| Grade |
Topic |
RW Category |
Calif Standard |
| Grade_3 |
Earth Science |
Power Generation |
4. Objects in the sky move in regular and predictable patterns. - e. the position of the sun in the sky changes during the course of the day and from season to season. |
| Grade_3 |
Earth Science |
Energy Efficiency |
4. Objects in the sky move in regular and predictable patterns. - e. the position of the sun in the sky changes during the course of the day and from season to season. |
| Grade_3 |
Earth Science |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
4. Objects in the sky move in regular and predictable patterns. - e. the position of the sun in the sky changes during the course of the day and from season to season." |
| Grade_3 |
Earth Science |
CHPS: District Resolutions - 3. Project Level Credits (PO3.2), Green Power |
4. Objects in the sky move in regular and predictable patterns. - e. the position of the sun in the sky changes during the course of the day and from season to season." |
| Grade_3 |
Life Sciences |
Diversity |
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. - a. plants and animals have structures that serve different functions in growth, survival, and reproduction." |
| Grade_3 |
Life Sciences |
Diversity |
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. - b. examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands." |
| Grade_3 |
Life Sciences |
Diversity |
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. - c. living things cause changes in the environment where they live; some of these changes are detrimental to the organism or other organisms, whereas others are beneficial." |
| Grade_3 |
Life Sciences |
Diversity |
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. - d. when the environment changes, some plants and animals survive and reproduce, and others die or move to new locations." |
| Grade_3 |
Life Sciences |
Diversity |
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. - e. some kinds of organisms that once lived on Earth have completely disappeared; some of these resembled others that are alive today. |
| Grade_3 |
Life Sciences |
Global Climate Change |
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. - d. when the environment changes, some plants and animals survive and reproduce, and others die or move to new locations." |
| Grade_3 |
Life Sciences |
Global Climate Change |
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. - e. some kinds of organisms that once lived on Earth have completely disappeared; some of these resembled others that are alive today. |
| Grade_3 |
Life Sciences |
CHPS: Sustainable Sites - 1. Site Selection (SS1.1), Environmentally Sensitive Land |
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. - a. plants and animals have structures that serve different functions in growth, survival, and reproduction." |
| Grade_3 |
Life Sciences |
CHPS: Sustainable Sites - 1. Site Selection (SS1.1), Environmentally Sensitive Land |
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. - d. when the environment changes, some plants and animals survive and reproduce, and others die or move to new locations." |
| Grade_3 |
Life Sciences |
CHPS: Water - 1. Outdoor Systems (WE1.0), Create Water Use Budget |
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. - b. examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands." |
| Grade_3 |
Life Sciences |
CHPS: Water - 1. Outdoor Systems (WE1.1), Reduce Potable Water for Landscaping |
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. - b. examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands." |
| Grade_3 |
Physical Sciences |
Air Pollution |
1. Energy and matter have multiple forms and can be changed from one form to another. - e. matter has three forms: solid, liquid and gas." |
| Grade_3 |
Physical Sciences |
Air Pollution |
1. Energy and matter have multiple forms and can be changed from one form to another. - h. all matter is made of small particles called atoms, too small to see with our eyes." |
| Grade_3 |
Physical Sciences |
Air Pollution |
1. Energy and matter have multiple forms and can be changed from one form to another. - i. people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there are over 100 different types of atoms which are displayed on the Periodic Table of the Elements." |
| Grade_3 |
Physical Sciences |
Water Pollution |
1. Energy and matter have multiple forms and can be changed from one form to another. - e. matter has three forms: solid, liquid and gas." |
| Grade_3 |
Physical Sciences |
Water Pollution |
1. Energy and matter have multiple forms and can be changed from one form to another. - h. all matter is made of small particles called atoms, too small to see with our eyes." |
| Grade_3 |
Physical Sciences |
Water Pollution |
1. Energy and matter have multiple forms and can be changed from one form to another. - i. people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there are over 100 different types of atoms which are displayed on the Periodic Table of the Elements." |
| Grade_3 |
Physical Sciences |
Fossil Fuel Shortage |
1. Energy and matter have multiple forms and can be changed from one form to another. - b. sources of stored energy take many forms, such as food, fuel, and batteries." |
| Grade_3 |
Physical Sciences |
Global Climate Change |
1. Energy and matter have multiple forms and can be changed from one form to another. - a. energy comes from the sun to the Earth in the form of light. |
| Grade_3 |
Physical Sciences |
Transportation |
1. Energy and matter have multiple forms and can be changed from one form to another. - b. sources of stored energy take many forms, such as food, fuel, and batteries." |
| Grade_3 |
Physical Sciences |
Transportation |
1. Energy and matter have multiple forms and can be changed from one form to another. - c. machines and living things convert stored energy to motion and heat. |
| Grade_3 |
Physical Sciences |
Power Generation |
1. Energy and matter have multiple forms and can be changed from one form to another. - a. energy comes from the sun to the Earth in the form of light. |
| Grade_3 |
Physical Sciences |
Power Generation |
1. Energy and matter have multiple forms and can be changed from one form to another. - b. sources of stored energy take many forms, such as food, fuel, and batteries." |
| Grade_3 |
Physical Sciences |
Power Generation |
1. Energy and matter have multiple forms and can be changed from one form to another. - d. energy can be carried from one place to another by waves, such as water waves and sound, by electric current, and by moving objects." |
| Grade_3 |
Physical Sciences |
Energy Efficiency |
1. Energy and matter have multiple forms and can be changed from one form to another. - c. machines and living things convert stored energy to motion and heat. |
| Grade_3 |
Physical Sciences |
Energy Efficiency |
1. Energy and matter have multiple forms and can be changed from one form to another. - d. energy can be carried from one place to another by waves, such as water waves and sound, by electric current, and by moving objects." |
| Grade_3 |
Physical Sciences |
Energy Efficiency |
2. Light has a source and travels in a direction. - a. sunlight can be blocked to create shadows. |
| Grade_3 |
Physical Sciences |
Energy Efficiency |
2. Light has a source and travels in a direction. - b. light is reflected from mirrors and other surfaces. |
| Grade_3 |
Physical Sciences |
Water Management |
1. Energy and matter have multiple forms and can be changed from one form to another. - e. matter has three forms: solid, liquid and gas." |
| Grade_3 |
Physical Sciences |
Water Management |
1. Energy and matter have multiple forms and can be changed from one form to another. - f. evaporation and melting are changes that occur when the objects are heated. |
| Grade_3 |
Physical Sciences |
CHPS: Sustainable Sites - 4. Outdoor Surfaces (SS4.1), Reduce Heat Islands - Landscaping |
1. Energy and matter have multiple forms and can be changed from one form to another. - f. evaporation and melting are changes that occur when the objects are heated." |
| Grade_3 |
Physical Sciences |
CHPS: Water - 1. Outdoor Systems (WE1.0), Create Water Use Budget |
1. Energy and matter have multiple forms and can be changed from one form to another. - f. evaporation and melting are changes that occur when the objects are heated." |
| Grade_3 |
Physical Sciences |
CHPS: Water - 1. Outdoor Systems (WE1.1), Reduce Potable Water for Landscaping |
1. Energy and matter have multiple forms and can be changed from one form to another. - e. matter has three forms: solid, liquid and gas." |
| Grade_3 |
Physical Sciences |
CHPS: Energy - 1. Energy Efficiency ((EE1.1), Superior Energy Performance |
1. Energy and matter have multiple forms and can be changed from one form to another. - c. machines and living things convert stored energy to motion and heat." |
| Grade_3 |
Physical Sciences |
CHPS: Energy - 1. Energy Efficiency ((EE1.1), Superior Energy Performance |
1. Energy and matter have multiple forms and can be changed from one form to another. - d. energy can be carried from one place to another by waves, such as water waves and sound, by electric current, and by moving objects." |
| Grade_3 |
Physical Sciences |
CHPS: Energy - 1. Energy Efficiency ((EE1.3), Energy Management Systems |
1. Energy and matter have multiple forms and can be changed from one form to another. - c. machines and living things convert stored energy to motion and heat." |
| Grade_3 |
Physical Sciences |
CHPS: Energy - 1. Energy Efficiency ((EE1.3), Energy Management Systems |
1. Energy and matter have multiple forms and can be changed from one form to another. - d. energy can be carried from one place to another by waves, such as water waves and sound, by electric current, and by moving objects." |
| Grade_3 |
Physical Sciences |
CHPS: Energy - 2. Alternate Energy Sources (EE2.1), Renewable Energy |
1. Energy and matter have multiple forms and can be changed from one form to another. - a. energy comes from the sun to the Earth in the form of light." |
