Fill - Free fillable Introduction Alignment Tools Alignment to Science Content Standards (USDA Food and Nutrition Service) PDF form





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 1 of 17

Introduction

Unique Learning System and News-2-You maintain alignment with state standards through instructional targets. These targets are the bridge between the general content standards adopted by a state and relevant

curriculum content for students with significant disabilities. The n2y Instructional Targets has been aligned with the Common Core Standards in English Language Arts and Mathematics. In Science, the standards are

aligned to a national search on rigorous grade level science content.

For students with significant cognitive disabilities, access and participation in the state’s adopted content standards are generally addressed through extended standards, which may be reduced in the depth and

breadth of the adapted standards. An area of this alignment document provides a means for a district to input these extended standards. Lesson plans and within Unique and News-2-You ensure the most rigorous

alignment possible.

The chart below describes the sections of this alignment document. Each instructional target is addressed in one or more of the unit lessons. Additionally, differentiated task descriptors are provided to define how

students with diverse abilities will have access to essential content of the standards.

Standards (Earth and Space Science, Life Science, Physical Science or Scientific Inquiry) Grade Band

Y

our State’s Science Standards

Y

our State’s Extended Standards

Enter your state standards here.

Each district may input the extended standards in this section.

n2y Instructional Targets n2y Grade Band Grade Band Units n2y Supporting Activities

Instructional Targets reflect the essential content of grade level

standards.

Unique’s units focus on a Science or Social Studies topic each month.

All areas of Science are addressed in the three-year cycle.

Unique

Unique’s supporting tools and guides supplement the unit lessons.

Pertinent supports include the online library, supplemental science

lessons and core activities.

News-2-

Y

ou

Supporting activities and lessons, which provide practice for

Instructional Targets, are listed in this column.

n2y Differentiated Tasks

Differentiated task descriptors ensure that students with a wide variety of learning abilities and needs are able to access, participate in and make progress through the standards-based activities.

Differentiated tasks descriptors are written in student performance terminology.

Level 3 Level 2 Level 1

 Students at this level are expected to reach the highest level

of independence.



Students at this level likely will require support in all learning

activities.



Students at this level require maximum support in learning.

Increasing participation is the primary goal.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 2 of 17

Earth and Space Science Grades K–2

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y Elementary Grade Band Units n2y Supporting Activities

 Observe and describe the sun, moon and stars in relation to

day and night.

 Observe and describe daily and seasonal changes in the

weather.

 Recognize the sun as a source of energy that gives light and

heat.

 Observe and identify water and the ways it can change (ice,

rain, snow, etc.).

 Identify properties of air (temperature, wind speed, etc.).

 Identify forms of water in the air (clouds, steam, fog, rain,

snow, etc.).

Tell Me About the Weather (November, Year 1)

I Can Help the Earth (May, Year 2)

Look Up in the Sky (October, Year 3)

Core

Materials: Weather Report

n2y Library/Science Books

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will understand that the sun is found in the sky

during the day and that the moon is found in the sky at night.

 Students will recognize that the sun provides light and heat.

 Students will record daily weather conditions to describe

patterns and changes.

 Students will identify four seasons with associated weather

and nature changes.



Students will identify the sun and moon as objects in the sky.

 Students will recognize that light comes from the sun.

 Students will identify weather conditions for the day (sunny,

cloudy, rainy, snowy, windy, etc.).

 Students will match pictures of a season with a typical weather

condition or activity.



Students will identify day and night through various activities.

 Students will identify the sun.

 Students will select a picture representing the weather of the

day.

 Students will select a picture associated with a given season of

the year.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 3 of 17

Life Science Grades K–2

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets Elementary Grade Band Units n2y Supporting Activities

 Identify traits that help living things survive.

 Identify basic needs of plants and animals.

 Identify animals and their environment.

 Identify ways in which animals make changes to the

environment.

 Recognize that fossils are physical traces of plants and

animals preserved in rock.

 Recognize that some living things that once lived, are no

longer living (extinction).

