-LO1-KO7-UGr 3Earth's surface: Soil is a continuously changing upper layer of Earth's surface (soil runoff on model hillsides).
    BC Science
    • Gr 3 Big idea: wind, water, and ice change the shape of the land. (lessons 2, 3, 4)
    • Gr 3Big idea and content: Wind, water and ice change the shape of the land: observable changes in the local environment caused by erosion and deposition.
    • Gr 5Content: The rock cycle and local types of earth materials (rock sorting and tests; partial, an early start on Grade 5).
    Manitoba Science
    • 4-4-03Gr 4Cluster 4: Rocks, Minerals and Erosion: Test to determine characteristics of rocks and properties of minerals, and classify accordingly.
    • 4-4-14Gr 4Cluster 4: Rocks, Minerals and Erosion: Describe effects of wind, water and ice on the landscape.
    • 4-4-12Gr 4Cluster 4: Rocks, Minerals and Erosion: Investigate and describe ways in which soil erosion is controlled or minimized (cover and roots on model hillsides).
    New Brunswick Science
    • Gr 4Grade 4: Properties and uses of Earth materials: Forces changing Earth's surface (rapid and slow), types of rocks, physical properties of rocks and scientific testing, identification of minerals, and weathering and soil formation. Investigation skill: plan investigations about the Earth's crust, changes in the Earth's surface, rocks, minerals and soils.
    • Gr 4Grade 4: Properties and uses of Earth materials: Solution criteria to reduce the impact of natural and human forces on the landscape (an indicator under Learning and Living Sustainably; the hillside protection lesson).
    Newfoundland and Labrador Science
    • Gr 4Science 4, Rocks, Minerals, and Erosion: Describe rocks and minerals according to their physical properties; describe effects of wind, water, and ice on the landscape; model examples of weathering and erosion; describe how soil is formed from rocks.
    Nova Scotia Science
    • Gr 4Earth and Space Science: Rocks: Learners will analyse rocks, minerals, and fossils in the local environment: investigate properties of rocks and minerals and classify local rocks and minerals.
    • Gr 4Earth and Space Science: Earth's surface: Learners will investigate how the Earth's surface changes over time: investigate erosion and how rocks change (stream table, hillside and sugar-cube lessons).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 4 Strand E, Earth and Space Systems: Rocks, Minerals, and Geological Processes: properties of rocks and minerals, and how weathering and erosion change the land. (lessons 1, 2, 3, 4)
    • E2.3Gr 4Earth and Space Systems: Classify different rocks and minerals according to their composition and physical properties, using various tests and criteria.
    • E2.4Gr 3Earth and Space Systems: Explain the process of erosion, including its causes and its impact on soils. (stream table; a Grade 3 expectation).
    • E2.5Gr 3Earth and Space Systems: Identify various strategies used to maintain and improve soil health in Ontario. (model hillsides; a Grade 3 expectation).
    Prince Edward Island Science
    • 100-39Gr 3Earth Science: Soils: Observe and describe the effects of moving water on different soils (a lower-grade match: stream table and runoff).
    • ESS1Gr 7Earth and Space Science: Rocks, Minerals: Identify the characteristics and relationships between rocks and minerals (an adjacent-grade match: scratch, streak and vinegar tests).
    • ESS2Gr 7Earth and Space Science: Earth's Crust: Explain how the Earth's crust undergoes gradual and sudden changes over time (partial: weathering and erosion).
    • ESS2Gr 8Earth and Space Science: Water Systems on Earth: Use the design process to demonstrate how water movement shapes our landscape, including a prototype to prevent erosion caused by water (a later-grade match: the hillside lesson).
    Québec Science and Technology
    • Gr 5–6Earth and Space: Matter: Classifies rocks and minerals according to their properties (colour, texture, lustre, hardness); distinguishes between a rock and a mineral (an adjacent-cycle match: scratch, streak and vinegar tests).
    • Gr 5–6Earth and Space: Matter: Describes certain natural phenomena such as erosion, and their impact on the environment (an adjacent-cycle match: stream table and hillside runoff).
    Saskatchewan Science
    • RM4.1Gr 4Rocks, Minerals, and Erosion: Investigate physical properties of rocks and minerals, including those found in the local environment.
    • RM4.3Gr 4Rocks, Minerals, and Erosion: Analyze how weathering, erosion, and fossils provide evidence to support human understanding of the formation of landforms on Earth. (weathering and erosion).
    • ES3.1Gr 3Exploring Soils: Investigate the characteristics, including soil composition and ability to absorb water, of different types of soils in their environment. (water absorption and runoff on soil; a Grade 3 outcome).
    Florida Science · published Feb 2008
    • SC.4.E.6.2Gr 4Earth and Space Science: Identify the physical properties of common earth-forming minerals, including hardness, colour, lustre, cleavage, and streak colour. The scratch and streak tests (rocks rather than pure minerals).
    • SC.4.E.6.4Gr 4Earth and Space Science: Describe the basic differences between physical weathering and erosion. Sugar-cube tumbling, ice wedging and the stream table.
    • SC.4.E.6.1Gr 4Earth and Space Science: Identify the three categories of rocks: igneous, sedimentary and metamorphic (partial: students sort and identify limestone only).
    • SC.6.E.6.1Gr 6Earth and Space Science: Describe and give examples of ways in which Earth's surface is built up and torn down by weathering, erosion, and deposition (an adjacent-grade match; the stream table drops sand where water slows).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 4.10(B)Gr 4Earth and space: Model and describe slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice. Stream table, sugar-cube tumbling and ice wedging.
    • 5.10(C)Gr 5Earth and space: Model and identify how changes to Earth's surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes (an adjacent-grade match: the canyon stream table).
    • 3.10(B)Gr 3Earth and space: Investigate and explain how soils such as sand and clay are formed by weathering of rock (an adjacent-grade match: how rocks become sand).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 5.8Gr 5Earth and Space Systems: Processes such as weathering, erosion, and deposition change the surface of the Earth (an adjacent-grade match).
    • 4.8Gr 4Earth Resources: Virginia has important natural resources, including minerals, rocks, and ores (a partial match: rock identification tests).
    • 2.8Gr 2Earth Resources: Plants can help reduce the impact of wind and water (a lower-grade match: leaves, mulch and roots on the model hillside).
    • 3.8Gr 3Earth Resources: Erosion affects ecosystems and soil is a natural resource that should be conserved (a lower-grade match).
    Australian Curriculum Science · published May 2022
    • AC9S3U02Year 3Science understanding: Compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources. Taught in lesson 1, rock properties.
    • AC9S5U02Year 5Science understanding: Describe how weathering, erosion, transportation and deposition cause slow or rapid change to Earth’s surface. Taught in lessons 2 to 4.
    England Science · in classrooms Sept 2014
    • Year 3Rocks: Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties. Taught in lesson 1, the scratch test.
  18. Grade 4ScienceEnergy

    Simple Circuits: Make It Light Up

    NGSS · published Apr 2013
    • 4-PS3-2Gr 4 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat and electric currents. (lessons 1, 2, 3)
    • 4-PS3-4Gr 4 Apply scientific ideas to design, test and refine a device that converts energy from one form to another. (lesson 4)
    • 3-5-ETS1-1Gr 3–5 Define a simple design problem that includes criteria for success and limits on materials, time or cost. (lesson 4)
    • 3-5-ETS1-2Gr 3–5 Generate and compare several possible solutions to a problem based on how well each is likely to meet the criteria and constraints. (lesson 4)
    Alberta Science K–6
    • SCI4-OI6-GQ1-LO1-KO1-SPGr 4Design processes: Plan and create an artifact to meet a need and test it (burglar alarm switch; partial, as Alberta K-6 has no dedicated electric-circuits outcome).
    BC Science
    • Gr 9Content: Circuits must be complete for electrons to flow (a closed loop; an early start on a Grade 9 topic).
    Manitoba Science
    • 6-3-06Gr 6Cluster 3: Electricity: Develop a definition of an electrical circuit, based on classroom explorations (a Grade 6 outcome taught at Grade 4).
    • 6-3-07Gr 6Cluster 3: Electricity: Experiment to classify a variety of materials as insulators or conductors.
    • 6-3-08Gr 6Cluster 3: Electricity: Demonstrate and describe the function of switches in electrical circuits (burglar alarm).
    • 6-3-10Gr 6Cluster 3: Electricity: Explore factors that affect bulb brightness in simple series and parallel circuits (string-lights lesson).
    Newfoundland and Labrador Science
    • Gr 6Science 6, Electricity: Compare a variety of electrical pathways by constructing simple circuits; describe the role of switches; compare the conductivity of a variety of solids and liquids (an adjacent-grade match).
    Nova Scotia Science
    • Gr 6Physical Science: Electricity: Learners will test the flow of electrical energy through various materials: investigate materials that conduct electricity, and test series and parallel circuits (an adjacent-grade match).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 6 Strand C, Electrical Phenomena, Energy, and Devices: the parts of a simple circuit, materials that are good conductors and good insulators, and the difference between series and parallel circuits. (This unit gives younger students an early start.) (partly supports)
    • C2.3Gr 6Matter and Energy: Identify materials that are good conductors of electric current and materials that are good insulators. (a Grade 6 expectation taught at Grade 4).
    • C2.6Gr 6Matter and Energy: Explain the functions of the components of a simple electrical circuit.
    • C2.7Gr 6Matter and Energy: Distinguish between series and parallel circuits, and identify common uses of each type of circuit.
    Prince Edward Island Science
    • DK 1.3Gr 6Science: Integrated Grade 6: Investigate characteristics of electricity and electric circuits (an adjacent-grade match).
    Québec Science and Technology
    • Gr 5–6Material World: Energy: Identifies the components of a simple electric circuit (wire, source, light bulb, switch) and describes their functions (an adjacent-cycle match).
    • Gr 5–6Material World: Energy: Distinguishes between substances that are electrical conductors and those that are electrical insulators (an adjacent-cycle match).
    • Gr 3–6Material World: Techniques and instrumentation: Uses simple machines, mechanisms or electrical components to design or make an object (the burglar alarm switch).
    Saskatchewan Science
    • EL6.2Gr 6Electricity: Investigate the characteristics and applications of static electric charges, conductors, insulators, switches, and electromagnetism. (conductors, insulators, switches; a Grade 6 outcome taught at Grade 4).
    • EL6.3Gr 6Electricity: Explain and model the properties of simple series and parallel circuits. (single-loop and separate-loop bulbs).
    Florida Science · published Feb 2008
    • SC.5.P.11.1Gr 5Physical Science: Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop) (an adjacent-grade match).
    • SC.5.P.11.2Gr 5Physical Science: Identify and classify materials that conduct electricity and materials that do not (an adjacent-grade match).
    • SC.5.P.10.4Gr 5Physical Science: Investigate and explain that electrical energy can be transformed into heat, light, and sound energy (an adjacent-grade match: bulb, LED and buzzer).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 4.8(C)Gr 4Force, motion, and energy: Demonstrate and describe how electrical energy travels in a closed path that can produce light and thermal energy.
    • 4.8(B)Gr 4Force, motion, and energy: Identify conductors and insulators of thermal and electrical energy. The circuit tester sorts materials into conductors and insulators.
    • 5.8(B)Gr 5Force, motion, and energy: Demonstrate that electrical energy in complete circuits can be transformed into motion, light, sound, or thermal energy and identify the requirements for a functioning circuit (an adjacent-grade match: bulb, buzzer and switch builds).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 5.4Gr 5Force, Motion, and Energy: Electricity flows easily through conductors but not insulators, and flows through closed circuits (an adjacent-grade match).
    • 4.1Gr 4Scientific and Engineering Practices: Scientific and engineering practices: use tools and materials to design and build a device that solves a specific problem (the burglar alarm switch).
    Cambridge Science · in classrooms Sept 2021
    • Electricity and magnetism: complete circuits, switches, brighter and dimmer lamps, conductors and insulators (4Pe.01 to 4Pe.04), and lamp brightness in series and parallel (6Pe.02). Our sample map, aligned by Fieldbook.
    • 4Pe.01Gr 3Stage 4, Electricity and magnetism: A device only works when the circuit has no gaps (lighting a bulb with one wire).
    • 4Pe.02Gr 3Stage 4, Electricity and magnetism: Explain how a switch opens and closes a circuit (homemade burglar alarm switch).
    • 4Pe.03Gr 3Stage 4, Electricity and magnetism: Adding or changing parts in a series circuit makes a lamp brighter or dimmer (two bulbs in a row).
    • 4Pe.04Gr 3Stage 4, Electricity and magnetism: Sort materials into electrical conductors, mostly metals, and insulators (circuit tester hunt).
    • 6Pe.02Gr 5Stage 6, Electricity and magnetism: Build circuits and compare how bright lamps are in series and in parallel (string-lights lesson; an early start on Stage 6).
    Australian Curriculum Science · published May 2022
    • AC9S6U03Year 6Science understanding: Investigate the transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors. Taught in lessons 1 to 4.
    England Science · in classrooms Sept 2014
    • Year 4Electricity: Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers. Taught in lessons 1 and 4.
    • Year 4Electricity: Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery. Taught in lesson 1.
    • Year 4Electricity: Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit. Taught in lesson 4, the burglar alarm.
    • Year 4Electricity: Recognise some common conductors and insulators, and associate metals with being good conductors. Taught in lesson 2.
    • Year 6Electricity: Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. Taught in lesson 3, string lights.
  19. Grades 5–7ScienceScientific Methods