| Grade_3 |
Physical Sciences |
CHPS: Energy - 2. Alternate Energy Sources (EE2.1), Renewable Energy |
1. Energy and matter have multiple forms and can be changed from one form to another. - b. sources of stored energy take many forms, such as food, fuel, and batteries." |
| Grade_3 |
Physical Sciences |
CHPS: Energy - 2. Alternate Energy Sources (EE2.1), Renewable Energy |
1. Energy and matter have multiple forms and can be changed from one form to another. - d. energy can be carried from one place to another by waves, such as water waves and sound, by electric current, and by moving objects." |
| Grade_3 |
Physical Sciences |
CHPS: Materials - 1. Recycling (ME1.0), Storage and Collection of Recyclables |
1. Energy and matter have multiple forms and can be changed from one form to another. - i. people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there are over 100 different types of atoms which are displayed on the Periodic Table of the Elements." |
| Grade_3 |
Physical Sciences |
CHPS: Materials - 4. Sustainable Materials (ME4.6 ), Alternative: Environmentally Preferable Products |
1. Energy and matter have multiple forms and can be changed from one form to another. - i. people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there are over 100 different types of atoms which are displayed on the Periodic Table of the Elements." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
1. Energy and matter have multiple forms and can be changed from one form to another. - a. energy comes from the sun to the Earth in the form of light." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
2. Light has a source and travels in a direction. - a. sunlight can be blocked to create shadows." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
2. Light has a source and travels in a direction. - b. light is reflected from mirrors and other surfaces." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
2. Light has a source and travels in a direction. - c. the color of light striking an object affects how our eyes see it." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
2. Light has a source and travels in a direction. - d. we see objects when light traveling from an object enters our eye." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.3), Electric Lighting |
1. Energy and matter have multiple forms and can be changed from one form to another. - d. energy can be carried from one place to another by waves, such as water waves and sound, by electric current, and by moving objects." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.3), Electric Lighting |
2. Light has a source and travels in a direction. - b. light is reflected from mirrors and other surfaces." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.3), Electric Lighting |
2. Light has a source and travels in a direction. - c. the color of light striking an object affects how our eyes see it." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.3), Electric Lighting |
2. Light has a source and travels in a direction. - d. we see objects when light traveling from an object enters our eye." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.2), Low-Emitting Materials |
1. Energy and matter have multiple forms and can be changed from one form to another. - e. matter has three forms: solid, liquid and gas." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.2), Low-Emitting Materials |
1. Energy and matter have multiple forms and can be changed from one form to another. - h. all matter is made of small particles called atoms, too small to see with our eyes." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.2), Low-Emitting Materials |
1. Energy and matter have multiple forms and can be changed from one form to another. - i. people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there are over 100 different types of atoms which are displayed on the Periodic Table of the Elements." |
| Grade_3 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.3), Chemical and Pollutant Source Control |
1. Energy and matter have multiple forms and can be changed from one form to another. - i. people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there are over 100 different types of atoms which are displayed on the Periodic Table of the Elements." |
| Grade_3 |
Physical Sciences |
CHPS: District Resolutions - 1. District Level Credits (PO1.4), Equipment Performance |
1. Energy and matter have multiple forms and can be changed from one form to another. - d. energy can be carried from one place to another by waves, such as water waves and sound, by electric current, and by moving objects." |
| Grade_3 |
Physical Sciences |
CHPS: District Resolutions - 2. Transportation (PO2.2), Low Emission School Buses |
1. Energy and matter have multiple forms and can be changed from one form to another. - e. matter has three forms: solid, liquid and gas." |
| Grade_3 |
Physical Sciences |
CHPS: District Resolutions - 2. Transportation (PO2.2), Low Emission School Buses |
1. Energy and matter have multiple forms and can be changed from one form to another. - h. all matter is made of small particles called atoms, too small to see with our eyes." |
| Grade_3 |
Physical Sciences |
CHPS: District Resolutions - 3. Project Level Credits (PO3.2), Green Power |
1. Energy and matter have multiple forms and can be changed from one form to another. - a. energy comes from the sun to the Earth in the form of light." |
| Grade_3 |
Physical Sciences |
CHPS: District Resolutions - 3. Project Level Credits (PO3.2), Green Power |
1. Energy and matter have multiple forms and can be changed from one form to another. - b. sources of stored energy take many forms, such as food, fuel, and batteries." |
| Grade_3 |
Physical Sciences |
CHPS: District Resolutions - 3. Project Level Credits (PO3.2), Green Power |
1. Energy and matter have multiple forms and can be changed from one form to another. - d. energy can be carried from one place to another by waves, such as water waves and sound, by electric current, and by moving objects." |
| Grade_4 |
Earth Science |
Water Management |
5. Waves, wind, water, and ice shape and reshape the Earth's land surface. - c. moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition)." |
| Grade_4 |
Earth Science |
CHPS: Sustainable Sites - 3. Stormwater Management (SS3.0 ), Construction Site Runoff Control |
5. Waves, wind, water, and ice shape and reshape the Earth's land surface. - c. moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition)." |
| Grade_4 |
Earth Science |
CHPS: Water - 1. Outdoor Systems (WE1.0), Create Water Use Budget |
5. Waves, wind, water, and ice shape and reshape the Earth's land surface. - c. moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition)." |
| Grade_4 |
Life Sciences |
Diversity |
2. All organisms need energy and matter to live and grow. - b. producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs, and may compete with each other for resources in an ecosystem." |
| Grade_4 |
Life Sciences |
Diversity |
2. All organisms need energy and matter to live and grow. - c. decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals." |
| Grade_4 |
Life Sciences |
Diversity |
3. Living organisms depend on one another and on their environment for survival. - a. ecosystems can be characterized in terms of their living and nonliving components. |
| Grade_4 |
Life Sciences |
Diversity |
3. Living organisms depend on one another and on their environment for survival. - b. for any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all." |
| Grade_4 |
Life Sciences |
Diversity |
3. Living organisms depend on one another and on their environment for survival. - c. many plants depend on animals for pollination and seed dispersal, while animals depend on plants for food and shelter." |
| Grade_4 |
Life Sciences |
Water Management |
2. All organisms need energy and matter to live and grow. - c. decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals." |
| Grade_4 |
Life Sciences |
CHPS: Sustainable Sites - 1. Site Selection (SS1.1), Environmentally Sensitive Land |
2. All organisms need energy and matter to live and grow. - a. plants are the primary source of matter and energy entering most food chains." |
| Grade_4 |
Life Sciences |
CHPS: Sustainable Sites - 1. Site Selection (SS1.1), Environmentally Sensitive Land |
2. All organisms need energy and matter to live and grow. - b. producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs, and may compete with each other for resources in an ecosystem." |
| Grade_4 |
Life Sciences |
CHPS: Sustainable Sites - 1. Site Selection (SS1.1), Environmentally Sensitive Land |
3. Living organisms depend on one another and on their environment for survival. - b. for any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all." |
| Grade_4 |
Life Sciences |
CHPS: Water - 1. Outdoor Systems (WE1.1), Reduce Potable Water for Landscaping |
3. Living organisms depend on one another and on their environment for survival. - b. for any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all." |
| Grade_4 |
Life Sciences |
CHPS: Materials - 4. Sustainable Materials (ME4.4), Certified Wood |
3. Living organisms depend on one another and on their environment for survival. - a. ecosystems can be characterized in terms of their living and nonliving components." |
| Grade_4 |
Life Sciences |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.0), Minimum Requirements |
2. All organisms need energy and matter to live and grow. - c. decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals." |
| Grade_4 |
Physical Sciences |
Power Generation |
1. Electricity and magnetism are related effects that have many useful applications in everyday life. - g. electrical energy can be converted to heat, light and motion." |
| Grade_4 |
Physical Sciences |
Energy Efficiency |
1. Electricity and magnetism are related effects that have many useful applications in everyday life. - g. electrical energy can be converted to heat, light and motion." |
| Grade_4 |
Physical Sciences |
CHPS: Energy - 1. Energy Efficiency ((EE1.1), Superior Energy Performance |