Plants Can Grow (April, Year 1)

Animals in Their Homes (October, Year 2)

Baby Animals (May, Year 3)

n2y Library/Science Books

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will describe the basic function of the parts of a

plant and how each helps the plant grow (e.g., roots take in

water).

 Students will understand that plants and animals need food,

water, air and sunlight to grow.

 Students will recognize an animal that lived long ago but is

now extinct.



Students will identify parts of a plant: seed, root, stem, leaf, flower.

 Students will identify food sources for plants and animals in their

environments.

 Students will match a fossil to a plant or an animal part.



Students will sort living things according to their status as plants

or animals.

 Students will match animals to their environments.

 Students will identify a leaf and a flower on a plant.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 4 of 17

Physical Science Grades K–2

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y Elementary Grade Band Units n2y Supporting Activities

 Sort and describe objects and materials according to

recognizable properties.

 Identify objects that make sound.

 Observe how heat and cold can change some materials

(water to ice; ice to water, etc.).

 Explore the way things move (fast or slow, in a straight line,

etc.).

 Recognize that energy is needed to make things move or

work.

 Identify gravity as a force on Earth.

 Investigate tools that make things work.

I've Got Energy (May, Year 1)

See It, Feel It, Describe It (January, Year 2)

Tools at School (March, Year 2)

Paper, Rock, Scissors (March, Year 3)

n2y Library/Science Books

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will identify basic forms of energy

(gas, electricity, etc.).

 Students will describe objects by touch, smell, taste, sound

and sight (five senses).

 Students will describe properties of common materials and

objects after a physical or chemical change (tomatoes into

ketchup; paper into shapes; wood burned to ashes, etc.).



Students will identify common tools and how they move or work.

 Students will identify an object after using senses (touch, taste,

smell, sound and sight) to investigate.

 Students will match an original object to one that has changed

(cake batter to cake, water to ice, etc.).



Students will identify ways to move (run, walk, etc.) and

recognize that movement requires energy.

 Students will use a descriptive word to describe an object that

has been observed through the senses (hot, cold, fast, slow,

etc.).





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 5 of 17

Scientific Inquiry Grades K–2

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y Elementary Grade Band Units n2y Supporting Activities

 Observe and ask questions about the natural environment.

 Make simple observations and participate in simple

investigations.

 Use senses to learn about the natural environment.

 Use simple tools to gather data.

 Communicate with others about observations and

investigations.

Elementary Science Fair (November, Year 3)

Unique

n2y Library/Science Books

Lesson 28: Science Experiment

News-2-

Y

ou

Worksheets: Science Experiment

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will follow steps of a scientific process related to

grades K–2 science topics.



With support, students will follow steps of a scientific process

related to grades K–2 science topics.



Students will actively participate in a scientific process related to

grades K–2 science topics.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 6 of 17

Earth and Space Science Grades 3–5

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y Intermediate Grade Band Units n2y Supporting Activities

 Observe ways that soil can hold water and support plant life.

 Identify Earth’s renewable energy resources (air, water, sun)

and nonrenewable resources (oil, coal).

 Identify ways to conserve (reduce and recycle) Earth’s

resources.

 Recognize areas of land and water on the Earth’s surface

(ocean, lake, mountain, desert, etc.).

 Identify Earth as a planet in the solar system.

 Identify the sun as one of many stars in the universe.

 Recognize the relationship between day and night and

identify the seasons by referring to Earth’s movement around

the sun.

 Recognize weather conditions and temperatures as the

result of changes in the Earth’s cycles.

Our Changing Weather (November, Year 1)

Sorting for Recycling (January, Year 2)

Water, Water, Everywhere (May, Year 2)

Seasons of Earth (October, Year 3)

Land and Water (February, Year 3)

n2y Library/Science Books

Core Materials: Weather Report

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will describe and participate in ways to reduce and

recycle Earth’s resources.

 Students will describe a basic understanding of the changes

in seasons based on the position and movement of the Earth

and the sun.