    Test the Claim: Science Facts, Myths and AI Answers

    NGSS · published Apr 2013
    • 3-5-ETS1-3Gr 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. (partly supports, lessons 1, 2, 3)
    • MS-ETS1-3Gr 6–8 Analyze data from tests of similar design solutions to find how they differ and which features work best (here, comparing paper towels to check an advertising claim). (partly supports, lesson 3)
    • Obtaining, evaluating and communicating information; planning and carrying out investigations; engaging in argument from evidence.
    Alberta Science K–6
    • SCI6-OI7-GQ1-LO1-KO2-UGr 6Scientific methods: Scientific explanations are constructed by using reliable, objective data and evidence; evaluate the trustworthiness of evidence from a variety of sources.
    • SCI5-OI7-GQ1-LO1-KO3-UGr 5Scientific methods: Evidence from a controlled experiment can be used to make conclusions about cause and effect (absorbency fair test).
    • SCI5-OI7-GQ1-LO1-KO2-UGr 5Scientific methods: Evidence is more reliable and valid when investigations are conducted in a way that limits bias (comparing an ad, a forum post and a study).
    BC Science
    • Gr 5–7 Questioning and predicting, planning and conducting, and evaluating: carry out fair tests, judge how far the evidence supports a claim, and consider where information comes from.
    • Gr 6Curricular competencies: Identify some of the assumptions in secondary sources, and decide which variable to change and measure for a fair test.
    • Gr 7Curricular competencies: Exercise a healthy, informed skepticism and use scientific knowledge and findings to evaluate claims in secondary sources (an early start on Grade 7).
    Manitoba Science
    • 6-0-2bGr 6Skills: Researching: Review information to determine its usefulness, using predetermined criteria (comparing four sources).
    • 6-0-4aGr 6Skills: Implementing a plan: Carry out procedures that comprise a fair test, controlling variables and repeating measurements.
    • 6-0-7bGr 6Skills: Concluding and applying: Base conclusions on evidence rather than preconceived ideas or hunches.
    • 5-1-14Gr 5Cluster 1: Human Body Systems: Evaluate information from media sources for science content and bias (a Grade 5 outcome about body image, applied here to other claims; partial).
    New Brunswick Science
    • Gr 3–5Learning and Living Sustainably: Responsible Application: Distinguish between scientific facts, beliefs, and opinions when answering scientific questions (an indicator in Grades 3, 4 and 5).
    • Gr 5Scientific Literacy: Sensemaking: Confirm the validity and reliability of tests, identify possible sources of errors, and support claims using evidence from data analysis (an adjacent-grade match).
    Ontario Science and Technology · in classrooms Sept 2022
    • A1.1Gr 6STEM Skills and Connections: Use a scientific research process and associated skills to conduct investigations. (evaluating sources of claims; partial).
    Québec Science and Technology
    • Gr 1–6Strategies: Validating sources of information. Students rate a study, an ad, a forum post and an AI answer (strategies are not tied to a single year).
    • Gr 1–6Strategies: Comparing different possible explanations to assess them, and anticipating the results of an approach before testing it.
    Florida Science · published Feb 2008
    • SC.5.N.1.6Gr 5Nature of Science: Recognize and explain the difference between personal opinion/interpretation and verified observation (a lower-grade match: rating chatbot, ad and forum claims).
    • SC.5.N.2.1Gr 5Nature of Science: Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence (a lower-grade match).
    • SC.6.N.1.4Gr 6Nature of Science: Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation (partial).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 6.3(A)Gr 6Scientific and engineering practices: Develop explanations and propose solutions supported by data and models. Students write claim, evidence and reasoning from their own tests.
    • 6.3(C)Gr 6Scientific and engineering practices: Engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence. Students grade AI answers and rate sources.
    • 6.2(B)Gr 6Scientific and engineering practices: Analyze data by identifying descriptive statistical features, patterns, sources of error, or limitations.
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 6.1Gr 6Scientific and Engineering Practices: Scientific and engineering practices: assess the credibility, accuracy, and possible bias of each source, and construct an argument supported by empirical evidence and scientific reasoning.
    • 5.1Gr 5Scientific and Engineering Practices: Scientific and engineering practices: construct and support arguments with evidence, data, and/or a model (a lower-grade match).
    Australian Curriculum Science · published May 2022
    • AC9S5I02Year 5Science inquiry: Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place. Taught in lesson 1, does salt make water boil faster.
    • AC9S7I06Year 7Science inquiry: Analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions. Taught in lessons 2 and 3.
    England Science · in classrooms Sept 2014
    • Years 5–6Working scientifically: Identifying scientific evidence that has been used to support or refute ideas or arguments. Taught in lessons 2 and 3.
    • Years 5–6Working scientifically: Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. Taught in lesson 1.
  20. Grade 5ScienceEcosystems

    Food Webs: Who Eats Whom?

    NGSS · published Apr 2013
    • 5-LS1-1Gr 5 Support an argument that plants get the materials they need for growth chiefly from air and water. (lesson 1)
    • 5-LS2-1Gr 5 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. (lessons 2, 3)
    • 5-PS3-1Gr 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. (partly supports, lessons 1, 2)
    Alberta Science K–6
    • SCI6-OI4-GQ1-LO1-KO2-UGr 6Ecosystems: Photosynthesis is a process that supports growth and survival in a variety of ecosystems (a Grade 6 outcome taught here at Grade 5).
    • SCI6-OI4-GQ1-LO1-KO3-UGr 6Ecosystems: There are significant relationships between plants and animals within ecosystems (food web yarn game, decomposers).
    • SCI6-OI4-GQ1-LO1-KO1-UGr 6Ecosystems: The components and characteristics of an ecosystem affect the diversity of the organisms that live in it (schoolyard count under a log).
    • SCI3-OI4-GQ1-LO1-KO1-UGr 3Living systems: Plants and animals interact with each other in various environments in ways that can be represented with food chains.
    BC Science
    • Gr 3Big idea and content: Living things are diverse, can be grouped and interact in their ecosystems; energy is needed for life (food webs, decomposers).
    Manitoba Science
    • 4-1-11Gr 4Cluster 1: Habitats and Communities: Construct food chains and food webs, and classify organisms according to their roles.
    • 4-1-13Gr 4Cluster 1: Habitats and Communities: Predict how the removal of a plant or animal population may affect the rest of the community (wolves disappear).
    • 7-1-12Gr 7Cluster 1: Interactions within Ecosystems: Provide examples of scavengers and decomposers, and describe their role in cycling matter in an ecosystem (an early start on Grade 7).
    • 3-1-05Gr 3Cluster 1: Growth and Changes in Plants: Recognize that a plant uses the Sun's energy to make its own food (a Grade 3 outcome, taught at greater depth).
    • 4-1-07Gr 4Cluster 1: Habitats and Communities: Investigate and describe local habitats and their associated populations of plants and animals (schoolyard count).
    Newfoundland and Labrador Science
    • Gr 4Science 4, Habitats and Communities: Classify organisms according to their role in a food chain; predict how reduction or removal of a plant or animal population affects the rest of the community (an adjacent-grade match).
    Nova Scotia Science
    • Gr 4Life Science: Habitats: Learners will analyse interconnectiveness of local habitats, including relationships among organisms and the environment and food webs in a local habitat (a lower-grade match).
    • Gr 6Life Science: Diversity of life: Learners will analyse diversity of life in nature and significant relationships within the natural world, including ecological relationships (an adjacent-grade match).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 6 Strand B, Biodiversity: the benefits of biodiversity, the effects of its decline, and investigating a local biodiversity issue. (partly supports, lessons 2, 4)
    • B2.3Gr 4Life Systems: Describe the relationship of organisms in a food chain, and classify organisms as producers, consumers, or decomposers. (a Grade 4 expectation revisited).
    • B2.4Gr 4Life Systems: Demonstrate an understanding of a food web as the interconnection of multiple food chains in a natural community.
    • B2.5Gr 3Life Systems: Demonstrate an understanding that most plants get energy directly from the Sun through the process of photosynthesis, which involves the absorption of carbon dioxide and the release of oxygen. (spinach disk lesson; a Grade 3 expectation taught at greater depth).
    • B2.5Gr 7Life Systems: Describe how matter is cycled within the environment, and explain how the cycling of matter promotes sustainability. (decomposers and matter cycling; an early start on a Grade 7 expectation).
    • B2.4Gr 7Life Systems: Describe the transfer of energy in a food chain, and explain the effects of altering any part of the chain. (energy transfer and effects of removing a species; an early start on a Grade 7 expectation).
    Prince Edward Island Science
    • LS2Gr 7Life Science: Interactions within Ecosystems: Illustrate and analyse how food chains and food webs can be used to visualize the transfer of energy in an ecosystem (an adjacent-grade match; roles of producers, consumers and decomposers are in LS1).
    • LS1Gr 7Life Science: Interactions within Ecosystems: Explain how different parts of an ecosystem interact and affect each other, including the roles of producers, consumers, and decomposers (an adjacent-grade match).
    Québec Science and Technology
    • Gr 5–6Living Things: Energy: Describes how photosynthesis works, and explains how water, light, mineral salts and carbon dioxide are essential to plants.
    • Gr 3–4Living Things: Energy: Illustrates a simple food chain (3 or 4 links), here extended to a food web.
    • Gr 3–4Living Things: Systems and interaction: Identifies habitats and the animal and plant populations found in them; describes relationships between living things such as predation (the schoolyard count and the yarn web).
    • Gr 3–6Living Things: Systems and interaction: Explains the scientific concepts associated with recycling and composting, including the food chain (a partial match for the decomposer lesson).
    Saskatchewan Science
    • HC4.1Gr 4Habitats and Communities: Investigate the interdependence of plants and animals, including humans, within habitats and communities. (a Grade 4 outcome revisited).
    • IE7.2Gr 7Interactions Within Ecosystems: Observe, illustrate, and analyze living organisms within local ecosystems as part of interconnected food webs, populations, and communities. (food web game and schoolyard count; an adjacent-grade match).
    Florida Science · published Feb 2008
    • SC.4.L.17.3Gr 4Life Science: Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers (an adjacent-grade match).
    • SC.3.L.17.2Gr 3Life Science: Recognize that plants use energy from the Sun, air, and water to make their own food (a lower-grade match: the leaf-disk lesson).
    • SC.7.L.17.1Gr 7Life Science: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web (an adjacent-grade match: yarn web and decomposers).
    • SC.8.L.18.1Gr 8Life Science: Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen (a later-grade match: the floating leaf disks show oxygen made in light).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 4.12(A)Gr 4Organisms and environments: Investigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter (an adjacent-grade match: leaf-disk lesson).
    • 4.12(B)Gr 4Organisms and environments: Describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers (an adjacent-grade match: yarn web and decomposer lessons).
    • 5.12(B)Gr 5Organisms and environments: Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web. The wolves-disappear yarn activity.
    • 5.12(A)Gr 5Organisms and environments: Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem. The schoolyard life count.
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 4.3Gr 4Living Systems and Processes: Food webs show the flow of energy within an ecosystem; organisms interact with one another and with nonliving components (an adjacent-grade match).
    • 4.2Gr 4Living Systems and Processes: The survival of plants and animals depends on photosynthesis (an adjacent-grade match: the leaf-disk lesson).
    • LS.5Gr 7Living Systems and Processes: Biotic and abiotic factors affect an ecosystem: energy flow is represented by food webs, and relationships exist among producers, consumers, and decomposers (an adjacent-grade match, the Life Science course).
    • 3.5Gr 3Living Systems and Processes: Aquatic and terrestrial ecosystems support a diversity of organisms; relationships exist among organisms in an ecosystem (a lower-grade match: the schoolyard count).
    Cambridge Science · in classrooms Sept 2021
    • Ecosystems: plants get energy from light (4Bp.03); food chains with producers, consumers, predators and prey (4Be.03); reading food webs and tracing energy from the Sun (6Be.01, 6Be.03). Our sample map, aligned by Fieldbook.
    • 4Bp.03Gr 3Stage 4, Life processes: Living things need energy; plants get theirs from light, animals from eating (where a plant gets its food).
    • 4Be.03Gr 3Stage 4, Ecosystems: Food chains are built from producers and consumers; consumers can be predators or prey (yarn food web; herbivore and carnivore labels are a quick add).
    • 6Be.01Gr 5Stage 6, Ecosystems: Read a food web and pick out the food chains inside it (northern forest and prairie yarn webs).
    • 6Be.03Gr 5Stage 6, Ecosystems: Name the Sun as the energy source of a food web and trace how energy passes along it.
    Australian Curriculum Science · published May 2022
    • AC9S4U01Year 4Science understanding: Explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships. Taught in lessons 1 to 3.
    • AC9S7U02Year 7Science understanding: Use models, including food webs, to represent matter and energy flow in ecosystems and predict the impact of changing abiotic and biotic factors on populations. Taught in lesson 2, removing the wolves.
    England Science · in classrooms Sept 2014
    • Year 2Living things and their habitats: Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. Taught in lesson 2.
    • Year 4Animals, including humans: Construct and interpret a variety of food chains, identifying producers, predators and prey. Taught in lesson 2.
    • Years 7–9Relationships in an ecosystem: The interdependence of organisms in an ecosystem, including food webs and insect pollinated crops. Taught in lessons 2 and 3, food webs only.
  21. Grade 4ScienceHuman Body