1. Electricity and magnetism are related effects that have many useful applications in everyday life. - g. electrical energy can be converted to heat, light and motion." |
| Grade_4 |
Physical Sciences |
CHPS: Materials - 4. Sustainable Materials (ME4.6 ), Alternative: Environmentally Preferable Products |
1. Electricity and magnetism are related effects that have many useful applications in everyday life. - g. electrical energy can be converted to heat, light and motion." |
| Grade_4 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.3), Electric Lighting |
1. Electricity and magnetism are related effects that have many useful applications in everyday life. - g. electrical energy can be converted to heat, light and motion." |
| Grade_5 |
Earth Science |
Air Pollution |
4. Energy from the sun heats the Earth unevenly, causing air movements resulting in changing weather patterns. - e. the Earth's atmosphere exerts a pressure that decreases with distance above the Earth's surface, and is the same in all directions." |
| Grade_5 |
Earth Science |
Water Pollution |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - a. most of the Earth's water is present as salt water in the oceans, which cover most of the Earth's surface." |
| Grade_5 |
Earth Science |
Global Climate Change |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - a. most of the Earth's water is present as salt water in the oceans, which cover most of the Earth's surface." |
| Grade_5 |
Earth Science |
Global Climate Change |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - b. when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water." |
| Grade_5 |
Earth Science |
Global Climate Change |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - c. water moves in the air from one place to another in the form of clouds or fog, which are tiny droplets of water or ice, and falls to the Earth as rain, hail, sleet, or snow." |
| Grade_5 |
Earth Science |
Global Climate Change |
4. Energy from the sun heats the Earth unevenly, causing air movements resulting in changing weather patterns. - a. uneven heating of the Earth causes air movements (convection currents)." |
| Grade_5 |
Earth Science |
Global Climate Change |
4. Energy from the sun heats the Earth unevenly, causing air movements resulting in changing weather patterns. - b. the influence of the ocean on weather, and the role of the water cycle in weather." |
| Grade_5 |
Earth Science |
Global Climate Change |
4. Energy from the sun heats the Earth unevenly, causing air movements resulting in changing weather patterns. - c. causes and effects of different types of severe weather." |
| Grade_5 |
Earth Science |
Global Climate Change |
4. Energy from the sun heats the Earth unevenly, causing air movements resulting in changing weather patterns. - d. how to use weather maps and weather forecasts to predict local weather, and that prediction depends on many changing variables." |
| Grade_5 |
Earth Science |
Global Climate Change |
4. Energy from the sun heats the Earth unevenly, causing air movements resulting in changing weather patterns. - e. the Earth's atmosphere exerts a pressure that decreases with distance above the Earth's surface, and is the same in all directions." |
| Grade_5 |
Earth Science |
Water Management |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - a. most of the Earth's water is present as salt water in the oceans, which cover most of the Earth's surface." |
| Grade_5 |
Earth Science |
Water Management |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - b. when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled, or as a solid if cooled below the freezing point of water." |
| Grade_5 |
Earth Science |
Water Management |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - c. water moves in the air from one place to another in the form of clouds or fog, which are tiny droplets of water or ice, and falls to the Earth as rain, hail, sleet, or snow." |
| Grade_5 |
Earth Science |
Water Management |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - d. the amount of fresh water, located in rivers, lakes, underground sources, and glaciers, is limited, and its availability can be extended through recycling and decreased use." |
| Grade_5 |
Earth Science |
Water Management |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - e. the origin of water used by their local communities. |
| Grade_5 |
Earth Science |
Water Management |
4. Energy from the sun heats the Earth unevenly, causing air movements resulting in changing weather patterns. - b. the influence of the ocean on weather, and the role of the water cycle in weather." |
| Grade_5 |
Earth Science |
CHPS: Water - 1. Outdoor Systems (WE1.0), Create Water Use Budget |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - d. the amount of fresh water, located in rivers, lakes, underground sources, and glaciers, is limited, and its availability can be extended through recycling and decreased use." |
| Grade_5 |
Earth Science |
CHPS: Water - 1. Outdoor Systems (WE1.0), Create Water Use Budget |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - e. the origin of water used by their local communities." |
| Grade_5 |
Earth Science |
CHPS: Water - 1. Outdoor Systems (WE1.1), Reduce Potable Water for Landscaping |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - d. the amount of fresh water, located in rivers, lakes, underground sources, and glaciers, is limited, and its availability can be extended through recycling and decreased use." |
| Grade_5 |
Earth Science |
CHPS: Water - 1. Outdoor Systems (WE1.1), Reduce Potable Water for Landscaping |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - e. the origin of water used by their local communities." |
| Grade_5 |
Earth Science |
CHPS: Water - 2. Indoor Systems (WE2.1 ), Reduce Sewage Conveyance from Toilets and Urinals |
3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. - d. the amount of fresh water, located in rivers, lakes, underground sources, and glaciers, is limited, and its availability can be extended through recycling and decreased use." |
| Grade_5 |
Physical Sciences |
Air Pollution |
1. Elements and their combinations account for all the varied types of matter in the world. - a. during chemical reactions, the atoms in the reactants rearrange to form products with different properties." |
| Grade_5 |
Physical Sciences |
Air Pollution |
1. Elements and their combinations account for all the varied types of matter in the world. - g. properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O) helium (He), oxygen (O2), nitrogen (N2),and carbon dioxide (CO2)." |
| Grade_5 |
Physical Sciences |
Global Climate Change |
1. Elements and their combinations account for all the varied types of matter in the world. - a. during chemical reactions, the atoms in the reactants rearrange to form products with different properties." |
| Grade_5 |
Physical Sciences |
Global Climate Change |
1. Elements and their combinations account for all the varied types of matter in the world. - b. all matter is made of atoms, which may combine to form molecules." |
| Grade_5 |
Physical Sciences |
Global Climate Change |
1. Elements and their combinations account for all the varied types of matter in the world. - g. properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O) helium (He), oxygen (O2), nitrogen (N2),and carbon dioxide (CO2)." |
| Grade_5 |
Physical Sciences |
Water Management |
1. Elements and their combinations account for all the varied types of matter in the world. - g. properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O) helium (He), oxygen (O2), nitrogen (N2),and carbon dioxide (CO2)." |
| Grade_5 |
Physical Sciences |
CHPS: Materials - 1. Recycling (ME1.0), Storage and Collection of Recyclables |
1. Elements and their combinations account for all the varied types of matter in the world. - a. during chemical reactions, the atoms in the reactants rearrange to form products with different properties." |
| Grade_5 |
Physical Sciences |
CHPS: Materials - 1. Recycling (ME1.0), Storage and Collection of Recyclables |
1. Elements and their combinations account for all the varied types of matter in the world. - f. differences in chemical and physical properties of substances are used to separate mixtures and identify compounds." |
| Grade_5 |
Physical Sciences |
CHPS: Materials - 4. Sustainable Materials (ME4.3 ), Organically Grown Materials |
1. Elements and their combinations account for all the varied types of matter in the world. - h. living organisms and most materials are composed of just a few elements." |
| Grade_5 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.3), Chemical and Pollutant Source Control |
1. Elements and their combinations account for all the varied types of matter in the world. - b. all matter is made of atoms, which may combine to form molecules." |
| Grade_5 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.3), Chemical and Pollutant Source Control |
1. Elements and their combinations account for all the varied types of matter in the world. - f. differences in chemical and physical properties of substances are used to separate mixtures and identify compounds." |
| Grade_5 |
Physical Sciences |
CHPS: District Resolutions - 2. Transportation (PO2.2), Low Emission School Buses |
1. Elements and their combinations account for all the varied types of matter in the world. - a. during chemical reactions, the atoms in the reactants rearrange to form products with different properties." |
| Grade_6 |
Earth Science |
Water Pollution |
Shaping the Earth's Surface: 2. Topography is reshaped by weathering of rock and soil and by the transportation and deposition of sediment. - a. water running downhill is the dominant process in shaping the landscape, including California's landscape." |
| Grade_6 |
Earth Science |
Water Pollution |
Shaping the Earth's Surface: 2. Topography is reshaped by weathering of rock and soil and by the transportation and deposition of sediment. - a. water running downhill is the dominant process in shaping the landscape, including California's landscape." |