 Students will identify the interactions between Earth and the

sun (e.g., Earth rotates on its axis and moves around the

sun).

 Students will describe differences between areas of land and

water (A mountain is high, a field is flat, an ocean is big, a

pond is small, etc.).

 Students will identify patterns in weather and temperature in

relation to the seasons of an area.



Students will sort like objects that can be recycled.

 Students will identify four seasons with associated weather and

nature changes.

 Students will recognize the relationship of Earth and sun (e.g.,

Humans live on Earth; the sun gives Earth heat and light).

 Students will sort pictures representing areas of land or water

(ocean, lake, mountain, field, etc.).

 Students will describe weather in terms of temperature and

conditions.



Students will participate in a process to collect recyclable

materials.

 Students will match pictures of a season with a typical weather

condition or activity.

 Students will identify Earth and the sun as part of the solar

system.

 Students will identify water in various forms (lake, rain, snow,

etc.).

 Students will identify weather conditions for the day (sunny,

cloudy, rainy, snowy, windy, etc.).





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 7 of 17

Life Science Grades 3–5

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y Intermediate Grade Band Units n2y Supporting Activities

 Observe in what ways an offspring resembles its parents.

 Identify how structures of living things help plants and

animals survive (leaves on a plant, wings on a bird, etc.).

 Demonstrate an understanding of the life cycles of plants

and animals.

 Identify environmental changes that affect plants and

animals (natural disasters, seasons, etc.).

 Recognize that fossils reveal information about plants and

animals that lived long ago.

 Understand food webs and chains as interactions between

producers and consumers.

 Recognize how a plant uses energy from sunlight.

Plants We Eat (April, Year 1)

Animals and Plants Around Us (October, Year 2)

Life Cycles of Animals and Plants (May, Year 3)

n2y Library/Science Books

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will explain the life cycle of a plant (e.g., seed to

flower, fruit or vegetable) and conditions that affect growth.

 Students will explain the basic life cycle of an animal.

 Students will identify physical traits that help animals live and

survive in their environment (a bird’s wings: flight; a fish’s

gills: breathing, etc.).

 Students will describe a basic food chain involving plants

and animals.

 Students will match a fossil to the organism from which it

came.



Students will sequence the process of a plant’s growth from seed

to flower, fruit or vegetable.

 Students will sequence the life cycle of an animal from egg to

adult.

 Students will match a feature of an animal with its function (beak

to eat, wings to fly, etc.).

 Students will match an animal to its food source (lions and meat,

rabbits and plants, etc.).

 Students will match like features of plants or animals.



Students will identify parts of a plant: seed, root, stem, leaf, flower.

 Students will match animal babies to the parent animals.

 Students will identify food from plants and animals that humans eat.

 Students will identify parts of an animal (legs, tail, etc.).





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 8 of 17

Physical Science Grades 3–5

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y Intermediate Grade Band Units n2y Supporting Activities

 Recognize states of matter: liquid, solid, gas.

 Observe simple physical changes (melting, freezing, etc.).

 Observe and identify common forms of energy (heat, light,

sound; electric and magnetic sources).

 Observe ways that electricity transfers to make things work.

 Recognize sources of light and sound.

 Describe the motion of objects (force, speed, etc.).

 Investigate technology uses that affect human life.

What Is It Made Of? (May, Year 1)

Technology in the Community (March, Year 2)

Make It Move (March, Year 3)

Sorting for Recycling (January, Year 2)

n2y Library/Science Books

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will classify and define matter as solid, liquid or

gas.

 Students will recognize ways that materials can be recycled

to make something new (e.g., used plastic water bottles

converted to new bottles).

 Students will describe ways that electricity, as a source of

energy, contributes to daily life (light for reading, heat or

cooling for comfort, etc.).

 Students will identify the motion of an object (throwing a ball,

pulling a wagon, etc.) and describe that motion in terms of a

push/pull force.



Students will sort common objects and materials as solid, liquid or

gas.

 Students will sort like materials that can be recycled (paper,

aluminum, plastic, etc.).