    Your Senses: How Does Your Body Know?

    NGSS · published Apr 2013
    • 4-LS1-2Gr 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. (lessons 1, 2, 3, 4)
    • 4-LS1-1Gr 4 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction. (lesson 4)
    • 4-PS4-2Gr 4 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. (partly supports, lesson 2)
    • 3-5-ETS1-1Gr 3–5 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost. (lesson 4)
    Alberta Science K–6
    • SCI4-OI4-GQ1-LO1Gr 4Living systems: Students analyze organisms and relate external structures to functions (skin, eyes, nose and animal senses).
    • SCI4-OI4-GQ1-LO1-KO2-UGr 4Living systems: Organisms sense and respond to their environments to support growth and survival.
    • SCI4-OI6-GQ1-LO1-KO1-UGr 4Design processes: Design involves processes that can transform ideas into artifacts that meet needs (owl-ear cone and animal-inspired sensor; partial).
    BC Science
    • Gr 4 All living things sense and respond to their environment.
    • Gr 4Big idea and content: All living things sense and respond to their environment: sensing and responding in humans, other animals and plants.
    Manitoba Science
    • 1-2-05Gr 1Cluster 2: Senses: Recognize that fingertips are especially sensitive to touch (a Grade 1 outcome revisited with measurement).
    • 1-2-12Gr 1Cluster 2: Senses: Describe ways in which the senses can both protect and mislead (blind spot, taste and smell).
    • 4-1-06Gr 4Cluster 1: Habitats and Communities: Investigate how technological developments often mirror physical adaptations (owl-ear cone and animal-inspired sensors).
    New Brunswick Science
    • Gr 6Grade 6: Wayfinding, making sense of your world: Behaviour and properties of light, sound and olfactory receptors, and interactions among sense organs, nerves and the brain that let organisms predict, analyze and respond to changes in their environment (an adjacent-grade match).
    Newfoundland and Labrador Science
    • Gr 4Science 4, Sound: Investigate and describe how the human ear is designed to detect vibrations; compare the range of sounds heard by humans to that heard by other animals (a partial match: hearing only).
    Nova Scotia Science
    • Gr 4Physical Science: Light and Sound: Learners will investigate how light is used (optical devices) and sound in the environment; this is only a partial match for the sensing lessons.
    Ontario Science and Technology · in classrooms Sept 2022
    • B2.4Gr 1Life Systems: Identify the location and the function of various parts of the human body, including sensory organs. (a Grade 1 expectation taught at greater depth).
    • B2.6Gr 4Life Systems: Describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats. (animal senses and structures; partial).
    • C2.8Gr 4Matter and Energy: Identify sensory organs and devices that make use of the properties of light and sound. (sensory organs and devices; partial).
    Prince Edward Island Science
    • PS7Gr 8Physical Science: Optics: Explain how human vision works, including ways of correcting or extending human vision (a later-grade, partial match: two eyes and the blind spot).
    • 302-5eGr 5Life Science: Human body: Describe the structure and function of the major organs (brain, spinal cord and nerves) of the nervous system (an adjacent-grade, partial match).
    Québec Science and Technology
    • Gr 3–4Living Things: Matter: Explains the sensorial functions of certain parts of the anatomy (skin, eyes, mouth, ears, nose).
    • Gr 1–2Living Things: Systems and interaction: Describes the physical characteristics that demonstrate how animals adapt to their environment (a lower-grade match: whiskers, owl ears, echolocation).
    Saskatchewan Science
    • SE1.1Gr 1Senses: Investigate characteristics of the five traditional external senses (i.e., sight, sound, smell, touch, and taste) in humans and animals. (a Grade 1 outcome revisited in more depth).
    • SE1.2Gr 1Senses: Explore how humans and animals use their senses to interact with their environment.
    • HC4.2Gr 4Habitats and Communities: Analyze the structures and behaviours of plants and animals that enable them to exist in various habitats. (partial: animal senses and structures such as whiskers and owl ears).
    Florida Science · published Feb 2008
    • SC.K.L.14.1KLife Science: Recognize the five senses and related body parts (a lower-grade match).
    • SC.5.L.14.2Gr 5Life Science: Compare and contrast the function of organs and other physical structures of plants and animals (an adjacent-grade match: skin, eyes, nose and ears).
    • SC.5.L.17.1Gr 5Life Science: Compare and contrast adaptations displayed by animals that enable them to survive in different environments (an adjacent-grade match: whiskers, echolocation, owl ears).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 3.13(A)Gr 3Organisms and environments: Explore and explain how external structures and functions of animals enable them to survive in their environment (an adjacent-grade match: whiskers, echolocation and owl ears).
    • 4.1(B)Gr 4Scientific and engineering practices: Use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems. Includes the animal-inspired sensor design task.
    Virginia Science SOL · in classrooms the 2022–23 school year
    • K.5KLiving Systems and Processes: Senses allow humans to seek, find, take in, and react or respond to different information; the five basic senses correspond to specific human body structures (a lower-grade match).
    • 3.4Gr 3Living Systems and Processes: Adaptations may be behavioral or physical (a partial, lower-grade match: whiskers, echolocation and owl ears).
    • 4.1Gr 4Scientific and Engineering Practices: Scientific and engineering practices: define a simple design problem that can be solved through an object or tool. Students invent an animal-inspired sensor.
    Australian Curriculum Science · published May 2022
    • AC9S5U01Year 5Science understanding: Examine how particular structural features and behaviours of living things enable their survival in specific habitats. Taught in lesson 4, animal senses.
    England Science · in classrooms Sept 2014
    • Year 1Animals, including humans: Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Taught in all four lessons, at a Grade 4 level. (partly supports)
  22. Grade 3MathMeasurement