| Grade_6 |
Earth Science |
Fossil Fuel Shortage |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - a. the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process." |
| Grade_6 |
Earth Science |
Fossil Fuel Shortage |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - b. different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and classify them as renewable or nonrenewable." |
| Grade_6 |
Earth Science |
Global Climate Change |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - a. the sun is the major source of energy for phenomena on the Earth's surface, powering winds, ocean currents, and the water cycle." |
| Grade_6 |
Earth Science |
Global Climate Change |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - b. solar energy reaches Earth through radiation, mostly in the form of visible light." |
| Grade_6 |
Earth Science |
Power Generation |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - a. the sun is the major source of energy for phenomena on the Earth's surface, powering winds, ocean currents, and the water cycle." |
| Grade_6 |
Earth Science |
Power Generation |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - b. solar energy reaches Earth through radiation, mostly in the form of visible light." |
| Grade_6 |
Earth Science |
Power Generation |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - a. the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process." |
| Grade_6 |
Earth Science |
Power Generation |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - b. different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and classify them as renewable or nonrenewable." |
| Grade_6 |
Earth Science |
Energy Efficiency |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - d. convection currents distribute heat in the atmosphere and oceans. |
| Grade_6 |
Earth Science |
Water Management |
Shaping the Earth's Surface: 2. Topography is reshaped by weathering of rock and soil and by the transportation and deposition of sediment. - a. water running downhill is the dominant process in shaping the landscape, including California's landscape." |
| Grade_6 |
Earth Science |
Water Management |
Shaping the Earth's Surface: 2. Topography is reshaped by weathering of rock and soil and by the transportation and deposition of sediment. - a. water running downhill is the dominant process in shaping the landscape, including California's landscape." |
| Grade_6 |
Earth Science |
Water Management |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - a. the sun is the major source of energy for phenomena on the Earth's surface, powering winds, ocean currents, and the water cycle." |
| Grade_6 |
Earth Science |
CHPS: Sustainable Sites - 1. Site Selection (SS1.1), Environmentally Sensitive Land |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - b. different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and classify them as renewable or nonrenewable." |
| Grade_6 |
Earth Science |
CHPS: Sustainable Sites - 3. Stormwater Management (SS3.0 ), Construction Site Runoff Control |
Shaping the Earth's Surface: 2. Topography is reshaped by weathering of rock and soil and by the transportation and deposition of sediment. - a. water running downhill is the dominant process in shaping the landscape, including California's landscape." |
| Grade_6 |
Earth Science |
CHPS: Sustainable Sites - 3. Stormwater Management (SS3.0 ), Construction Site Runoff Control |
Shaping the Earth's Surface: 2. Topography is reshaped by weathering of rock and soil and by the transportation and deposition of sediment. - a. water running downhill is the dominant process in shaping the landscape, including California's landscape." |
| Grade_6 |
Earth Science |
CHPS: Sustainable Sites - 4. Outdoor Surfaces (SS4.1), Reduce Heat Islands - Landscaping |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - a. the sun is the major source of energy for phenomena on the Earth's surface, powering winds, ocean currents, and the water cycle." |
| Grade_6 |
Earth Science |
CHPS: Sustainable Sites - 4. Outdoor Surfaces (SS4.2 ), Reduce Heat Islands - Cool Roofs |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - a. the sun is the major source of energy for phenomena on the Earth's surface, powering winds, ocean currents, and the water cycle." |
| Grade_6 |
Earth Science |
CHPS: Water - 1. Outdoor Systems (WE1.0), Create Water Use Budget |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - b. different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and classify them as renewable or nonrenewable." |
| Grade_6 |
Earth Science |
CHPS: Energy - 1. Energy Efficiency ((EE1.2), Natural Ventilation |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - d. convection currents distribute heat in the atmosphere and oceans." |
| Grade_6 |
Earth Science |
CHPS: Energy - 2. Alternate Energy Sources (EE2.1), Renewable Energy |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - a. the sun is the major source of energy for phenomena on the Earth's surface, powering winds, ocean currents, and the water cycle." |
| Grade_6 |
Earth Science |
CHPS: Energy - 2. Alternate Energy Sources (EE2.1), Renewable Energy |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - b. solar energy reaches Earth through radiation, mostly in the form of visible light." |
| Grade_6 |
Earth Science |
CHPS: Energy - 2. Alternate Energy Sources (EE2.1), Renewable Energy |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - a. the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process." |
| Grade_6 |
Earth Science |
CHPS: Materials - 4. Sustainable Materials (ME4.2), Rapidly Renewable Materials |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - b. different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and classify them as renewable or nonrenewable." |
| Grade_6 |
Earth Science |
CHPS: Materials - 4. Sustainable Materials (ME4.2), Rapidly Renewable Materials |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - c. natural origin of the materials used to make common objects." |
| Grade_6 |
Earth Science |
CHPS: Materials - 4. Sustainable Materials (ME4.3 ), Organically Grown Materials |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - b. different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and classify them as renewable or nonrenewable." |
| Grade_6 |
Earth Science |
CHPS: Materials - 4. Sustainable Materials (ME4.4), Certified Wood |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - c. natural origin of the materials used to make common objects." |
| Grade_6 |
Earth Science |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - b. solar energy reaches Earth through radiation, mostly in the form of visible light." |
| Grade_6 |
Earth Science |
CHPS: Indoor Environmental Quality - 4. Thermal Comfort (EQ4.0), ASHRAE 55 Code Compliance |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - d. convection currents distribute heat in the atmosphere and oceans." |
| Grade_6 |
Earth Science |
CHPS: District Resolutions - 3. Project Level Credits (PO3.2), Green Power |
Energy in the Earth System: 4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents. - b. solar energy reaches Earth through radiation, mostly in the form of visible light." |
| Grade_6 |
Earth Science |
CHPS: District Resolutions - 3. Project Level Credits (PO3.2), Green Power |
Resources: 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. - a. the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process." |
| Grade_6 |
Life Sciences |
Water Pollution |
Ecology (Life Science): 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. - b. over time, matter is transferred from one organism to others in the food web, and between organisms and the physical environment." |
| Grade_6 |
Life Sciences |
Diversity |
Ecology (Life Science): 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. - c. populations of organisms can be categorized by the functions they serve in an ecosystem. |
| Grade_6 |
Life Sciences |
Diversity |
Ecology (Life Science): 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. - d. different kinds of organisms may play similar ecological roles in similar biomes. |
| Grade_6 |
Life Sciences |
Diversity |
Ecology (Life Science): 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. - e. the number and types of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition." |
| Grade_6 |
Life Sciences |
CHPS: Sustainable Sites - 1. Site Selection (SS1.1), Environmentally Sensitive Land |
Ecology (Life Science): 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. - e. the number and types of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition." |
| Grade_6 |
Life Sciences |
CHPS: Materials - 4. Sustainable Materials (ME4.3 ), Organically Grown Materials |
Ecology (Life Science): 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. - e. the number and types of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition." |
| Grade_6 |
Life Sciences |
CHPS: Materials - 4. Sustainable Materials (ME4.4), Certified Wood |
Ecology (Life Science): 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. - a. energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis, and then from organism to organism in food webs." |
| Grade_6 |
Life Sciences |
CHPS: Materials - 4. Sustainable Materials (ME4.4), Certified Wood |
Ecology (Life Science): 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. - e. the number and types of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition." |
| Grade_6 |
Physical Sciences |
Fossil Fuel Shortage |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - b. when fuel is consumed, most of the energy released becomes heat energy." |
| Grade_6 |
Physical Sciences |
Global Climate Change |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - b. when fuel is consumed, most of the energy released becomes heat energy." |
| Grade_6 |
Physical Sciences |
Global Climate Change |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - d. heat energy is also transferred between objects by radiation; radiation can travel through space. |