 Students will identify appliances and tools that need electricity to

work (refrigerator, drill, etc.).

 Students will describe the movement of an object as fast or slow.

 Students will identify common movements as a push or pull force

(pushing to open a door, pulling a book from a shelf, etc.).



Students will identify an item as a solid or a liquid.

 Students will participate in sorting recyclable items.

 Students will identify electrical appliances that provide light or

sound (lamp, CD player, etc.).

 Students will identify the movement of an object as fast or slow.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 9 of 17

Scientific Inquiry Grades 3–5

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y Intermediate Grade Band Units n2y Supporting Activities

 Observe and ask questions about the natural environment.

 Plan and conduct simple investigations.

 Use tools to gather data.

 Analyze data to reach an explanation.

 Communicate with others about investigations.

Intermediate Science Fair (November, Year 3)

Unique

n2y Library/Science Books

Lesson 28: Science Experiment

News-2-

Y

ou

Worksheets: Science Experiment

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will follow steps of a scientific process related to

grades 3–5 science topics.



With support, students will follow steps of a scientific process

related to grades 3–5 science topics.



Students will actively participate in a scientific process related to

grades 3–5 science topics.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 10 of 17

Earth and Space Science Grades 6–8

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y Middle School Grade Band Units n2y Supporting Activities

 Observe and compare rocks and minerals.

 Recognize ways that rocks, minerals and soil are used

(gravel for roads, agriculture uses, metals and gems, etc.).

 Explain the water cycle.

 Explore the differences between climate and weather.

 Explore the relationship of Earth to the moon and the sun.

 Explore the Earth’s atmosphere, including changes in the

atmosphere (air pollution, temperature, etc.).

 Identify types of weather phenomena.

 Identify geologic processes that change the Earth’s surface

(earthquakes, floods, volcanoes, etc.).

 Recognize that the study of rock layers and fossils tells

about the age of Earth.

 Identify Earth’s layers.

 Explain reasons for conservation and identify ways to

reduce, reuse and recycle that will benefit the environment.

Weather Reports (November, Year 1)

Caring for Our Good Earth (May, Year 2)

This is the Solar System (October, Year 3)

n2y Library/Science Books

Core Materials: Weather Report

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level

3 Level

2

Level 1

 Students will create a model that shows the relationship

between Earth, the sun, the moon and the planets in the

solar system.

 Students will identify properties of the core, mantle and crust

layers of the Earth.

 Students will describe common minerals and rocks and their

uses to human life (granite buildings, coal for heat, etc.).

 Students will describe ways that a geological event

(earthquake, flood, etc.) produces a destructive effect on the

Earth.

 Students will describe the water cycle.

 Students will describe the difference between climate and

weather.

 Students will recognize ways to protect Earth’s resources

(recycling, reducing waste, reforestation, etc.).



Students will identify Earth, the sun and the moon within the solar

system.

 Students will recognize phases of the moon (full moon, half moon,

etc.).

 Students will identify an object made from rocks or minerals (sand

in a sandbox, coins, jewelry etc.).

 Students will identify common geological processes that change

the Earth’s surface (tornado, hurricane, etc.).

 Students will identify water in different forms within the water

cycle.

 Students will identify patterns in weather and temperature in

relation to the seasons of an area.

 Students will identify materials that can be recycled, reused or

reduced.



Students will identify Earth as the planet humans live on.

 Students will recognize that the sun can be seen from Earth by

day and the moon by night.

 Students will realize that plants need soil to grow.

 Students will identify rain and snow as forms of precipitation.

 Students will identify weather in terms of temperature and

conditions (hot and sunny, cold and snowy, etc.).

 Students will participate in a community project meant to help the

environment.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 11 of 17

Life Science Grades 6–8

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y Middle School Grade Band Units n2y Supporting Activities

 Recognize that living things are made of cells that have a

function: Cells make up tissues and organs.

 Recognize that living things are made of cells that have a

function: Plants, animals and humans inherit characteristics

from parents.