    Measure It: Length, Time and Mass in the Real World

    Common Core Math · published June 2010
    • 3.MD.A.1Gr 3 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems that add and subtract time intervals in minutes, for example on a number line. (lesson 2)
    • 3.MD.A.2Gr 3 Measure and estimate masses of objects in grams and kilograms (and liquid volumes in litres), and solve one-step word problems with masses given in the same units. (lesson 3)
    • 3.MD.B.4Gr 3 Generate measurement data by measuring lengths and show the data on a line plot marked in whole numbers, halves or quarters. (The standard names rulers marked in halves and fourths of an inch; US classes can measure feet in inches in Lesson 1.) (lessons 1, 4)
    • 2.MD.A.2Gr 2 Measure the same length twice with units of different sizes and describe how the two measurements relate to the size of the unit. (A review from Grade 2.) (lesson 1)
    Alberta Math K–6
    • MAT3-OI5-GQ1-LO1-KO1-UGr 3Measurement: Length is measured in standard units according to the metric and imperial systems (standard units versus foot-lengths).
    • MAT3-OI7-GQ1-LO1-KO1-UGr 3Time: Clocks are standard measuring tools used to communicate time; relate seconds, minutes and hours (timing a minute).
    • MAT4-OI7-GQ1-LO1-KO1-SPGr 4Time: Determine duration in minutes, apply addition and subtraction strategies to duration, convert between hours, minutes and seconds and solve problems involving duration (elapsed-time problems; a Grade 4 outcome).
    • MAT3-OI8-GQ1-LO1-KO2-SPGr 3Data: Collect data and represent it in a dot plot or bar graph, and describe the story the representation tells (class line plot of minute guesses and flight data).
    BC Math
    • Gr 3Big idea and content: Standard units are used to describe, measure and compare attributes of objects; measurement using standard units (linear, mass and capacity); time concepts.
    • Gr 5Content: Duration, using measurement of time (elapsed-time problems; an adjacent-grade match).
    • Gr 3Content: One-to-one correspondence with bar graphs, pictographs, charts and tables (class data displays).
    Manitoba Math
    • 3.SS.1Gr 3Shape and Space: Relate the passage of time to common activities using non-standard and standard units.
    • 3.SS.2Gr 3Shape and Space: Relate the number of seconds to a minute and the number of minutes to an hour in a problem-solving context.
    • 3.SS.3Gr 3Shape and Space: Demonstrate an understanding of measuring length (cm, m), including estimating with referents and measuring and recording length.
    • 3.SS.4Gr 3Shape and Space: Demonstrate an understanding of measuring mass (g, kg) by selecting and justifying referents and describing the relationship between g and kg.
    • 3.SP.1Gr 3Statistics and Probability: Collect first-hand data and organize it to answer questions using tally marks, line plots, charts and lists.
    • 3.SP.2Gr 3Statistics and Probability: Construct, label and interpret bar graphs to solve problems.
    Newfoundland and Labrador Math
    • Gr 3Mathematics 3, Length and Time: Use standard units to measure and record the length, width, height, mass and perimeter of 2-D shapes and 3-D objects; solve real-world problems involving the passage of time using non-standard and standard units.
    • Gr 3Mathematics 3, Data Analysis: Collect, record and organize data to answer questions; construct, label and interpret bar graphs to solve problems.
    Nova Scotia Math
    • M03Gr 3Measurement: Demonstrate an understanding of measuring length (cm, m): select and justify referents, estimate length using referents, and measure and record length.
    • M04Gr 3Measurement: Demonstrate an understanding of measuring mass (g, kg): estimate mass using referents and measure with a balance scale.
    • M01Gr 3Measurement: Relate the passage of time to common activities using standard units; select and use a standard unit of measure for time.
    • SP01Gr 3Statistics and Probability: Collect first-hand data and organize it using tally marks, line plots, charts and lists, and answer questions using the data.
    • SP02Gr 3Statistics and Probability: Construct and interpret concrete graphs and bar graphs (partial: students plot class results).
    Ontario Math · in classrooms Sept 2020
    • E2.2Gr 3Spatial Sense: Explain the relationships between millimetres, centimetres, metres, and kilometres as metric units of length, and use benchmarks for these units to estimate lengths.
    • E2.5Gr 3Spatial Sense: Use various units of different sizes to measure the same attribute of a given item, and demonstrate that even though using different-sized units produces a different count, the size of the attribute remains the same. (feet versus metre sticks).
    • E2.4Gr 3Spatial Sense: Compare, estimate, and measure the mass of various objects, using a pan balance and non-standard units. (coat-hanger balance).
    • E2.1Gr 4Spatial Sense: Explain the relationships between grams and kilograms as metric units of mass , and between litres and millilitres as metric units of capacity , and use benchmarks for these units to estimate mass and capacity. (estimating and checking grams and kilograms; a Grade 4 expectation).
    • E2.6Gr 3Spatial Sense: Use analog and digital clocks and timers to tell time in hours, minutes, and seconds. (minute estimates).
    • E2.3Gr 4Spatial Sense: Solve problems involving elapsed time by applying the relationships between different units of time. (elapsed-time problems; a Grade 4 expectation).
    • D1.3Gr 3Data: Display sets of data, using many-to-one correspondence , in pictographs and bar graphs with proper sources, titles, and labels, and appropriate scales. (line plots and bar graphs of class data; partial).
    Prince Edward Island Math
    • 3.SS3Gr 3Shape and Space: Measurement: Demonstrate an understanding of measuring length (cm, m): select and justify referents, estimate length using referents, and measure and record length.
    • 3.SS4Gr 3Shape and Space: Measurement: Demonstrate an understanding of measuring mass (g, kg).
    • 3.SS1Gr 3Shape and Space: Measurement: Relate the passage of time to common activities using non-standard and standard units.
    • 3.SS2Gr 3Shape and Space: Measurement: Relate the number of seconds to a minute and minutes to an hour in a problem-solving context (partial: elapsed-time problems).
    • 3.SP1Gr 3Statistics and Probability: Collect first-hand data and organize it using tally marks, line plots, charts and lists.
    Québec Math
    • Gr 3–4Measurement: Lengths: Estimates and measures the dimensions of an object using conventional units (metre, decimetre, centimetre and millimetre) and establishes relationships between these units.
    • Gr 1–2Measurement: Lengths: Compares lengths and estimates and measures dimensions using unconventional units (a lower-grade match: the heel-to-toe steps).
    • Gr 3–6Measurement: Masses: Estimates and measures mass using unconventional and conventional units (gram, kilogram).
    • Gr 1–4Measurement: Time: Estimates and measures time using conventional units and establishes relationships between units of time (hour, minute, second).
    • Gr 1–2Statistics: Collects, describes and organizes data using tables, and displays data using a table, a bar graph and a pictograph (a lower-grade match: class foot and flight data; line plots are not named).
    • Gr 3–4Statistics: Interprets and displays data using a table, bar graph, pictograph and broken-line graph (an adjacent-grade match).
    Saskatchewan Math
    • SS3.1Gr 3Shape and Space: Demonstrate understanding of the passage of time (seconds, minutes, hours) in problem-solving contexts.
    • SS3.2Gr 3Shape and Space: Demonstrate understanding of measuring mass in g and kg.
    • SS3.3Gr 3Shape and Space: Demonstrate understanding of linear measurement (cm and m), including choosing and justifying referents and estimating.
    • SP3.1Gr 3Statistics and Probability: Demonstrate understanding of first-hand data using tally marks, charts, lists, bar graphs and line plots.
    Florida Math B.E.S.T. · in classrooms the 2022–23 school year
    • MA.3.M.1.1Gr 3Measurement: Select and use appropriate tools to measure the length of an object. Students measure the taped line with metre sticks.
    • MA.3.M.1.2Gr 3Measurement: Solve real-world problems involving any of the four operations with whole-number lengths, masses, weights, temperatures or liquid volumes (partial: mass and length problems).
    • MA.3.M.2.2Gr 3Measurement: Solve one- and two-step real-world problems involving elapsed time. Problems come from the school day.
    • MA.3.DP.1.1Gr 3Data Analysis and Probability: Collect and represent numerical data with whole-number values using tables, scaled pictographs, scaled bar graphs or line plots. Class line plots of foot lengths and minute guesses.
    • MA.3.DP.1.2Gr 3Data Analysis and Probability: Interpret data represented with line plots by solving one- and two-step problems.
    • MA.2.M.1.1Gr 2Measurement: Estimate and measure length using standard units by selecting an appropriate tool; fewer of the larger units are needed when the same object is measured in two units (a lower-grade match: heel-to-toe steps versus metre sticks).
    • MA.4.DP.1.2Gr 4Data Analysis and Probability: Determine the mode, median or range to interpret numerical data (an adjacent-grade match: the middle value of five paper-plane flights).
    Texas Math TEKS · in classrooms the 2014–15 school year
    • 3.7(C)Gr 3Geometry and measurement: Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools. Students solve elapsed-time problems from their own school day.
    • 3.7(E)Gr 3Geometry and measurement: Determine liquid volume (capacity) or weight using appropriate units and tools. Students estimate masses in grams and check on a kitchen scale (the unit builds on mass compared on a balance).
    • 3.8(A)Gr 3Data analysis: Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals. Class line plots of foot lengths and minute guesses.
    • 4.8(A)Gr 4Geometry and measurement: Identify relative sizes of measurement units within the customary and metric systems (an adjacent-grade match: why standard units such as metres and grams are needed).
    • 4.9(A)Gr 4Data analysis: Represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions (an adjacent-grade match for the airplane flight-distance plot).
    • 6.12(C)Gr 6Measurement and data: Summarize numeric data with numerical summaries, including the mean and median (measures of center). Finding the middle value of five flights is an early start on a Grade 6 outcome.
    Virginia Math SOL · in classrooms the 2024–25 school year
    • 3.MG.1Gr 3Measurement and Geometry: Reason mathematically using standard units (U.S. Customary and metric) with appropriate tools to estimate and measure objects by length, weight/mass, and liquid volume.
    • 3.MG.3Gr 3Measurement and Geometry: Solve single-step contextual problems involving elapsed time (the VA standard limits this to one-hour increments, so the unit's minute-level problems go beyond it).
    • 4.MG.2Gr 4Measurement and Geometry: Solve single-step and multistep contextual problems involving elapsed time in hours and minutes (an adjacent-grade match).
    • 5.PS.1Gr 5Probability and Statistics: Apply the data cycle with a focus on line plots (dot plots), including organizing data in a line plot and describing its shape and spread (an early start for the class line plots).
    • 5.PS.2Gr 5Probability and Statistics: Solve contextual problems using measures of center and the range, including determining the median (an early start for finding the middle value of five flights).
    Australian Curriculum Mathematics · published May 2022
    • AC9M2M01Year 2Measurement: Measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary. Taught in lesson 1, uniform informal units.
    • AC9M3M02Year 3Measurement: Measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings. Taught in lessons 1 and 3.
    • AC9M3M03Year 3Measurement: Recognise and use the relationship between formal units of time including days, hours, minutes and seconds to estimate and compare the duration of events. Taught in lesson 2.
    England Mathematics · in classrooms Sept 2014
    • Year 2Measurement: Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels. Taught in lessons 1 and 3.
    • Year 3Measurement: Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml). Taught in lessons 1 and 3.
    • Year 3Measurement: Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours. Taught in lesson 2.
  23. Grades 4–6ScienceEnvironment

    Earth Day Investigations: Make Your School Better

    NGSS · published Apr 2013
    • 5-ESS3-1Gr 5 Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. (partly supports, lessons 1, 2, 3, 4)
    • 4-ESS3-1Gr 4 Obtain and combine information to describe that energy and fuels come from natural resources and that their use affects the environment. (partly supports, lesson 4)
    • 3-5-ETS1-1Gr 3–5 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (partly supports, lesson 2)
    Alberta Science K–6
    • SCI4-OI1-GQ1-LO1-KO1-UGr 4Matter: Responsible methods of waste management can reduce negative environmental impacts (classroom garbage sort).
    • SCI4-OI3-GQ1-LO1-KO2-UGr 4Earth systems: Earth's surface is warmed by the Sun, allowing for life (sun versus shade temperatures).
    • SCI4-OI3-GQ1-LO1-KO3-UGr 4Earth systems: Caring for water and water sources is a shared responsibility (dripping tap).
    • SCI6-OI2-GQ2-LO1-KO2-UGr 6Energy: Energy resources can be managed for use in daily living (classroom electricity audit).
    Manitoba Science
    • 6-3-18Gr 6Cluster 3: Electricity: Describe factors that affect the consumption of electrical energy, and outline an action plan to reduce electrical consumption (classroom electricity audit).
    • 2-4-14Gr 2Cluster 4: Air and Water: Record personal use of water, and identify ways to reduce water usage (dripping tap).
    New Brunswick Science
    • Gr 4Grade 4: Properties and uses of Earth materials: Identify responsible and/or sustainable interactions between humans and Earth; renewable versus non-renewable resources, sustainability and conservation.
    Newfoundland and Labrador Science
    • Gr 4Science 4, Rocks, Minerals, and Erosion: Contemplate their own and their family's impact on natural resources; describe how personal actions help conserve natural resources (an indicator).
    • Gr 6Science 6, Electricity: Identify and explain sources of electricity as renewable or non-renewable (an adjacent-grade match: the electricity audit).
    Nova Scotia Science
    • Gr 6Physical Science: Energy: Learners will evaluate renewable and non-renewable sources of energy and analyse the impact of electrical energy consumption, including personal actions to reduce it (an adjacent-grade match: the electricity audit).
    • Gr 4Life Science: Habitats: Learners will analyse interconnectiveness of and within local habitats, including human impacts on local habitats (a lower-grade match: the garbage sort).
    Ontario Science and Technology · in classrooms Sept 2022
    • E1.2Gr 5Earth and Space Systems: Evaluate effects of various technologies on energy consumption, and describe ways in which individuals can use technology to reduce energy consumption. (classroom electricity audit).
    • C1.2Gr 6Matter and Energy: Assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community. (school energy recommendation).
    • E1.2Gr 2Earth and Space Systems: Assess their personal and household uses of water, and create a plan to use water responsibly. (dripping tap).
    • E2.6Gr 7Earth and Space Systems: Explain how heat is transmitted through radiation, and describe the effects of radiation from the Sun on different kinds of surfaces. (sun versus shade surface temperatures; partial).
    Prince Edward Island Science
    • LS3Gr 7Life Science: Sustainability of Ecosystems: Propose actions to reduce the impact of human activities on a specific ecosystem (an adjacent-grade match).
    • ESS1Gr 8Earth and Space Science: Water Systems on Earth: Analyse the global distribution of water and its impact on local environments; the indicators include proposing a plan of action to reduce personal water consumption (partial: the dripping tap).
    Québec Science and Technology
    • Gr 3–6Living Things: Systems and interaction: Describes the impact of human activity on the environment (e.g. use of resources, pollution, waste management).
    • Gr 3–6Living Things: Systems and interaction: Explains the scientific and technological concepts associated with recycling and composting (a partial match: sorting waste into landfill, recycling and compost).
    • Gr 3–4Material World: Energy: Names means used by human beings to limit their energy consumption and to conserve energy (the classroom electricity audit).
    • Gr 5–6Material World: Energy: Describes situations in which human beings consume energy (e.g. heating, transportation) (the classroom electricity audit).
    Saskatchewan Science
    • EL6.1Gr 6Electricity: Assess personal, societal, economic, and environmental impacts of electricity use in Saskatchewan and propose actions to reduce those impacts. (classroom electricity audit; a Grade 6 outcome).
    • MC5.3Gr 5Materials and Changes: Assess how the production, use, and disposal of raw materials and manufactured products affects self, society, and the environment. (classroom garbage sort; partial).
    Florida Science · published Feb 2008
    • SC.4.L.17.4Gr 4Life Science: Recognize ways plants and animals, including humans, can impact the environment (an adjacent-grade match: waste, water and energy audits).
    • SC.4.E.6.3Gr 4Earth and Space Science: Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable (partial; the electricity audit).
    • SC.2.E.7.2Gr 2Earth and Space Science: Investigate by observing and measuring that the Sun's energy directly and indirectly warms the water, land, and air (a lower-grade match: sun and shade temperatures).
    • SC.3.E.6.1Gr 3Earth and Space Science: Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost (a lower-grade match: shade versus pavement).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 5.11Gr 5Earth and space: Design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources. Students recommend one change after their waste, water and energy audits.
    • 4.11(B)Gr 4Earth and space: Explain the critical role of energy resources to modern life and how conservation, disposal, and recycling of natural resources impact the environment.
    • 6.11(B)Gr 6Earth and space: Explain how conservation, increased efficiency, and technology can help manage air, water, soil, and energy resources (an adjacent-grade match: the electricity audit).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 5.9Gr 5Earth Resources: The conservation of energy resources is important: individuals and communities have means of conserving both energy and matter (an adjacent-grade match).
    • 3.8Gr 3Earth Resources: Natural events and humans influence ecosystems: human activity affects air, water and habitats, and water is limited and needs conserving (a lower-grade match).
    • 1.8Gr 1Earth Resources: Natural resources can be used responsibly: reducing, reusing, and recycling are ways to conserve them (a lower-grade match: waste sort).
    • 6.9Gr 6Earth Resources: Humans impact the environment and individuals can influence decisions related to energy and the environment (an adjacent-grade match: the letter or poster recommendation).
    Australian Curriculum Science · published May 2022
    • AC9S5H02Year 5Science as a human endeavour: Investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions. Taught in lessons 1 to 4, the school audit.
  24. Grades 4–5ScienceEarth and Space