| Grade_6 |
Physical Sciences |
Transportation |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - b. when fuel is consumed, most of the energy released becomes heat energy." |
| Grade_6 |
Physical Sciences |
Power Generation |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - b. when fuel is consumed, most of the energy released becomes heat energy." |
| Grade_6 |
Physical Sciences |
Energy Efficiency |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - c. heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and also by convection (which involves flow of matter). |
| Grade_6 |
Physical Sciences |
Energy Efficiency |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - d. heat energy is also transferred between objects by radiation; radiation can travel through space. |
| Grade_6 |
Physical Sciences |
CHPS: Sustainable Sites - 4. Outdoor Surfaces (SS4.1), Reduce Heat Islands - Landscaping |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - d. heat energy is also transferred between objects by radiation; radiation can travel through space." |
| Grade_6 |
Physical Sciences |
CHPS: Sustainable Sites - 4. Outdoor Surfaces (SS4.2 ), Reduce Heat Islands - Cool Roofs |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - d. heat energy is also transferred between objects by radiation; radiation can travel through space." |
| Grade_6 |
Physical Sciences |
CHPS: Energy - 1. Energy Efficiency ((EE1.3), Energy Management Systems |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - c. heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and also by convection (which involves flow of matter)." |
| Grade_6 |
Physical Sciences |
CHPS: Energy - 1. Energy Efficiency ((EE1.3), Energy Management Systems |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - d. heat energy is also transferred between objects by radiation; radiation can travel through space." |
| Grade_6 |
Physical Sciences |
CHPS: Energy - 2. Alternate Energy Sources (EE2.1), Renewable Energy |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - b. when fuel is consumed, most of the energy released becomes heat energy." |
| Grade_6 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - d. heat energy is also transferred between objects by radiation; radiation can travel through space." |
| Grade_6 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.3), Electric Lighting |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - d. heat energy is also transferred between objects by radiation; radiation can travel through space." |
| Grade_6 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 4. Thermal Comfort (EQ4.0), ASHRAE 55 Code Compliance |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - c. heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and also by convection (which involves flow of matter)." |
| Grade_6 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 4. Thermal Comfort (EQ4.0), ASHRAE 55 Code Compliance |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - d. heat energy is also transferred between objects by radiation; radiation can travel through space." |
| Grade_6 |
Physical Sciences |
CHPS: District Resolutions - 2. Transportation (PO2.1), Buses |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - b. when fuel is consumed, most of the energy released becomes heat energy." |
| Grade_6 |
Physical Sciences |
CHPS: District Resolutions - 3. Project Level Credits (PO3.2), Green Power |
Heat (Thermal Energy) (Physical Science): 3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature. - b. when fuel is consumed, most of the energy released becomes heat energy." |
| Grade_7 |
Life Sciences |
Diversity |
Genetics: 2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. - b. sexual reproduction produces offspring that inherit half their genes from each parent. |
| Grade_7 |
Life Sciences |
Diversity |
Genetics: 2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. - c. an inherited trait can be determined by one or more genes. |
| Grade_7 |
Life Sciences |
Diversity |
Genetics: 2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. - d. plant and animal cells contain many thousands of different genes, and typically have two copies of every gene. The two copies (or alleles) of the gene may or may not be identical, and one may be dominant in determining the phenotype while the other is recessive." |
| Grade_7 |
Life Sciences |
Diversity |
Genetics: 2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. - e. DNA is the genetic material of living organisms, and is located in the chromosomes of each cell." |
| Grade_7 |
Life Sciences |
Diversity |
Evolution: 3. Biological evolution accounts for the diversity of species developed through gradual processes over many generations. - a. both genetic variation and environmental factors are causes of evolution and diversity of organisms. |
| Grade_7 |
Life Sciences |
Diversity |
Evolution: 3. Biological evolution accounts for the diversity of species developed through gradual processes over many generations. - b. the reasoning used by Darwin in making his conclusion that natural selection is the mechanism of evolution. |
| Grade_7 |
Life Sciences |
Diversity |
Evolution: 3. Biological evolution accounts for the diversity of species developed through gradual processes over many generations. - e. extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient for its survival. |
| Grade_7 |
Life Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
Structure and Function in Living Systems: 5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. - g. how to relate the structures of the eye and ear to their functions." |
| Grade_7 |
Life Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.3), Electric Lighting |
Structure and Function in Living Systems: 5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. - g. how to relate the structures of the eye and ear to their functions." |
| Grade_7 |
Life Sciences |
CHPS: Indoor Environmental Quality - 3. Acoustics (EQ3.0), Minimum Acoustical Performance |
Structure and Function in Living Systems: 5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. - g. how to relate the structures of the eye and ear to their functions." |
| Grade_7 |
Physical Sciences |
Energy Efficiency |
Physical Principles in Living Systems (Physical Science): 6. Physical principles underlie biological structures and functions. - a. visible light is a small band within a very broad electromagnetic spectrum. |
| Grade_7 |
Physical Sciences |
Energy Efficiency |
Physical Principles in Living Systems (Physical Science): 6. Physical principles underlie biological structures and functions. - f. light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection)." |
| Grade_7 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
Physical Principles in Living Systems (Physical Science): 6. Physical principles underlie biological structures and functions. - a. visible light is a small band within a very broad electromagnetic spectrum." |
| Grade_7 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
Physical Principles in Living Systems (Physical Science): 6. Physical principles underlie biological structures and functions. - c. light travels in straight lines except when the medium it travels through changes." |
| Grade_7 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
Physical Principles in Living Systems (Physical Science): 6. Physical principles underlie biological structures and functions. - e. white light is a mixture of many wavelengths (colors), and that retinal cells react differently with different wavelengths." |
| Grade_7 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.1), Daylighting |
Physical Principles in Living Systems (Physical Science): 6. Physical principles underlie biological structures and functions. - f. light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection)." |
| Grade_7 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.2), View Windows |
Physical Principles in Living Systems (Physical Science): 6. Physical principles underlie biological structures and functions. - c. light travels in straight lines except when the medium it travels through changes." |
| Grade_7 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.3), Electric Lighting |
Physical Principles in Living Systems (Physical Science): 6. Physical principles underlie biological structures and functions. - a. visible light is a small band within a very broad electromagnetic spectrum." |
| Grade_7 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.3), Electric Lighting |
Physical Principles in Living Systems (Physical Science): 6. Physical principles underlie biological structures and functions. - c. light travels in straight lines except when the medium it travels through changes." |
| Grade_7 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.3), Electric Lighting |
Physical Principles in Living Systems (Physical Science): 6. Physical principles underlie biological structures and functions. - e. white light is a mixture of many wavelengths (colors), and that retinal cells react differently with different wavelengths." |
| Grade_7 |
Physical Sciences |
CHPS: Indoor Environmental Quality - 1. Lighting and Daylighting (EQ1.3), Electric Lighting |
Physical Principles in Living Systems (Physical Science): 6. Physical principles underlie biological structures and functions. - f. light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection)." |
| Grade_8 |
Chemistry |
Air Pollution |
Structure of Matter: 3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. - b. compounds are formed by combining two or more different elements. Compounds have properties that are different from the constituent elements. |
| Grade_8 |
Chemistry |
Air Pollution |
Structure of Matter: 3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. - f. how to use the Periodic Table to identify elements in simple compounds. |
| Grade_8 |
Chemistry |
Air Pollution |
Reactions: 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. - a. reactant atoms and molecules interact to form products with different chemical properties. |