 Identify traits inherited through genes (DNA).

 Recognize that living things are made of cells that have a

function: plant structures.

 Identify the basic process that plants use to make food

(photosynthesis).

 Observe the interdependence among people, plants and

animals through a simple food chain.

 Identify characteristics of different biomes.

 Understand basic reproduction processes for plants and

animals.

Plants in Gardens and Fields (April, Year 1)

What is an Ecosystem? (October, Year 2)

I Look Like My Parents (May, Year 3)

n2y Library/Science Books

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will explain the basic process of photosynthesis,

describing how plants make their food.

 Students will recognize the digestive system as the way

humans obtain nutrients from food.

 Students will recognize the respiratory system and the ways

humans use oxygen to breathe.

 Students will describe a simple food chain that shows the

interdependence of people, plants and animals.

 Students will describe different biomes of the world, including

basic characteristics and plants and animals of the biome.

 Students will describe how traits are inherited from parents

through genes.



Students will understand that plants need sunlight to make their

food.

 Students will recognize that a balanced diet helps the human body

grow and stay healthy.

 Students will identify oxygen as something people need to

breathe.

 Students will match plants and animals to a specific biome.

 Students will identify traits inherited from parents (eye color, hair

color, etc.).



Students will identify parts of a plant and their functions.

 Students will identify plants and animals that are part of a

healthful human diet.

 Students will select animals or plants that live in a specific

biome.

 Students will identify their own inherited traits (eye color, hair

color, etc.).





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 12 of 17

Physical Science Grades 6–8

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y Middle School Grade Band Units n2y Supporting Activities

 Explore applications of state of matter, including physical

and chemical changes in real-world situations.

 Explore the motion of objects with variables, such as speed,

distance and height.

 Observe simple examples of mixtures and compounds.

 Recognize common elements from the Periodic Table of

Elements (including metals and nonmetals).

 Identify ways that energy is transferred (electrical energy to

light, sound, etc.).

 Explore electrical, gravitational and magnetic forces.

 Explore technology and ways in which it influences quality of

life.

What's That Sound? (May,

Year 1)

Combining and Cooking (January, Year 2)

Technology in Our Lives (March, Year 2)

Is It Hot? Is It Cold? (March, Year 3)

n2y Library/Science Books

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will identify common metal and nonmetal elements

with typical uses for these elements.

 Students will describe the energy transfer of sound and ways

that humans receive or use sound.

 Students will explore ways that electrical energy to a

computer provides ways to work, play and communicate.

 Students will explore the transfer of energy that results in

heating or cooling.

 Students will describe changes in matter within real-world

situations, including physical changes (size, shape, state, or

appearance) and chemical changes (transformation to a

different kind of matter).



Students will match objects made of metal with each object’s use

(pan for cooking, folding chair for sitting, etc.).

 Students will identify objects, tools or instruments that make sound.

 Students will identify tasks that can be completed on a computer

because of an energy transfer (email, games, learning, etc.).

 Students will identify a change in temperature from hot to cold and

from cold to hot.

 Students will identify the cause for a physical change in a state of

matter (water freezing into ice cubes, paper being cut into shapes,

etc.).



Students will identify commonly used objects made of metal.

 Students will identify objects, tools or instruments that make

sound.

 Students will participate in tasks performed on a computer.

 Students will identify an object as being hot or cold.

 Students will identify the state of matter before and after a

change in that matter.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 13 of 17

Scientific Inquiry Grades 6–8

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y Middle School Grade Band Units n2y Supporting Activities

 Identify questions that can be asked about the natural

environment.

 Conduct simple scientific investigations.

 Use tools to gather data and information.

 Analyze and interpret data.

 Communicate procedures and explanations about an

investigation.

Middle School Science Fair (November Year 3)

Unique

n2y Library/Science Books

Lesson 28: Science Experiment

News-2-

Y

ou

Worksheets: Science Experiment

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will follow steps of a scientific process related to

grades 6–8 science topics.