    Sun, Earth and Moon

    NGSS · published Apr 2013
    • 5-ESS1-2Gr 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. (The unit covers shadows and day and night, not the stars.) (partly supports, lessons 1, 2, 4)
    • 5-ESS1-1Gr 5 Support an argument that the Sun looks brighter than other stars because it is much closer to Earth. (lesson 5)
    • MS-ESS1-1Gr 6–8 Develop and use a model of the Earth, Sun and Moon to describe the cycles of Moon phases and seasons. (partly supports, lessons 3, 4)
    • MS-ESS1-3Gr 6–8 Analyze data to find the scale properties (sizes and distances) of objects in the solar system. (partly supports, lesson 5)
    England Science · in classrooms Sept 2014
    • Earth and space: use the idea of the Earth's rotation to explain day and night and the apparent movement of the Sun across the sky. (lessons 1, 2)
    • Earth and space: describe the movement of the Moon relative to the Earth. (lesson 3)
    • Earth and space: describe the Sun, Earth and Moon as roughly spherical bodies. (lessons 1, 3, 5)
    • Earth and space: describe the movement of the Earth, and the other planets, relative to the Sun in the solar system. (partly supports, lessons 4, 5)
    • Years 7–9 Physics, space physics: the seasons and the Earth's tilt, and day length at different times of year in different hemispheres. (partly supports, lesson 4)
    • Years 7–9 Physics, space physics: our Sun as a star, other stars in our galaxy, and the light year as a unit of distance. (partly supports, lesson 5)
  25. Grades 3–5ScienceHuman Body

    How Your Body Works

    NGSS · published Apr 2013
    • 4-LS1-1Gr 4 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behaviour and reproduction. (lessons 1, 2, 3)
    • MS-LS1-3Gr 6–8 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (partly supports, lessons 1, 2, 3)
    • 3-5-ETS1-3Gr 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. (partly supports, lesson 4)
    Cambridge Science · in classrooms Sept 2021
    • Stage 4, Biology, structure and function: the skeleton and muscles. Stage 5, Biology: the human digestive system. Stage 6, Biology: the circulatory system; microbes, hygiene and the body's defences. (partly supports, lessons 1, 2, 3, 4)
    England Science · in classrooms Sept 2014
    • Animals, including humans: the importance of exercise, eating the right amounts of different foods, and hygiene. (partly supports, lessons 1, 4)
    • Animals, including humans: humans and some other animals have skeletons and muscles for support, protection and movement. (lesson 3)
    • Animals, including humans: the simple functions of the basic parts of the digestive system; the different types of teeth and their simple functions. (lesson 2)
    • Animals, including humans: the main parts of the circulatory system and the functions of the heart, blood vessels and blood; how exercise and lifestyle affect the body; how nutrients and water are transported. (partly supports, lessons 1, 2)
  26. Grades 3–4ScienceLiving Things

    Who Lives Here?

    NGSS · published Apr 2013
    • 2-LS4-1Gr 2 Make observations of plants and animals to compare the diversity of life in different habitats. (A Grade 2 expectation; students compare two microhabitats in one schoolyard, so the unit builds toward comparing whole habitats.) (partly supports, lessons 1, 4)
    • 3-LS1-1Gr 3 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. (lesson 3)
    • 3-LS4-3Gr 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. (lesson 4)
    Cambridge Science · in classrooms Sept 2021
    • Biology, living things and their environment, Stages 2 to 5: habitats and microhabitats, grouping animals by their features and using simple keys, and the life cycles of familiar animals. (partly supports, lessons 1, 2, 3, 4)
    England Science · in classrooms Sept 2014
    • Living things and their habitats: explore and compare the differences between things that are living, dead, and things that have never been alive; identify that most living things live in habitats to which they are suited and how different habitats provide for the basic needs of different kinds of animals and plants; identify and name a variety of plants and animals in their habitats, including microhabitats. (partly supports, lessons 1, 4)
    • Living things and their habitats: recognise that living things can be grouped in a variety of ways; explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment. (partly supports, lessons 1, 2)
    • Living things and their life cycles: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. (partly supports, lesson 3)
    • Living things and their habitats: describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals; give reasons for classifying plants and animals based on specific characteristics. (Animal groups only; micro-organisms and plants are not classified here.) (partly supports, lesson 2)
  27. Grades 3–5ScienceEnergy and Matter

    Keep It Cool: Ice, Insulation and Staying Comfortable

    NGSS · published Apr 2013
    • 4-PS3-2Gr 4 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (lessons 2, 3, 4)
    • 4-LS1-1Gr 4 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (lesson 3)
    • 3-5-ETS1-3Gr 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. (partly supports, lessons 2, 4)
    Cambridge Science · in classrooms Sept 2021
    • Chemistry: melting and freezing as physical changes (Stage 4); thermal conductivity as a property of materials (Stage 6). Biology: how animals are suited to the places they live (Stage 4). (partly supports, lessons 1, 2, 3, 4)
    England Science · in classrooms Sept 2014
    • Living things and their habitats: identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants. (partly supports, lesson 3)
    • States of matter: observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C). (partly supports, lesson 1)
    • Properties and changes of materials: compare and group together everyday materials on the basis of their properties, including their conductivity (electrical and thermal); give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials. (partly supports, lessons 2, 4)
  28. Grade 5ScienceMatter

    Clean Water Challenge: Mixtures, Dissolving and Separating

    NGSS · published Apr 2013
    • 5-PS1-2Gr 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. (partly supports, lessons 1, 3)
    • 5-PS1-3Gr 5 Make observations and measurements to identify materials based on their properties. (partly supports, lessons 1, 3)
    Cambridge Science · in classrooms Sept 2021
    • Materials: dissolving and solutions, separating mixtures by sieving, filtering and evaporation, and evaporation and condensation of water. Topic areas only, mapped by Fieldbook from the framework's materials strand. (partly supports, lessons 1, 2, 3)
    England Science · in classrooms Sept 2014
    • Properties and changes of materials: know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. (lessons 1, 3)
    • Properties and changes of materials: use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. (lessons 2, 3)
    • Properties and changes of materials: demonstrate that dissolving, mixing and changes of state are reversible changes. (partly supports, lessons 1, 3)
  29. Grades 3–5ScienceLight and Sun

    Bouncing Light: Mirrors, Water and Colour

    NGSS · published Apr 2013
    • 4-PS4-2Gr 4 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. (lesson 1)
    • 1-PS4-3Gr 1 Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. (partly supports, lessons 2, 3)
    • MS-PS4-2Gr 6–8 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. (partly supports, lessons 1, 2, 3)
    Cambridge Science · in classrooms Sept 2021
    • Physics, light: how light travels and is reflected by mirrors and other surfaces, how we see things, refraction as a change of direction when light passes from one material to another, and how white light splits into colours and why objects look the colour they do. Our sample map, aligned by Fieldbook. (partly supports)
    England Science · in classrooms Sept 2014
    • Light: recognise that they need light in order to see things and that dark is the absence of light; notice that light is reflected from surfaces; recognise that light from the sun can be dangerous and that there are ways to protect their eyes. (partly supports, lesson 1)
    • Light: recognise that light appears to travel in straight lines; use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye; explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes. (partly supports, lesson 1)
  30. Grades 3–5ScienceLiving Things

    Flowers, Fruit and Seeds: How Plants Make More Plants

    NGSS · published Apr 2013
    • 4-LS1-1Gr 4 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (Plants only: flower parts, fruits and seed structures that support reproduction.) (partly supports, lessons 1, 2, 3)
    Cambridge Science · in classrooms Sept 2021
    • Biology, plants: the parts of a flower and what they do, pollination, how fruits and seeds form, and how seeds are dispersed. (partly supports, lessons 1, 2, 3)
    England Science · in classrooms Sept 2014
    • Plants: explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. (lessons 1, 2, 3)
    • Living things and their habitats: describe the life process of reproduction in some plants and animals. (Flowering plants only.) (partly supports, lessons 1, 2)
  31. Grades 4–7ScienceEarth Systems

    Restless Earth: Fossils, Soils, Volcanoes and Plates

    NGSS · published Apr 2013
    • 4-ESS1-1Gr 4 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. (partly supports, lesson 1)
    • 4-ESS2-2Gr 4 Analyze and interpret data from maps to describe patterns of Earth's features. (lesson 3)
    • 4-ESS3-2Gr 4 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (lesson 4)
    • MS-ESS2-3Gr 6–8 Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. (partly supports, lessons 3, 4)
    Cambridge Science · in classrooms Sept 2021
    • Earth and space: how fossils form and what they show about past life and the order of rock layers, what soil is made of, where earthquakes and volcanoes happen and why, and the movement of Earth's plates. Our sample map, aligned by Fieldbook. (partly supports)
    England Science · in classrooms Sept 2014
    • Rocks: compare and group together different kinds of rocks on the basis of their appearance and simple physical properties; describe in simple terms how fossils are formed when things that have lived are trapped within rock; recognise that soils are made from rocks and organic matter. (partly supports, lessons 1, 2)
    • Evolution and inheritance: recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. (partly supports, lesson 1)
  32. Grades 4–5ScienceForces

    Forces at Work: Gravity, Resistance, Levers and Pulleys

    NGSS · published Apr 2013
    • 5-PS2-1Gr 5 Support an argument that the gravitational force exerted by Earth on objects is directed down. (lesson 1)
    • 3-PS2-1Gr 3 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (partly supports, lessons 1, 3)
    Cambridge Science · in classrooms Sept 2021
    • Physics, forces: gravity and weight, air resistance, water resistance and friction, and how simple machines such as levers and pulleys change the force needed. Topic areas only, mapped by Fieldbook. (partly supports, lessons 1, 2, 3)
    England Science · in classrooms Sept 2014
    • Forces: explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. (lesson 1)
    • Forces: identify the effects of air resistance, water resistance and friction, that act between moving surfaces. (lessons 1, 2)
    • Forces: recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Levers and pulleys are tested; gears are not covered. (partly supports, lesson 3)
  33. Grades 4–5ScienceEarth and water

    Living with Water: Salt, Rice and the Mekong

    NGSS · published Apr 2013
    • 5-PS1-1Gr 5 Develop a model to describe that matter is made of particles too small to be seen.
    • 4-ESS2-1Gr 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.
    • 4-ESS3-2Gr 4 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
    • 3-5-ETS1-2Gr 3–5 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.
    • 3-5-ETS1-3Gr 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.
  34. Grades 3–4ScienceEngineering Design

    Monsoon Science: Rain, Sun and the Nón Lá

    NGSS · published Apr 2013
    • 3-5-ETS1-1Gr 3–5 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-3Gr 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.
    • 3-ESS2-2Gr 3 Obtain and combine information to describe climates in different regions of the world.
    • K-2-ETS1-2Gr K–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. (A review from the early grades.)
  35. Grade 6ScienceMatter