| Grade_8 |
Chemistry |
Water Pollution |
Structure of Matter: 3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. - b. compounds are formed by combining two or more different elements. Compounds have properties that are different from the constituent elements. |
| Grade_8 |
Chemistry |
Water Pollution |
Structure of Matter: 3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. - f. how to use the Periodic Table to identify elements in simple compounds. |
| Grade_8 |
Chemistry |
Water Pollution |
Reactions: 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. - a. reactant atoms and molecules interact to form products with different chemical properties. |
| Grade_8 |
Chemistry |
Water Pollution |
Reactions: 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. - e. how to determine whether a solution is acidic, basic or neutral." |
| Grade_8 |
Chemistry |
Fossil Fuel Shortage |
of Living Systems (Life Science): 6. Principles of chemistry underlie the functioning of biological systems. - a. carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms." |
| Grade_8 |
Chemistry |
Transportation |
Reactions: 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. - a. reactant atoms and molecules interact to form products with different chemical properties. |
| Grade_8 |
Chemistry |
Power Generation |
Structure of Matter: 3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. - a. the structure of the atom and how it is composed of protons, neutrons and electrons." |
| Grade_8 |
Chemistry |
Solid Waste |
Structure of Matter: 3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. - b. compounds are formed by combining two or more different elements. Compounds have properties that are different from the constituent elements. |
| Grade_8 |
Chemistry |
Solid Waste |
Structure of Matter: 3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. - f. how to use the Periodic Table to identify elements in simple compounds. |
| Grade_8 |
Chemistry |
Solid Waste |
Reactions: 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. - a. reactant atoms and molecules interact to form products with different chemical properties. |
| Grade_8 |
Chemistry |
Water Management |
Reactions: 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. - e. how to determine whether a solution is acidic, basic or neutral." |
| Grade_8 |
Chemistry |
CHPS: Materials - 4. Sustainable Materials (ME4.3 ), Organically Grown Materials |
of Living Systems (Life Science): 6. Principles of chemistry underlie the functioning of biological systems. - b. living organisms are made of molecules largely consisting of carbon, hydrogen, nitrogen, oxygen, phosphorus and sulfur." |
| Grade_8 |
Chemistry |
CHPS: Materials - 4. Sustainable Materials (ME4.4), Certified Wood |
of Living Systems (Life Science): 6. Principles of chemistry underlie the functioning of biological systems. - a. carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms." |
| Grade_8 |
Chemistry |
CHPS: Materials - 4. Sustainable Materials (ME4.4), Certified Wood |
of Living Systems (Life Science): 6. Principles of chemistry underlie the functioning of biological systems. - b. living organisms are made of molecules largely consisting of carbon, hydrogen, nitrogen, oxygen, phosphorus and sulfur." |
| Grade_8 |
Chemistry |
CHPS: Materials - 4. Sustainable Materials (ME4.6 ), Alternative: Environmentally Preferable Products |
Reactions: 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. - a. reactant atoms and molecules interact to form products with different chemical properties." |
| Grade_8 |
Chemistry |
CHPS: Materials - 4. Sustainable Materials (ME4.6 ), Alternative: Environmentally Preferable Products |
Reactions: 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. - c. chemical reactions usually liberate heat or absorb heat." |
| Grade_8 |
Chemistry |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.2), Low-Emitting Materials |
Structure of Matter: 3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. - b. compounds are formed by combining two or more different elements. Compounds have properties that are different from the constituent elements." |
| Grade_8 |
Chemistry |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.2), Low-Emitting Materials |
Structure of Matter: 3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. - f. how to use the Periodic Table to identify elements in simple compounds." |
| Grade_8 |
Chemistry |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.2), Low-Emitting Materials |
Reactions: 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. - a. reactant atoms and molecules interact to form products with different chemical properties." |
| Grade_8 |
Chemistry |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.3), Chemical and Pollutant Source Control |
Structure of Matter: 3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. - b. compounds are formed by combining two or more different elements. Compounds have properties that are different from the constituent elements." |
| Grade_8 |
Chemistry |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.3), Chemical and Pollutant Source Control |
Structure of Matter: 3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. - f. how to use the Periodic Table to identify elements in simple compounds." |
| Grade_8 |
Chemistry |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.3), Chemical and Pollutant Source Control |
Reactions: 5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. - a. reactant atoms and molecules interact to form products with different chemical properties." |
| Grade_8 |
Physics |
Transportation |
Motion: 1. The velocity of an object is the rate of change of its position. - c. how to solve problems involving distance, time, and average speed." |
| Grade_8 |
Physics |
Transportation |
Forces: 2. Unbalanced forces cause changes in velocity. - f. the greater the mass of an object the more force is needed to achieve the same change in motion. |
| Grade_8 |
Physics |
CHPS: Sustainable Sites - 2. Transportation (SS2.2 ), Bicycles |
Motion: 1. The velocity of an object is the rate of change of its position. - c. how to solve problems involving distance, time, and average speed." |
| Grade_8 |
Physics |
CHPS: Sustainable Sites - 2. Transportation (SS2.2 ), Bicycles |
Forces: 2. Unbalanced forces cause changes in velocity. - f. the greater the mass of an object the more force is needed to achieve the same change in motion." |
| Grade_8 |
Physics |
CHPS: District Resolutions - 2. Transportation (PO2.1), Buses |
Motion: 1. The velocity of an object is the rate of change of its position. - c. how to solve problems involving distance, time, and average speed." |
| Grade_8 |
Physics |
CHPS: District Resolutions - 2. Transportation (PO2.1), Buses |
Forces: 2. Unbalanced forces cause changes in velocity. - f. the greater the mass of an object the more force is needed to achieve the same change in motion." |
| Grades 9-12 |
Biology |
Water Pollution |
Biology Ecology: 6. Stability in an ecosystem is a balance between competing effects. - d. how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles via photosynthesis and respiration." |
| Grades 9-12 |
Biology |
Diversity |
Biology Ecology: 6. Stability in an ecosystem is a balance between competing effects. - a. biodiversity is the sum total of different kinds of organisms, and is affected by alterations of habitats." |
| Grades 9-12 |
Biology |
Diversity |
Biology Ecology: 6. Stability in an ecosystem is a balance between competing effects. - b. how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of non-native species, or changes in population size." |
| Grades 9-12 |
Biology |
Diversity |
Biology Ecology: 6. Stability in an ecosystem is a balance between competing effects. - c. how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death." |
| Grades 9-12 |
Biology |
Diversity |
Biology Ecology: 6. Stability in an ecosystem is a balance between competing effects. - d. how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles via photosynthesis and respiration." |
| Grades 9-12 |
Biology |
Diversity |
Biology Ecology: 6. Stability in an ecosystem is a balance between competing effects. - e. a vital part of an ecosystem is the stability of its producers and decomposers. |
| Grades 9-12 |
Biology |
Diversity |
Biology Evolution: 7. The frequency of an allele in a gene pool of a population depends on many factors, and may be stable or unstable over time. - d variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions." |
| Grades 9-12 |
Chemistry |
Air Pollution |
Conservation of Matter and Stoichiometry: 3. The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. - a. how to describe chemical reactions by writing balanced equations. |
| Grades 9-12 |
Chemistry |
Air Pollution |
Gases and their Properties: 4. The Kinetic Molecular theory describes the motion of atoms and molecules and explains the properties of gases. - b. the random motion of molecules explains the diffusion of gases. |
| Grades 9-12 |
Chemistry |
Water Pollution |
Atomic and Molecular Structure: 1. The Periodic Table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. - c. how to use the Periodic Table to identify alkali metals, alkaline earth metals and transition metals, and trends in ionization energy, electronegativity, and the relative sizes of ions and atoms." |
| Grades 9-12 |
Chemistry |
Water Pollution |
Conservation of Matter and Stoichiometry: 3. The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. - a. how to describe chemical reactions by writing balanced equations. |
| Grades 9-12 |
Chemistry |
Water Pollution |
Acids and Bases: 5. Acids, bases, and salts are three classes of compounds that form ions in water solutions. - a. the observable properties of acids, bases and salt solutions." |
| Grades 9-12 |
Chemistry |
Water Pollution |
Acids and Bases: 5. Acids, bases, and salts are three classes of compounds that form ions in water solutions. - d. how to use the pH scale to characterize acid and base solutions." |
