1: The student will demonstrate an understanding of the properties of matter and energy and their interactions.

1.6.6: The student knows matter has physical properties that can be used for classification.

1.6.6.A: compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability; and

Circuit Builder
Mineral Identification

1.7.5: The student knows that interactions occur between matter and energy.

1.7.5.C: diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids.

Food Chain
Forest Ecosystem
Prairie Ecosystem

1.7.6: The student knows that matter has physical and chemical properties and can undergo physical and chemical changes.

1.7.6.B: distinguish between physical and chemical changes in matter in the digestive system.

Digestive System

1.8.5: The student knows that matter is composed of atoms and has chemical and physical properties.

1.8.5.D: recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts;

Chemical Equations

1.8.5.F: recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass.

Balancing Chemical Equations
Chemical Equations

2: The student will demonstrate an understanding of force, motion, and energy and their relationships.

2.6.8: The student knows force and motion are related to potential and kinetic energy.

2.6.8.A: compare and contrast potential and kinetic energy;

Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics

2.6.8.C: calculate average speed using distance and time measurements; and

Distance-Time and Velocity-Time Graphs
Free-Fall Laboratory

2.6.8.D: measure and graph changes in motion.

Distance-Time Graphs

2.7.7: The student knows that there is a relationship among force, motion, and energy.

2.7.7.A: contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still.

Pulley Lab

3: The student will demonstrate an understanding of components, cycles, patterns, and natural events of Earth and space systems.

3.6.11: The student understands the organization of our solar system and the relationships among the various bodies that comprise it.

3.6.11.B: understand that gravity is the force that governs the motion of our solar system.

Gravity Pitch

3.8.7: The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon.

3.8.7.A: model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons;

Seasons: Earth, Moon, and Sun
Seasons: Why do we have them?

3.8.7.B: demonstrate and predict the sequence of events in the lunar cycle; and

Phases of the Moon

3.8.7.C: relate the position of the Moon and Sun to their effect on ocean tides.


3.8.8: The student knows characteristics of the universe.

3.8.8.A: describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification;

H-R Diagram

3.8.9: The student knows that natural events can impact Earth systems.

3.8.9.B: relate plate tectonics to the formation of crustal features; and

Plate Tectonics

4: The student will demonstrate an understanding of the structures and functions of living organisms and their interdependence on each other and on their environment.

4.7.11: The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations.

4.7.11.C: identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals.

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection

4.7.12: The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function.

4.7.12.B: identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems;

Circulatory System
Digestive System

4.7.12.D: differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole; and

Cell Energy Cycle
Cell Structure

4.7.14: The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material.

4.7.14.B: compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction; and


4.7.14.C: recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus.

Human Karyotyping

4.8.11: The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.

4.8.11.A: describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;

Forest Ecosystem
Prairie Ecosystem

4.8.11.B: investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;

Food Chain
Pond Ecosystem
Rabbit Population by Season

4.8.11.C: explore how short-and long-term environmental changes affect organisms and traits in subsequent populations; and

Rabbit Population by Season

5: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions in reporting categories 1?4 and will be identified along with content standards.

5.8.2: The student uses scientific inquiry methods during laboratory and field investigations.

5.8.2.A: plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

Hearing: Frequency and Volume
Pendulum Clock
Real-Time Histogram
Sight vs. Sound Reactions
Time Estimation

5.8.2.B: design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

Effect of Environment on New Life Form
Hearing: Frequency and Volume
Pendulum Clock
Real-Time Histogram
Sight vs. Sound Reactions
Time Estimation

5.8.2.D: construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

Effect of Temperature on Gender
Seed Germination

Correlation last revised: 8/7/2014

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.