    Hot and Cold: Particles on the Move

    NGSS · published Apr 2013
    • MS-PS1-4Gr 6–8 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. (partly supports, lessons 1, 2, 3)
    • MS-PS3-3Gr 6–8 Design, build and test a device that slows down (or speeds up) the transfer of thermal energy. (lesson 5)
    • MS-PS3-4Gr 6–8 Plan an investigation into how energy transfer, the type of matter and its mass relate to changes in particle motion, measured as temperature. (partly supports, lessons 2, 5)
    Alberta Science 7–9 · published 2003
    • Gr 7Unit C: Heat and Temperature, Outcome 2: Describe the effect of heat on the motion of particles, explain temperature with the particle model, and investigate the effects of heating and cooling on the volume of materials, such as expansion joints (an adjacent-grade match).
    • Gr 7Unit C: Heat and Temperature, Outcome 3: Compare and evaluate materials and designs that minimize heat transfer (insulated container) and explain devices that respond to temperature change, such as thermometers (an adjacent-grade match).
    Alberta Science K–6
    • Gr 6 Students investigate how particles of matter behave when heated or cooled and analyze effects on solids, liquids, and gases.
    • SCI6-OI1-GQ1-LO1-KO1-UGr 6Matter: Particles change speed and distance from each other when heated or cooled.
    • SCI6-OI1-GQ1-LO1-KO2-UGr 6Matter: Expansion and contraction of matter can be the basis for the design of tools that measure temperature (build a thermometer).
    • SCI6-OI1-GQ1-LO1-KO3-UGr 6Matter: Most matter expands when heated and contracts when cooled (sidewalk gaps, bike tires).
    BC Science
    • Gr 4Content: The effect of temperature on particle movement (balloon and food-colouring lessons; a Grade 4 topic).
    • Gr 8Big idea: The behaviour of matter can be explained by the kinetic molecular theory (adjacent grade).
    Manitoba Science
    • 7-2-03Gr 7Cluster 2: Heat: Demonstrate the effects of heating and cooling on the volume of solids, liquids and gases (balloon, thermometer, sidewalk gaps; a Grade 7 outcome).
    • 7-2-02Gr 7Cluster 2: Heat: Evaluate different types of thermometers using the design process (build and calibrate a thermometer).
    • 7-2-10Gr 7Cluster 2: Heat: Use the design process to construct a prototype that controls the transfer of heat energy (ice-cube keeper).
    New Brunswick Science
    • Gr 7Grade 7: Earth surface processes: Particle model of matter, energy transfer and conservation, and the heating curve (an adjacent-grade match).
    Nova Scotia Science
    • Gr 8Climate Change: Heat: Learners will create a model that demonstrates kinetic molecular theory: how the notions of hot and cold relate to it, how it relates to states of matter, heat capacity and insulating materials (an adjacent-grade match).
    • Gr 7Environmental Action: Particle theory: Learners will analyse particle theory in relation to substances in environments (an adjacent-grade match).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 7 Strand E, Heat in the Environment: the particle theory of matter, how heating and cooling change the motion of particles, and how heat moves from warmer to cooler places.
    • Gr 5 Strand C, Properties of and Changes in Matter: how solids, liquids and gases change when heated or cooled. (lessons 1, 2, 4)
    • E2.1Gr 7Earth and Space Systems: Use particle theory to explain how heat affects the motion of particles in a solid, a liquid, and a gas. (a Grade 7 expectation taught at Grade 6).
    • E2.3Gr 7Earth and Space Systems: Use particle theory to explain the effects of heat on volume in solids, liquids, and gases, including during changes of states of matter. (balloon, thermometer and sidewalk-gap lessons).
    • E1.1Gr 7Earth and Space Systems: Assess the social and environmental benefits of technologies that reduce heat loss in enclosed spaces or heat transfer to surrounding spaces. (ice-cube keeper design; partial).
    Prince Edward Island Science
    • PS4Gr 7Physical Science: Heat: Conduct experiments to describe the effect of heat on different forms of matter, including explaining temperature using the kinetic energy of particles (an adjacent-grade match).
    • PS5Gr 7Physical Science: Heat: Explain how heat is transmitted by conduction, convection, and radiation in solids, liquids and gases.
    • PS6Gr 7Physical Science: Heat: Create a prototype of a device that will provide a solution to a practical heating or cooling problem (the ice cube keeper).
    Québec Science and Technology
    • Gr 5–6Material World: Energy: Explains the insulating properties of various substances, and distinguishes thermal conductors from thermal insulators (the ice cube keeper).
    • Gr 3–6Material World: Techniques and instrumentation: Appropriately uses simple measuring instruments (thermometer), and designs and makes measuring instruments and prototypes (the bottle thermometer).
    • Gr 7–8The Material World: Changes: Defines the particle model as a means of representing the behaviour of matter (Secondary II; an early, informal start: particles in cold and warm air and water).
    Saskatchewan Science
    • HT7.2Gr 7Heat and Temperature: Explain how understanding differences between states of matter and the effect of heat on changes in state provide evidence for the particle theory. (a Grade 7 outcome taught at Grade 6).
    • HT7.3Gr 7Heat and Temperature: Investigate principles and applications of heat transfer via the processes of conduction, convection, and radiation. (partial: ice-cube keeper and insulation).
    Florida Science · published Feb 2008
    • SC.8.P.8.1Gr 8Physical Science: Explore the scientific theory of atoms by using models to explain the motion of particles in solids, liquids, and gases (an early start on a Grade 8 benchmark).
    • SC.7.P.11.1Gr 7Physical Science: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state (an adjacent-grade match).
    • SC.7.P.11.4Gr 7Physical Science: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature (an adjacent-grade match: the ice cube keeper).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 6.6(A)Gr 6Matter and energy: Compare solids, liquids, and gases in terms of their structure, shape, volume, and kinetic energy of atoms and molecules. The balloon-on-a-bottle and food colouring lessons.
    • 7.8(C)Gr 7Force, motion, and energy: Explain the relationship between temperature and the kinetic energy of the particles within a substance (an early start on a Grade 7 outcome).
    • 7.8(A)Gr 7Force, motion, and energy: Investigate methods of thermal energy transfer into and out of systems (an early, partial start: the ice cube keeper slows heat moving in).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • PS.2Gr 8Matter: Matter is composed of atoms and the kinetic molecular theory is used to predict and explain matter interactions (an early, informal start on a Physical Science course standard).
    • 6.4Gr 6Force, Motion, and Energy: Radiation, conduction, and convection distribute energy (partial: the ice cube keeper).
    • 5.7Gr 5Matter: Energy has an effect on the phases of matter (a lower-grade match).
    Australian Curriculum Science · published May 2022
    • AC9S7U05Year 7Science understanding: Use particle theory to describe the arrangement of particles in a substance, including the motion of and attraction between particles, and relate this to the properties of the substance. Taught in lessons 1 to 4.
    • AC9S3U03Year 3Science understanding: Identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another. Taught in lessons 3 and 5.
    England Science · in classrooms Sept 2014
    • Years 7–9 Chemistry, the particulate nature of matter: the properties of solids, liquids and gases in terms of the particle model, including gas pressure. (lesson 1)
    • Years 7–9 Chemistry, pure and impure substances: diffusion in terms of the particle model. (lesson 2)
    • Years 7–9 Physics, energy in matter: changes with temperature in motion and spacing of particles. (lessons 1, 2, 3, 4)
    • Years 7–9 Physics, energy changes and transfers: heating and thermal equilibrium, energy moving from the hotter object to the cooler one, and the use of insulators. (lesson 5)
  36. Grade 6ScienceEnergy

    Power Up: Where Electricity Comes From

    NGSS · published Apr 2013
    • 4-ESS3-1Gr 4 Obtain and combine information to describe that energy and fuels come from natural resources and that their use affects the environment. (lessons 1, 3)
    • 4-PS3-4Gr 4 Apply scientific ideas to design, test and refine a device that converts energy from one form to another. (lesson 2)
    Alberta Science K–6
    • Gr 6 Energy: students investigate energy resources and explain factors that influence their use. (lessons 1, 3)
    • SCI6-OI2-GQ2-LO1-KO1-UGr 6Energy: The advantages and disadvantages of several factors influence selection of energy resources (wind and solar).
    BC Science
    • Gr 7Content: Electricity generated in different ways with different environmental impacts (adjacent grade).
    Manitoba Science
    • 6-3-15Gr 6Cluster 3: Electricity: Identify the two major sources of electrical energy, and provide examples of each.
    • 6-3-16Gr 6Cluster 3: Electricity: Identify renewable and nonrenewable sources of electrical energy, and discuss advantages and disadvantages of each (wind and solar).
    • 6-3-13Gr 6Cluster 3: Electricity: Explore motors and generators to determine that electromagnets transform electricity into motion and motion into electricity (partial: wind machine).
    Newfoundland and Labrador Science
    • Gr 6Science 6, Electricity: Identify various methods by which electricity can be generated; identify and explain sources of electricity as renewable or non-renewable; describe the potential impact of human use of regional natural resources.
    Nova Scotia Science
    • Gr 6Physical Science: Energy: Learners will evaluate renewable and non-renewable sources of energy, investigate energy transformations, and analyse the impact of electrical energy consumption.
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 6 Electrical Phenomena: how electrical energy is produced, including from renewable and non-renewable sources, and the impact of its use on society and the environment.
    • C1.1Gr 6Matter and Energy: Assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change.
    • C2.4Gr 6Matter and Energy: Describe how technologies transform various forms of energy into electrical energy. (wind machine; partial).
    • E2.5Gr 5Earth and Space Systems: Identify renewable and non-renewable sources of energy. (a Grade 5 expectation revisited).
    Québec Science and Technology
    • Gr 3–4Earth and Space: Energy: Identifies natural sources of energy (sun, moving water, wind) and explains that sunlight, moving water and wind are renewable sources of energy (a lower-cycle match).
    • Gr 3–4Earth and Space: Energy: Describes the methods invented by humans to transform renewable sources of energy into electricity (hydroelectric dam, wind turbine, solar panels) (a lower-cycle match).
    • Gr 5–6Earth and Space: Energy: Identifies fossil fuel-based energy and explains that fossil fuels are nonrenewable sources of energy (the provincial electricity mix).
    • Gr 5–6Earth and Space: Systems and interaction: Associates the changing of the seasons with the revolution and tilt of the Earth (partial: angle of sunlight and day length).
    Saskatchewan Science
    • EL6.1Gr 6Electricity: Assess personal, societal, economic, and environmental impacts of electricity use in Saskatchewan and propose actions to reduce those impacts.
    • CE9.4Gr 9Characteristics of Electricity: Critique impacts of past, current, and possible future methods of small and large scale electrical energy production and distribution in Saskatchewan. (partial: sources of electricity; an adjacent-grade match).
    Florida Science · published Feb 2008
    • SC.4.E.6.3Gr 4Earth and Space Science: Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable (a lower-grade match: where our electricity comes from).
    • SC.4.P.10.4Gr 4Physical Science: Describe how moving water and air are sources of energy and can be used to move things (a lower-grade match: the paper wind machine).
    • SC.7.P.11.2Gr 7Physical Science: Investigate and describe the transformation of energy from one form to another (an adjacent-grade match).
    • SC.8.E.5.9Gr 8Earth and Space Science: Explain the impact of objects in space on each other including the Sun on the Earth including seasons (a later-grade, partial match: sunlight angle and day length).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 4.11(A)Gr 4Earth and space: Identify and explain advantages and disadvantages of using Earth's renewable and nonrenewable natural resources such as wind, water, sunlight, coal, oil, and natural gas (a lower-grade match).
    • 6.11(B)Gr 6Earth and space: Explain how conservation, increased efficiency, and technology can help manage energy resources.
    • 5.8(A)Gr 5Force, motion, and energy: Investigate and describe the transformation of energy in systems. The paper wind machine turns wind energy into lifting a load (a lower-grade match).
    • 6.9(A)Gr 6Earth and space: Model and illustrate how the tilted Earth revolves around the Sun, causing changes in seasons. The solar-angle lesson explains weaker winter sunlight (partial; no orbit model).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 6.4Gr 6Force, Motion, and Energy: There are basic sources of energy and energy can be transformed; the sun is important in the formation of most energy sources on Earth.
    • 6.9Gr 6Earth Resources: Renewable and nonrenewable resources can be managed; there are cost/benefit tradeoffs in conservation policies.
    • 5.9Gr 5Earth Resources: Some sources of energy are considered renewable and others are not (a lower-grade match).
    • 6.3Gr 6Earth and Space Systems: Earth's tilt as it revolves around the sun causes the seasons (partial: sunlight angle and day length).
    Australian Curriculum Science · published May 2022
    • AC9S8U05Year 8Science understanding: Classify different types of energy as kinetic or potential and investigate energy transfer and transformations in simple systems. Taught in lessons 2 and 3, wind and solar.
    • AC9S7H03Year 7Science as a human endeavour: Examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations. Taught in lesson 3, why we don’t use solar power everywhere.
    England Science · in classrooms Sept 2014
    • Years 7–9Energy: Fuels and energy resources. Taught in lessons 1 to 3.
  37. Grade 6ScienceEarth Systems