| Grades 9-12 |
Chemistry |
Water Pollution |
Solutions: 6. Solutions are homogenous mixtures of two or more substances. - a. definitions of solute and solvent. |
| Grades 9-12 |
Chemistry |
Water Pollution |
Solutions: 6. Solutions are homogenous mixtures of two or more substances. - b. how to describe the dissolving process as a result of random molecular motion. |
| Grades 9-12 |
Chemistry |
Water Pollution |
Solutions: 6. Solutions are homogenous mixtures of two or more substances. - f.* how molecules in solution are separated or purified by the methods of chromatography and distillation. |
| Grades 9-12 |
Chemistry |
Fossil Fuel Shortage |
Organic and Biochemistry: 10. The bonding characteristics of carbon lead to many different molecules with varied sizes, shapes, and chemical properties, providing the biochemical basis of life. - b. the bonding characteristics of carbon lead to a large variety of structures ranging from simple hydrocarbons to complex polymers and biological molecules." |
| Grades 9-12 |
Chemistry |
Global Climate Change |
Conservation of Matter and Stoichiometry: 3. The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. - a. how to describe chemical reactions by writing balanced equations. |
| Grades 9-12 |
Chemistry |
Transportation |
Reaction Rates: 8. Chemical reaction rates depend on factors that influence the frequency of collision of reactant molecules. - c. the role a catalyst plays in increasing the reaction rate. |
| Grades 9-12 |
Chemistry |
Power Generation |
Organic and Biochemistry: 10. The bonding characteristics of carbon lead to many different molecules with varied sizes, shapes, and chemical properties, providing the biochemical basis of life. - b. the bonding characteristics of carbon lead to a large variety of structures ranging from simple hydrocarbons to complex polymers and biological molecules." |
| Grades 9-12 |
Chemistry |
Power Generation |
Nuclear Processes: 11. Nuclear processes are those in which an atomic nucleus changes, including radioactive decay of naturally occurring and man-made isotopes, nuclear fission, and nuclear fusion. - b. the energy release per gram of material is much larger in nuclear fusion or fission reactions than in chemical reactions: change in mass (calculated by E=mc_) is small but significant in nuclear reactions." |
| Grades 9-12 |
Chemistry |
Power Generation |
Nuclear Processes: 11. Nuclear processes are those in which an atomic nucleus changes, including radioactive decay of naturally occurring and man-made isotopes, nuclear fission, and nuclear fusion. - d. the three most common forms of radioactive decay (alpha, beta, gamma) and how the nucleus changes in each type of decay." |
| Grades 9-12 |
Chemistry |
Power Generation |
Nuclear Processes: 11. Nuclear processes are those in which an atomic nucleus changes, including radioactive decay of naturally occurring and man-made isotopes, nuclear fission, and nuclear fusion. - f.* how to calculate the amount of a radioactive substance remaining after an integral number of half lives have passed." |
| Grades 9-12 |
Chemistry |
Solid Waste |
Conservation of Matter and Stoichiometry: 3. The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. - a. how to describe chemical reactions by writing balanced equations. |
| Grades 9-12 |
Chemistry |
Solid Waste |
Solutions: 6. Solutions are homogenous mixtures of two or more substances. - b. how to describe the dissolving process as a result of random molecular motion. |
| Grades 9-12 |
Chemistry |
CHPS: Sustainable Sites - 3. Stormwater Management (SS3.0 ), Construction Site Runoff Control |
Acids and Bases: 5. Acids, bases, and salts are three classes of compounds that form ions in water solutions. - a. the observable properties of acids, bases and salt solutions." |
| Grades 9-12 |
Chemistry |
CHPS: Sustainable Sites - 3. Stormwater Management (SS3.0 ), Construction Site Runoff Control |
Acids and Bases: 5. Acids, bases, and salts are three classes of compounds that form ions in water solutions. - d. how to use the pH scale to characterize acid and base solutions." |
| Grades 9-12 |
Chemistry |
CHPS: Sustainable Sites - 3. Stormwater Management (SS3.0 ), Construction Site Runoff Control |
Solutions: 6. Solutions are homogenous mixtures of two or more substances. - b. how to describe the dissolving process as a result of random molecular motion." |
| Grades 9-12 |
Chemistry |
CHPS: Energy - 1. Energy Efficiency ((EE1.2), Natural Ventilation |
Gases and their Properties: 4. The Kinetic Molecular theory describes the motion of atoms and molecules and explains the properties of gases. - b. the random motion of molecules explains the diffusion of gases." |
| Grades 9-12 |
Chemistry |
CHPS: Materials - 4. Sustainable Materials (ME4.6 ), Alternative: Environmentally Preferable Products |
Conservation of Matter and Stoichiometry: 3. The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. - a. how to describe chemical reactions by writing balanced equations." |
| Grades 9-12 |
Chemistry |
CHPS: Materials - 4. Sustainable Materials (ME4.6 ), Alternative: Environmentally Preferable Products |
Gases and their Properties: 4. The Kinetic Molecular theory describes the motion of atoms and molecules and explains the properties of gases. - c. how to apply the gas laws to relations between the pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases." |
| Grades 9-12 |
Chemistry |
CHPS: Materials - 4. Sustainable Materials (ME4.6 ), Alternative: Environmentally Preferable Products |
Gases and their Properties: 4. The Kinetic Molecular theory describes the motion of atoms and molecules and explains the properties of gases. - g.* the kinetic theory of gases relates the absolute temperature of a gas to the average kinetic energy of its molecules or atoms." |
| Grades 9-12 |
Chemistry |
CHPS: Materials - 4. Sustainable Materials (ME4.6 ), Alternative: Environmentally Preferable Products |
Gases and their Properties: 4. The Kinetic Molecular theory describes the motion of atoms and molecules and explains the properties of gases. - h.* how to solve problems using the ideal gas law in the form PV=nRT." |
| Grades 9-12 |
Chemistry |
CHPS: Materials - 4. Sustainable Materials (ME4.6 ), Alternative: Environmentally Preferable Products |
Chemical Thermodynamics: 7. Energy is exchanged or transformed in all chemical reactions and physical changes of matter. - b. chemical processes can either release (exothermic) or absorb (endothermic) thermal energy." |
| Grades 9-12 |
Chemistry |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.2), Low-Emitting Materials |
Conservation of Matter and Stoichiometry: 3. The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. - a. how to describe chemical reactions by writing balanced equations." |
| Grades 9-12 |
Chemistry |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.2), Low-Emitting Materials |
Organic and Biochemistry: 10. The bonding characteristics of carbon lead to many different molecules with varied sizes, shapes, and chemical properties, providing the biochemical basis of life. - b. the bonding characteristics of carbon lead to a large variety of structures ranging from simple hydrocarbons to complex polymers and biological molecules." |
| Grades 9-12 |
Chemistry |
CHPS: Indoor Environmental Quality - 2. Indoor Air Quality (EQ2.2), Low-Emitting Materials |
Organic and Biochemistry: 10. The bonding characteristics of carbon lead to many different molecules with varied sizes, shapes, and chemical properties, providing the biochemical basis of life. - e.* how to identify the functional groups which form the basis of alcohols, ketones, ethers, amines, esters, aldehydes, and organic acids." |
| Grades 9-12 |
Chemistry |
CHPS: District Resolutions - 2. Transportation (PO2.2), Low Emission School Buses |
Conservation of Matter and Stoichiometry: 3. The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. - a. how to describe chemical reactions by writing balanced equations." |
| Grades 9-12 |
Chemistry |
CHPS: District Resolutions - 2. Transportation (PO2.2), Low Emission School Buses |
Reaction Rates: 8. Chemical reaction rates depend on factors that influence the frequency of collision of reactant molecules. - c. the role a catalyst plays in increasing the reaction rate." |
| Grades 9-12 |
Earth Science |
Air Pollution |
Energy in the Earth System: 5. Heating of Earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. - c. the origin and effects of temperature inversions." |
| Grades 9-12 |
Earth Science |
Air Pollution |
Structure and Composition of the Atmosphere: 8. Life has changed Earth's atmosphere and changes in the atmosphere affect conditions for life. - a. the thermal structure and chemical composition of the atmosphere. |
| Grades 9-12 |
Earth Science |
Air Pollution |
Structure and Composition of the Atmosphere: 8. Life has changed Earth's atmosphere and changes in the atmosphere affect conditions for life. - c. the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation and how it varies both naturally and in response to human activities." |
| Grades 9-12 |
Earth Science |
Fossil Fuel Shortage |
Biogeochemical cycles: 7. Each element on Earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of biogeochemical cycles. - b. the global carbon cycle in terms of the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, and fossil fuels, and the movement of carbon among these reservoirs." |
| Grades 9-12 |
Earth Science |
Fossil Fuel Shortage |
Biogeochemical cycles: 7. Each element on Earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of biogeochemical cycles. - c. movement of matter among reservoirs is driven by the Earth's internal and external sources of energy." |
| Grades 9-12 |
Earth Science |
Global Climate Change |
Energy in the Earth System: 4. Energy enters the Earth system primarily as solar radiation and eventually escapes as heat. - a. the relative amount of incoming solar energy compared with EarthÕs internal energy and the energy used by society. |
| Grades 9-12 |
Earth Science |
Global Climate Change |
