Acadia Learning brings scientists, teachers, and students together in partnerships that result in useful research and effective science education.Education Standards - All
Acadia Learning practices and materials are guided by these and other Common Core State Standards for Mathematics, Common Core State English Language Arts Standards, and Next Generation Science Standards. In the table below you can click on an individual standard code to find materials that are aligned to that particular standard.
| Code | Standard |
|---|---|
| HS-ESS2-6 | Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. |
| HS-ESS3-1 | Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. |
| HS-ESS3-4 | Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. |
| HS-ESS3-6 | Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. |
| HS-LS2-1 | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
| HS-LS2-2 | Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. |
| HS-LS2-3 | Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. |
| HS-LS2-4 | Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. |
| HS-LS2-6 | Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. |
| HS-LS2-7 | Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. |
| HS-PS3-1 | Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. |
| HS-PS3-3 | Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. |
| HS-PS4-5 | Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. |
| MS-ESS1-1 | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. |
| MS-ESS2-1 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. |
| MS-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. |
| MS-ESS2-4 | Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
| MS-ESS2-5 | Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. |
| MS-ESS2-6 | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. |
| MS-ESS3-2 | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
| MS-ESS3-5 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
| MS-LS1-4 | Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| MS-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| MS-LS1-8 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. |
| MS-LS2-4 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
| MS-LS3-1 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
| MS-PS1-3 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. |
| MS-PS3-4 | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. |
| Practice 1 | Asking questions and defining problems |
| Practice 2 | Developing and using models |
| Practice 3 | Planning and carrying out investigations |
| Practice 4 | Analyzing and interpreting data |
| Practice 5 | Using mathematics and computational thinking |
| Practice 6 | Constructing explanations and designing solutions |
| Practice 7 | Engaging in argument from evidence |
| Practice 8 | Obtaining, evaluating, and communicating information |