    Climate Clues

    NGSS · published Apr 2013
    • MS-ESS3-5Gr 6–8 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. (partly supports, lessons 1, 2)
    Alberta Science K–6
    • Gr 6 Students investigate climate, changes in climate, and the impact of climate change on Earth.
    • SCI6-OI3-GQ1-LO1-KO3-UGr 6Earth systems: Identifying changes in climate relies on observations and measurements from different points in time.
    BC Science
    • Gr 7Big idea and content: Earth and its climate have changed over geological time: evidence of climate change, including physical records (tree rings, glacier photos; adjacent grade).
    Manitoba Science
    • 5-4-16Gr 5Cluster 4: Weather: Differentiate between weather and climate (a Grade 5 outcome).
    • 5-4-18Gr 5Cluster 4: Weather: Recognize that climates around the world are ever changing, and identify possible explanations.
    New Brunswick Science
    • Gr 7Grade 7: Earth surface processes: Weather systems and climate; climate science basics and global climate systems, local and global impacts (an adjacent-grade match).
    Newfoundland and Labrador Science
    • Gr 5Science 5, Weather: Describe and predict patterns of change in local weather conditions (partial: the climate-versus-weather idea is not explicit).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 6 Strand A, STEM Skills and Connections: collecting, organizing and interpreting data, and drawing conclusions from evidence.
    • Gr 7 Related: Strand E, Heat in the Environment, which connects heat transfer to the greenhouse effect and climate change. (partly supports)
    Prince Edward Island Science
    • 301-14Gr 5Earth and Space Science: Weather: Describe and predict patterns of change in local weather conditions (partial; only weather, and the climate idea is not explicit).
    Québec Science and Technology
    • Gr 5–6Earth and Space: Systems and interaction: Associates the average amount of precipitation and the average temperature with the climate of a region.
    Florida Science · published Feb 2008
    • SC.6.E.7.6Gr 6Earth and Space Science: Differentiate between weather and climate.
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 4.10(C)Gr 4Earth and space: Differentiate between weather and climate (a lower-grade match for the weather-versus-climate lesson).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • 4.4Gr 4Earth and Space Systems: Long-term seasonal weather trends determine the climate of a region (a lower-grade match: weather versus climate).
    Australian Curriculum Science · published May 2022
    • AC9S4H01Year 4Science as a human endeavour: Examine how people use data to develop scientific explanations. Taught in lessons 1 to 3, tree rings and weather records.
  38. Grades 7–8ScienceChemical Reactions

    Kitchen Chemistry

    NGSS · published Apr 2013
    • MS-PS1-2Gr 6–8 Analyze and interpret data on the properties of substances before and after they interact to decide whether a chemical reaction has occurred. (lessons 1, 3)
    • MS-PS1-5Gr 6–8 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction, so mass is conserved. (lesson 2)
    Alberta Science 7–9 · published 2003
    • Gr 9Unit B: Matter and Chemical Change, Outcome 1: Describe materials by physical and chemical properties, and identify conditions under which properties change and critically evaluate whether a new substance has been produced.
    • Gr 9Unit B: Matter and Chemical Change, Outcome 2: Observe and infer evidence of chemical reactions between familiar household materials, and identify evidence for conservation of mass in chemical reactions.
    BC Science
    • Gr 7 Elements consist of one type of atom, and compounds consist of atoms of different elements chemically combined. (partly supports, lesson 2)
    • Gr 8 The behaviour of matter can be explained by the kinetic molecular theory and atomic theory. (partly supports, lesson 2)
    • Gr 7Content: Chemical changes.
    Manitoba Science
    • 5-2-11Gr 5Cluster 2: Properties of and Changes in Substances: Observe examples of changes in substances, classify them as physical or chemical changes, and justify the designation (a Grade 5 outcome taught at Grade 7 depth).
    • 5-2-07Gr 5Cluster 2: Properties of and Changes in Substances: Demonstrate that the mass of a whole object equals the sum of the mass of its parts (an early link to conservation of mass).
    Nova Scotia Science
    • Gr 5Physical Science: Matter: Learners will test how physical and chemical changes affect the properties of matter, including conservation of mass in physical and chemical changes (a lower-grade match).
    • Gr 7Environmental Action: Particle theory: Learners will analyse particle theory in relation to substances in environments, including pure substances versus mixtures (partial).
    Ontario Science and Technology · in classrooms Sept 2022
    • C2.4Gr 5Matter and Energy: Describe physical changes in matter as changes of the state, volume, or form of the matter that do not result in the formation of a different substance. (a Grade 5 expectation taught at Grade 7 depth).
    • C2.5Gr 5Matter and Energy: Describe chemical changes in matter as changes that result in the formation of different substances, and identify signs that a chemical change has occurred.
    Prince Edward Island Science
    • PS2Gr 7Physical Science: Mixtures and Solutions: Describe the characteristics and applications of solutions (partial: dissolving).
    • 301-11Gr 5Physical Science: Properties and Changes in Materials: Describe changes that occur in the properties of materials when they interact with each other (a lower-grade match).
    Québec Science and Technology
    • Gr 7–8The Material World: Changes: Describes the indicators of a chemical change (formation of a precipitate, effervescence, colour change, heat, light) and recognizes different physical changes (Secondary I–II).
    • Gr 7–8The Material World: Changes: Demonstrates that matter is conserved during a chemical change (e.g. conservation of mass) (Secondary I–II). The open-cup versus capped-bottle lesson.
    • Gr 7–8The Material World: Properties: Determines the observable properties of acidic, basic or neutral solutions (Secondary I–II). Red cabbage indicator.
    • Gr 7–8The Material World: Changes: Distinguishes between a solution (homogeneous mixture) and heterogeneous mixtures (partial: dissolving sugar).
    Saskatchewan Science
    • AE9.1Gr 9Atoms and Elements: Distinguish between physical and chemical properties of common substances, including those found in household, commercial, industrial, and agricultural applications. (a Grade 9 outcome).
    Florida Science · published Feb 2008
    • SC.8.P.9.2Gr 8Physical Science: Differentiate between physical changes and chemical changes (an adjacent-grade match).
    • SC.8.P.9.1Gr 8Physical Science: Explore the Law of Conservation of Mass by demonstrating that mass is conserved when substances undergo physical and chemical changes (an adjacent-grade match).
    • SC.8.P.8.8Gr 8Physical Science: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts (an adjacent-grade match: red cabbage indicator).
    • SC.8.P.8.9Gr 8Physical Science: Distinguish among mixtures (including solutions) and pure substances (partial: dissolving sugar is one of six changes).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 7.6(C)Gr 7Matter and energy: Distinguish between physical and chemical changes in matter.
    • 6.6(E)Gr 6Matter and energy: Identify the formation of a new substance using evidence of a possible chemical change, including production of a gas, change in thermal energy, production of a precipitate, and colour change.
    • 8.6(E)Gr 8Matter and energy: Investigate how mass is conserved in chemical reactions and relate it to the rearrangement of atoms.
    • 8.6(D)Gr 8Matter and energy: Compare and contrast the properties of acids and bases. Red cabbage indicator lesson (pH relative to water is not measured).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • PS.3Gr 8Matter: Matter has properties and is conserved in chemical and physical processes; substances can undergo physical and chemical changes that may result in a change of properties (the Physical Science course standard, matched here at an introductory level; balanced equations are not covered).
    • 5.7Gr 5Matter: Substances can be mixed together without changes in their physical properties (a lower-grade match: dissolving sugar).
    Australian Curriculum Science · published May 2022
    • AC9S8U07Year 8Science understanding: Compare physical and chemical changes and identify indicators of energy change in chemical reactions. Taught in lesson 1.
    • AC9S6U04Year 6Science understanding: Compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances. Taught in lesson 1, irreversible changes.
    England Science · in classrooms Sept 2014
    • Years 7–9Chemical reactions: Chemical reactions as the rearrangement of atoms. Taught in lessons 1 and 2.
    • Years 7–9The particulate nature of matter: Conservation of mass, changes of state and chemical reactions. Taught in lesson 2.
    • Years 7–9Chemical reactions: The pH scale for measuring acidity/alkalinity; and indicators. Taught in lesson 3, red cabbage.
  39. Grade 8ScienceForces

    Forces and Motion: Crash, Push and Stop

    NGSS · published Apr 2013
    • MS-PS2-1Gr 6–8 Apply Newton's third law to design a solution to a problem involving the motion of two colliding objects. (lessons 3, 4)
    • MS-PS2-2Gr 6–8 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. (lessons 1, 3)
    • MS-PS3-1Gr 6–8 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. (partly supports, lessons 2, 3)
    • MS-ETS1-1Gr 6–8 Define the criteria and constraints of a design problem precisely enough to ensure a successful solution. (lesson 4)
    • MS-ETS1-2Gr 6–8 Evaluate competing design solutions using a systematic process to see how well they meet the criteria and constraints of the problem. (lesson 4)
    BC Science
    • Gr 6Big idea and content: Newton's three laws of motion describe the relationship between force and motion; effects of balanced and unbalanced forces (a Grade 6 outcome taught at Grade 8 depth).
    Manitoba Science
    • 7-3-12Gr 7Cluster 3: Structures and Forces: Use the design process to construct a structure that will withstand the application of an external force (crumple-zone lesson; partial).
    New Brunswick Science
    • Gr 8Grade 8: Beyond Earth, human presence in the solar system: Qualitative descriptions of motion, force as a physical property, forces and interactions, and Newton's Laws (partial: the unit's seatbelt, crumple zone and speed lessons).
    Ontario Science and Technology · in classrooms Sept 2022
    • D2.5Gr 5Structures and Mechanisms: Describe ways in which protective equipment helps to protect humans from potentially harmful effects of forces. (seatbelt and crumple-zone lessons).
    • C2.3Gr 3Matter and Energy: Describe how different forces applied to an object, including forces of varying magnitude, can cause the object to start, stop, or change its direction, speed, or shape. (card-and-coin inertia demonstration; a Grade 3 expectation revisited).
    • D2.4Gr 8Structures and Mechanisms: Use the scientific terms displacement , force , work , energy , and efficiency to describe everyday experiences. (displacement, force, work and energy; partial).
    Québec Science and Technology
    • Gr 7–8The Technological World: Mechanical engineering: Explains the effects of a force in a technical object (change in the motion of an object, distortion of a material) (Secondary I–II; partial, since Newton's laws and speed calculations are not in this cycle).
    • Gr 3–4Material World: Forces and motion: Describes the characteristics of motion (e.g. direction, speed) (a much earlier cycle than the unit's level; the unit goes further by calculating speed).
    Florida Science · published Feb 2008
    • SC.4.P.12.2Gr 4Physical Science: Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time (a lower-grade match: toy car speed).
    • SC.6.P.12.1Gr 6Physical Science: Measure and graph distance versus time for an object moving at a constant speed and interpret this relationship (a lower-grade match).
    • SC.6.P.13.3Gr 6Physical Science: Investigate and describe that an unbalanced force acting on an object changes its speed, direction of motion, or both (a lower-grade match: inertia and crash tests).
    • SC.5.P.13.3Gr 5Physical Science: Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion (a lower-grade match: loaded cart).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 7.7(A)Gr 7Force, motion, and energy: Calculate average speed using distance and time measurements from investigations (a lower-grade match).
    • 7.7(C)Gr 7Force, motion, and energy: Measure, record, and interpret an object's motion using distance-time graphs (a lower-grade match).
    • 7.7(D)Gr 7Force, motion, and energy: Analyze the effect of balanced and unbalanced forces on the state of motion of an object using Newton's First Law of Motion (a lower-grade match: card-and-coin inertia).
    • 8.7(B)Gr 8Force, motion, and energy: Investigate and describe how Newton's three laws of motion act simultaneously within systems such as vehicle restraints. Seatbelt and crumple zone lessons.
    Virginia Science SOL · in classrooms the 2022–23 school year
    • PS.8Gr 8Force, Motion, and Energy: Work, force, and motion are related: motion can be described using position and time, and motion is described by Newton's laws (the Physical Science course standard, matched here at an introductory level).
    • 5.3Gr 5Force, Motion, and Energy: Changes in motion are related to net force and mass; contact forces transfer energy when objects collide (a lower-grade match).
    Australian Curriculum Science · published May 2022
    • AC9S7U04Year 7Science understanding: Investigate and represent balanced and unbalanced forces, including gravitational force, acting on objects, and relate changes in an object’s motion to its mass and the magnitude and direction of forces acting on it. Taught in lessons 1 and 3.
    England Science · in classrooms Sept 2014
    • Years 7–9Describing motion: Speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time). Taught in lesson 2.
    • Years 7–9Balanced forces: Forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only). Taught in lessons 1 and 3.
  40. Grades 7–8ScienceCells

