| CCSS ELA-Literacy | 3 | Reading: Informational Text | 3.RI.7 | Integration of Knowledge and Ideas | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). |
| NGSS | 3 | Science and Engineering Practices | 3-LS1-1 | Developing and Using Models | Develop models to describe phenomena |
| NGSS | 3 | Science and Engineering Practices | 3-PS2-1 | Scientific Investigations Use a Variety of Methods | Science investigations use a variety of methods, tools, and techniques. |
| NGSS | 3 | Science and Engineering Practices | 3-PS2-2 | Planning and Carrying Out Investigations | Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. |
| NGSS | 3-5 | Engineering Design | 3-5-ETS1-1 | -- | Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. |
| NGSS Science | 4 | Earth and Human Activity | 4-ESS3 | -- | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| NGSS Science | 4 | Earth and Human Activity | 4-ESS3.A | Natural Resources | Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. |
| NGSS Science | 4 | Energy | 4-PS3-2 | -- | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| NGSS Science | 4 | Energy | 4-PS3-4 | -- | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| NGSS Science | 4 | Energy | 4-PS3.B | Disciplinary Core Ideas: Conservation of Energy and Energy Transfer | Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. |
| Oregon Social Sciences | 4 | Geography | 4.13 | -- | Describe how technological developments, societal decisions, and personal practices influence Oregon's sustainability (dams, wind turbines, etc.). |
| NGSS Science | 5 | Earth and Human Activity | 5-ESS3-1 | -- | Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| NGSS Science | 5 | Earth and Human Activity | 5-ESS3.C | Disciplinary Core Ideas: Human Impacts on Earth Systems | Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth's resources and environments. |
| NGSS Science | 5 | Matter and Its Interactions | 5-PS1-1 | Science and Engineering Practices: Developing and Using Models | Develop a model to describe phenomena. |
| Oregon Social Sciences | 5 | Geography | 5.11 | -- | Describe how technological developments, societal decisions, and personal practices influence sustainability in the United States. |
| CCSS ELA-Literacy | 6 | Science and Technical Subjects | 6-8.RST.6 | Key Ideas and Details | Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
| CCSS ELA-Literacy | 6 | Science and Technical Subjects | 6-8.RST.7 | Integration of Knowledge and Ideas | Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
| CCSS ELA-Literacy | 6 | Science and Technical Subjects | 6-8.RST.9 | Integration of Knowledge and Ideas | Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. |
| NGSS Science | 6 | Earth and Human Activity | 6-ESS3.D | Disciplinary Core Ideas: Global Climate Change | Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. |
| NGSS Science | 6 | Earth and Human Activity | 6-MS-ESS3-3 | Science and Engineering Practices: Constructing Explanations and Designing Solutions | Apply scientific principles to design an object, tool, process, or system. |
| NGSS Science | 6 | Earth and Human Activity | 6-MS-ESS3-3 | -- | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
| NGSS Science | 6 | Earth and Human Activity | 6-MS-ESS3-5 | -- | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
| NGSS Science | 6 | Energy | 6-MS-PS3-3 | Crosscutting Concepts: Energy and Matter | The transfer of energy can be tracked as energy flows through a designed or natural system. |
| NGSS Science | 6 | Energy | 6-MS-PS3-3 | Science and Engineering Practices: Constructing Explanations and Designing Solutions | Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process, or system. |
| NGSS Science | 6 | Energy | 6-MS-PS3-4 | Connections to Nature of Science: Scientific Knowledge Is Based on Empirical Evidence | Science knowledge is based upon logical and conceptual connections between evidence and explanations |
| Oregon Social Sciences | 6 | Geography | 6.16 | -- | Describe how technological developments, societal decisions, and personal practices influence sustainability in the Western Hemisphere. |
| NGSS | 6-8 | Engineering Design | MS-ETS1-1 | -- | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| NGSS Science | 7 | Earth and Human Activity | 7-ESS3.A | Natural Resources | Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. |
| NGSS Science | 7 | Earth and Human Activity | 7-MS-ESS3-1 | Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World | All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. |
| NGSS Science | 7 | Earth and Human Activity | 7-MS-ESS3-2 | Science and Engineering Practices: Analyzing and Interpreting Data | Analyze and interpret data to determine similarities and differences in findings. |