Energy in the Earth System: 4. Energy enters the Earth system primarily as solar radiation and eventually escapes as heat. - b. the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis." |
| Grades 9-12 |
Earth Science |
Global Climate Change |
Energy in the Earth System: 4. Energy enters the Earth system primarily as solar radiation and eventually escapes as heat. - c. the different atmospheric gases that absorb the EarthÕs thermal radiation, and the mechanism and significance of the greenhouse effect." |
| Grades 9-12 |
Earth Science |
Global Climate Change |
Energy in the Earth System: 4. Energy enters the Earth system primarily as solar radiation and eventually escapes as heat. - d.* the different greenhouse conditions on Earth, Mars, and Venus, their origins and climatic consequences." |
| Grades 9-12 |
Earth Science |
Global Climate Change |
Energy in the Earth System: 6. Climate is the long term average of a region's weather and depends on many factors. - a. weather (in the short run) and climate (in the long run) involve the transfer of energy in and out of the atmosphere. |
| Grades 9-12 |
Earth Science |
Global Climate Change |
Energy in the Earth System: 6. Climate is the long term average of a region's weather and depends on many factors. - b. effects on climate of latitude, elevation, topography, as well as proximity to large bodies of water and cold or warm ocean currents." |
| Grades 9-12 |
Earth Science |
Global Climate Change |
Energy in the Earth System: 6. Climate is the long term average of a region's weather and depends on many factors. - c. how the Earth's climate has changed over time, corresponding to changes in the Earth's geography, atmospheric composition and/or other factors (solar radiation, plate movement, etc.)." |
| Grades 9-12 |
Earth Science |
Global Climate Change |
Energy in the Earth System: 6. Climate is the long term average of a region's weather and depends on many factors. - d.* use of computer models to predict the effects of increasing greenhouse gases on climate for the planet as a whole and for specific regions. |
| Grades 9-12 |
Earth Science |
Global Climate Change |
Biogeochemical cycles: 7. Each element on Earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of biogeochemical cycles. - b. the global carbon cycle in terms of the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, and fossil fuels, and the movement of carbon among these reservoirs." |
| Grades 9-12 |
Earth Science |
Global Climate Change |
Biogeochemical cycles: 7. Each element on Earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of biogeochemical cycles. - c. movement of matter among reservoirs is driven by the Earth's internal and external sources of energy." |
| Grades 9-12 |
Earth Science |
Global Climate Change |
Structure and Composition of the Atmosphere: 8. Life has changed Earth's atmosphere and changes in the atmosphere affect conditions for life. - c. the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation and how it varies both naturally and in response to human activities." |
| Grades 9-12 |
Earth Science |
Water Management |
California Geology: 9. The geology of California underlies the state's wealth of natural resources as well as its natural hazards. - c. the importance of water to society, the origins of California's fresh water, and the relationship between supply and need." |
| Grades 9-12 |
Earth Science |
CHPS: Water - 1. Outdoor Systems (WE1.0), Create Water Use Budget |
California Geology: 9. The geology of California underlies the state's wealth of natural resources as well as its natural hazards. - a. the resources of major economic importance in California and their relation to California's geology." |
| Grades 9-12 |
Earth Science |
CHPS: Water - 1. Outdoor Systems (WE1.0), Create Water Use Budget |
California Geology: 9. The geology of California underlies the state's wealth of natural resources as well as its natural hazards. - c. the importance of water to society, the origins of California's fresh water, and the relationship between supply and need." |
| Grades 9-12 |
Earth Science |
CHPS: Water - 1. Outdoor Systems (WE1.1), Reduce Potable Water for Landscaping |
California Geology: 9. The geology of California underlies the state's wealth of natural resources as well as its natural hazards. - a. the resources of major economic importance in California and their relation to California's geology." |
| Grades 9-12 |
Earth Science |
CHPS: Water - 1. Outdoor Systems (WE1.1), Reduce Potable Water for Landscaping |
California Geology: 9. The geology of California underlies the state's wealth of natural resources as well as its natural hazards. - c. the importance of water to society, the origins of California's fresh water, and the relationship between supply and need." |
| Grades 9-12 |
Physics |
Transportation |
Conservation of Energy and Momentum: 2. The laws of conservation of energy and momentum provide a way to predict and describe the movement of objects. - a. how to calculate kinetic energy using the formula E=(1/2)mv2. |
| Grades 9-12 |
Physics |
Power Generation |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - a. heat flow and work are two forms of energy transfer between systems. |
| Grades 9-12 |
Physics |
Power Generation |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - b. the work done by a heat engine that is working in a cycle is the difference between the heat flow into the engine at high temperature and the heat flow out at a lower temperature (First Law of Thermodynamics) and that this is an example of the law of conservation of energy. |
| Grades 9-12 |
Physics |
Power Generation |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - g.* how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real engines have some heat flow out." |
| Grades 9-12 |
Physics |
Energy Efficiency |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - c. thermal energy (commonly called heat) consists of random motion and the vibrations and rotations of atoms and molecules. The higher the temperature, the greater the atomic or molecular motion." |
| Grades 9-12 |
Physics |
Energy Efficiency |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - d. most processes tend to decrease the order of a system over time, and energy levels are eventually distributed uniformly." |
| Grades 9-12 |
Physics |
Energy Efficiency |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - e. entropy is a quantity that measures the order or disorder of a system, and is larger for a more disordered system." |
| Grades 9-12 |
Physics |
Energy Efficiency |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - f.* the statement ""entropy tends to increase"" is a law of statistical probability that governs all closed systems (Second Law of Thermodynamics)." |
| Grades 9-12 |
Physics |
CHPS: Sustainable Sites - 2. Transportation (SS2.2 ), Bicycles |
Conservation of Energy and Momentum: 2. The laws of conservation of energy and momentum provide a way to predict and describe the movement of objects. - a. how to calculate kinetic energy using the formula E=(1/2)mv2." |
| Grades 9-12 |
Physics |
CHPS: Energy - 1. Energy Efficiency ((EE1.3), Energy Management Systems |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - a. heat flow and work are two forms of energy transfer between systems." |
| Grades 9-12 |
Physics |
CHPS: Energy - 1. Energy Efficiency ((EE1.3), Energy Management Systems |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - f.* the statement ""entropy tends to increase"" is a law of statistical probability that governs all closed systems (Second Law of Thermodynamics)." |
| Grades 9-12 |
Physics |
CHPS: Energy - 2. Alternate Energy Sources (EE2.1), Renewable Energy |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - b. the work done by a heat engine that is working in a cycle is the difference between the heat flow into the engine at high temperature and the heat flow out at a lower temperature (First Law of Thermodynamics) and that this is an example of the law of conservation of energy." |
| Grades 9-12 |
Physics |
CHPS: Indoor Environmental Quality - 3. Acoustics (EQ3.0), Minimum Acoustical Performance |
Waves: 4. Waves have characteristic properties that do not depend on the type of wave. - c. how to solve problems involving wavelength, frequency, and wave speed." |
| Grades 9-12 |
Physics |
CHPS: Indoor Environmental Quality - 3. Acoustics (EQ3.0), Minimum Acoustical Performance |
Waves: 4. Waves have characteristic properties that do not depend on the type of wave. - d. sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates." |
| Grades 9-12 |
Physics |
CHPS: Indoor Environmental Quality - 4. Thermal Comfort (EQ4.0), ASHRAE 55 Code Compliance |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - c. thermal energy (commonly called heat) consists of random motion and the vibrations and rotations of atoms and molecules. The higher the temperature, the greater the atomic or molecular motion." |
| Grades 9-12 |
Physics |
CHPS: Indoor Environmental Quality - 4. Thermal Comfort (EQ4.0), ASHRAE 55 Code Compliance |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - f.* the statement ""entropy tends to increase"" is a law of statistical probability that governs all closed systems (Second Law of Thermodynamics)." |
| Grades 9-12 |
Physics |
CHPS: District Resolutions - 2. Transportation (PO2.1), Buses |
Conservation of Energy and Momentum: 2. The laws of conservation of energy and momentum provide a way to predict and describe the movement of objects. - a. how to calculate kinetic energy using the formula E=(1/2)mv2." |
| Grades 9-12 |
Physics |
CHPS: District Resolutions - 3. Project Level Credits (PO3.2), Green Power |
Heat and Thermodynamics: 3. Energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. - b. the work done by a heat engine that is working in a cycle is the difference between the heat flow into the engine at high temperature and the heat flow out at a lower temperature (First Law of Thermodynamics) and that this is an example of the law of conservation of energy." |