    Cells: The Smallest Living Things

    NGSS · published Apr 2013
    • MS-LS1-1Gr 6–8 Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. (lesson 1)
    • MS-LS1-2Gr 6–8 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (partly supports, lessons 2, 3)
    Alberta Science 7–9 · published 2003
    • Gr 8Unit B: Cells and Systems, Outcome 2: Describe the role of cells as a basic unit of life, and the movement of gases and liquids into and out of cells during diffusion and osmosis based on concentration differences.
    • Gr 8Unit B: Cells and Systems, Skill outcomes: Use instruments, including microscopes, accurately to collect data and estimate the size of an object viewed under a microscope.
    BC Science
    • Gr 8Big idea and content: Life processes are performed at the cellular level: cell theory and types of cells.
    Manitoba Science
    • 8-1-03Gr 8Cluster 1: Cells and Systems: Describe cell theory.
    • 8-1-06Gr 8Cluster 1: Cells and Systems: Demonstrate proper use and care of the microscope to observe the general structure of plant and animal cells.
    • 8-1-07Gr 8Cluster 1: Cells and Systems: Describe the movement of nutrients and wastes across cell membranes and explain its importance (diffusion and osmosis).
    Nova Scotia Science
    • Gr 8Healthy Cells, Healthy Systems: Learners will analyse how the characteristics of cells relate to the needs of organisms: compare animal and plant cells and microscope observations (an adjacent-grade match).
    Ontario Science and Technology · in classrooms Sept 2022
    • Gr 8 Strand B, Life Systems: Cells. Cell theory, the parts of a cell and what they do, and the processes of diffusion and osmosis within a cell.
    • B2.1Gr 8Life Systems: Demonstrate an understanding of cells, using cell theory. (a Grade 8 expectation).
    • B2.4Gr 8Life Systems: Explain the processes of diffusion and osmosis within a cell. (potato strip lesson).
    • B2.2Gr 8Life Systems: Identify organelles and other cell components, including the nucleus, cell membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm, and explain their basic functions. (onion cells and DNA lesson; partial).
    Prince Edward Island Science
    • LS1Gr 8Life Science: Cells, Tissues, Organs and Systems: Identify and describe the structure and functions of cells within living things (an adjacent-grade match).
    Québec Science and Technology
    • Gr 7–8The Living World: Life-sustaining processes: Defines the cell as the structural unit of life, and distinguishes between animal and plant cells (Secondary I–II).
    • Gr 7–8The Living World: Life-sustaining processes: Identifies the main cellular components visible under a microscope (cell membrane, cytoplasm, nucleus, vacuoles) (partial: onion cells).
    • Gr 7–8The Living World: Life-sustaining processes: Distinguishes between osmosis and diffusion (Secondary I–II). The potato strip lesson.
    • Gr 7–8The Living World: Diversity of life forms: Locates chromosomes in the cell, defines a gene as part of a chromosome, and describes the role of genes (partial: strawberry DNA extraction).
    Saskatchewan Science
    • CS8.1Gr 8Cells and Systems: Analyze the characteristics of cells, and compare structural and functional characteristics of plant and animal cells. (a Grade 8 outcome).
    • CS8.2Gr 8Cells and Systems: Demonstrate proficiency in the use of a compound light microscope to observe plant and animal cells. (microscope or phone-lens onion cells).
    Florida Science · published Feb 2008
    • SC.6.L.14.2Gr 6Life Science: Investigate and explain the components of the scientific theory of cells: all organisms are composed of cells (a lower-grade match: cells under a microscope).
    • SC.6.L.14.4Gr 6Life Science: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane and nucleus (partial: membrane transport and DNA in the nucleus).
    • SC.7.L.16.1Gr 7Life Science: Understand and explain that every organism requires a set of instructions that specifies its traits and that this hereditary information (DNA) contains genes located in the chromosomes of each cell (partial; the strawberry DNA lesson).
    Texas Science TEKS · in classrooms the 2024–25 school year
    • 6.13(A)Gr 6Organisms and environments: Describe the historical development of cell theory and explain how organisms are composed of one or more cells, the basic unit of structure and function (a lower-grade match; cell size and microscope work).
    • 8.13(A)Gr 8Organisms and environments: Identify the function of the cell membrane, cell wall, nucleus and other cell parts. The diffusion lesson covers what a membrane controls (partial).
    • 8.13(B)Gr 8Organisms and environments: Describe the function of genes within chromosomes in determining inherited traits (an early, partial start via the strawberry DNA extraction).
    Virginia Science SOL · in classrooms the 2022–23 school year
    • LS.2Gr 7Living Systems and Processes: All living things are composed of one or more cells, as described by the cell theory; cell structure supports life processes; cellular transport (osmosis and diffusion) is important for life processes.
    • LS.10Gr 7Living Systems and Processes: DNA has a role in making proteins that determine organism traits (partial: the strawberry DNA lesson shows DNA, not protein making).
    Australian Curriculum Science · published May 2022
    • AC9S8U01Year 8Science understanding: Recognise cells as the basic units of living things, compare plant and animal cells, and describe the functions of specialised cell structures and organelles. Taught in lessons 1 and 2.
    England Science · in classrooms Sept 2014
    • Years 7–9Cells and organisation: Cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope. Taught in lesson 1.
    • Years 7–9Cells and organisation: The role of diffusion in the movement of materials in and between cells. Taught in lessons 2 and 4.
  41. Grades 6–7ScienceEarth and engineering

    Stone, Bamboo and Storms: Building in Vietnam

    NGSS · published Apr 2013
    • MS-ESS2-1Gr 6–8 Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
    • MS-ESS2-2Gr 6–8 Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
    • MS-ESS3-2Gr 6–8 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
    • MS-ETS1-2Gr 6–8 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3Gr 6–8 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.
  42. Grade 9ScienceEnergy

    Hot Stuff: Heat, Temperature and Cooling

    NGSS · published Apr 2013
    • HS-PS3-4Gr 9–12 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). (partly supports, lessons 1, 2)
    • HS-PS3-1Gr 9–12 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (partly supports, lessons 1, 2)
    • MS-PS3-4Gr 6–8 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. (partly supports, lessons 1, 2)
    • MS-PS3-3Gr 6–8 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. (lesson 4)
    Cambridge Science · in classrooms Sept 2021
    • Physics: heat and temperature; thermal energy transfer by conduction, convection and radiation; cooling by evaporation. The unit teaches these topics and goes beyond Stage 9 by quantifying energy with specific heat capacity. (lessons 1, 2, 3, 4)
    England Science · in classrooms Sept 2014
    • Years 7–9 Physics, energy changes and transfers: heating and thermal equilibrium, energy moving from the hotter object to the cooler one by conduction or radiation, and the use of insulators. (lessons 1, 3, 4)
    • Physics, energy: calculating the energy change when a system is heated, from its mass, specific heat capacity and temperature change; and reducing unwanted energy transfers, for example with thermal insulation. (partly supports, lessons 1, 2, 4)

Curriculum versions and dates

The version of each curriculum we align to, when it was published and when it became the one taught in classrooms. Where a new version is on the way, we note it and update our alignments when it takes effect.

CurriculumUsed inGradesPublishedIn classroomsStatusUnitsOutcomes
Common Core State Standards for Mathematics
Math		42 statesK–12June 2010Current29
Next Generation Science Standards (NGSS)
Science		22 statesK–12Apr 2013Current40122
Alberta Mathematics Kindergarten to Grade 6
Math		Alberta, Northwest Territories, NunavutK–6Sept 2022
K–3 Sept 2022; Grades 4–6 Sept 2023		Current25
Alberta Science Grades 7–8–9 Program of Studies
Science		Alberta7–92003Being replaced
Alberta is renewing Grades 7–12 curriculum.		36
Alberta Science Kindergarten to Grade 6
Science		Alberta, Northwest Territories, NunavutK–6Sept 2023
K–3 Sept 2023; Grades 4–6 Sept 2024		Current2362
BC Mathematics K–9 (redesigned curriculum)
Math		British Columbia, Northwest Territories, YukonK–9Sept 2016Current24
BC Science K–9 (redesigned curriculum)
Science		British Columbia, Northwest Territories, YukonK–9Sept 2016Current2450
Manitoba Mathematics, Kindergarten to Grade 8
Math		ManitobaK–8Current210
Manitoba Science, Kindergarten to Grade 8
Science		ManitobaK–8Current2674
New Brunswick Mathematics curriculum
Math		New BrunswickK–8Current13
New Brunswick Science curriculum
Science		New BrunswickK–8Current1316
Newfoundland and Labrador Mathematics curriculum
Math		Newfoundland and LabradorK–8Current23
Newfoundland and Labrador Science curriculum
Science		Newfoundland and LabradorK–8Current2134
Nova Scotia Mathematics curriculum
Math		Nova ScotiaK–8Current28
Nova Scotia Science curriculum
Science		Nova ScotiaK–8Current2239
Ontario Mathematics, Grades 1–8
Math		Ontario1–8June 2020Sept 2020Current211
Ontario Science and Technology, Grades 1–8
Science		Ontario1–8Mar 2022Sept 2022Current2593
Prince Edward Island Mathematics curriculum
Math		Prince Edward IslandK–8Current210
Prince Edward Island Science curriculum
Science		Prince Edward IslandK–8Current2046
Québec Education Program: Mathematics
Math		QuebecElementary and Secondary Cycle OneCurrent29
Québec Education Program: Science and Technology
Science		QuebecElementary and Secondary Cycle OneCurrent2574
Saskatchewan Mathematics curricula, Kindergarten to Grade 9
Math		SaskatchewanK–9Current26
Saskatchewan Science curricula, Kindergarten to Grade 9
Science		SaskatchewanK–9Current2253
Florida's B.E.S.T. Standards for Mathematics
Math		FloridaK–8Feb 2020the 2022–23 school yearCurrent212
Florida's State Academic Standards for Science (NGSSS)
Science		FloridaK–8Feb 2008Current2687
Texas Essential Knowledge and Skills (TEKS) for Mathematics
Math		TexasK–82012the 2014–15 school yearCurrent211
Texas Essential Knowledge and Skills (TEKS) for Science
Science		TexasK–82021the 2024–25 school yearCurrent2680
Virginia Mathematics Standards of Learning (2023)
Math		VirginiaK–8Aug 2023the 2024–25 school yearCurrent29
Virginia Science Standards of Learning (2018)
Science		VirginiaK–8Oct 2018the 2022–23 school yearCurrent2678
Cambridge Primary Mathematics (0096)
Math		International schoolsStages 1–62020Sept 2020Current00
Cambridge Primary Science (0097) and Lower Secondary Science (0893)
Science		Cambridge international schoolsStages 1–9Sept 2020Sept 2021Current1329
Australian Curriculum: Mathematics, version 9.0
Math		AustraliaFoundation–Year 10May 2022Current27
Australian Curriculum: Science, version 9.0
Science		AustraliaFoundation–Year 10May 2022Current2642
National curriculum in England: mathematics programmes of study, Key Stages 1–3
Math		British international schools, EnglandYears 1–9Sept 2013Sept 2014
Years 2 and 6 from Sept 2015		Current26
National curriculum in England: science programmes of study, Key Stages 1–3
Science		British international schools, Cambridge international schools, EnglandYears 1–9Sept 2013Sept 2014
Years 2 and 6 from Sept 2015		Current3386

All places and curricula · Spotted a change to Nunavut's curriculum? Let us know.