With support, students will follow steps of a scientific process

related to grades 6–8 science topics.



Students will actively participate in a scientific process related to

grades 6–8 science topics.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 14 of 17

Earth and Space Science (Environmental Science) Grades 9–12

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y High School Grade Band Units n2y Supporting Activities

Environmental Science

 Investigate the impact of geological events that impact the

Earth’s surface (earthquakes, hurricanes, fires, etc.).

 Explore scientific ways to measure, predict and report

weather conditions.

 Identify types, causes and consequences of land, water and

air pollution.

 Identify and describe benefits of alternative energy.

 Identify and describe ways that humans have changed the

environment (deforestation, waste management, etc.).

 Participate in ways to reduce, reuse and recycle in order to

save resources.

Changing Weather; Changing Activities (October, Year 1)

Recycle and Reuse Our Resources (May, Year 2)

A Look at Natural Disasters (October, Year 3)

n2y Library/Science Books

Core Materials: Weather Report

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will identify and describe geological events

(tornado, hurricane, flood, etc.) and the effects of those

events on the environment and human life.

 Students will describe causes of pollution and the

effects of pollution on air, water and land.

 Students will identify ways to reduce, reuse and recycle

resources.

 Students will identify sources of alternative energy and the

benefits to the environment of using those resources.

 Students will identify tools and methods that scientists

use to measure and predict weather.



Students will identify ways that humans respond to geological

events (issue warnings, clean up debris, etc.).

 Students will identify ways to help prevent air, water or land

pollution.

 Students will identify sources of alternative energy.

 Students will apply weather report information to daily activities.



Students will identify common types of geological events in the

local area.

 Students will actively participate in a project to clean up local

land areas.

 Students will identify weather conditions and temperatures

related to the day or season.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 15 of 17

Life Science (Biology) Grades 9–12

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y High School Grade Band Units Unique Supporting Activities

Biology

 Explore DNA as the blueprint for traits passed from parent to

offspring: characteristics, tendencies for certain diseases

and so on.

 Identify how plants and animals adapt to their environment.

 Recognize the diversity of organisms by sorting plants and

animals according to their classification.

 Recognize the interdependence of plants and animals and

changes over time.

 Investigate basic body organs and systems and recognize

the function of each.

Balanced Meals Everyday (April, Year 1)

Knowing Our Ecosystem (October, Year 2)

As I Grow Up… (May, Year 3)

n2y Library/Science Books

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will describe the basic structure of a DNA code

and the code’s implications for inherited traits and

tendencies.

 Students will identify basic organs and systems of the

human body with connections to functions (heart,

respiratory system, etc.).

 Students will describe the components of a balanced

diet and the impact that diet can have on life functions.

 Students will describe an ecosystem and the natural and

human factors that may help or hurt the balance of nature.

 Students will classify plants and animals into major categories.



Students will design a simple DNA chart that shows basic

connections of inherited traits.

 Students will identify basic organs of the body and explain how

these work to sustain life (heart, lungs, stomach, brain, etc.).

 Students will identify basic food groups that contribute to a

balanced diet.

 Students will identify plants and animals that share a biome and

how these organisms meet one another’s needs.

 Students will identify various plants and animals as belonging to a

specific classification or category.



Students will identify traits inherited from parents (eye color, hair

color, etc.).

 Students will match body parts with functions.

 Students will identify plants and animals that contribute to a

healthful diet.

 Students will match plants and animals to a specific biome.

 Students will sort plants and animals.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 16 of 17

Physical Science (Physics and Chemistry) Grades 9–12

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y High School Grade Band Units n2y Supporting Activities

Physical Science

 Recognize and investigate real-world examples of physical

and chemical changes to matter.

 Identify and investigate entries in the Periodic Table of

Elements in relation to real-world product uses (gold in

jewelry, aluminum in foil wrap, etc.).

 Describe and investigate examples of energy and energy

transfers in daily life (lightbulb, car engine, sound in a

radio, etc.).

 Identify and investigate objects in motion in terms of

distance, speed, position, acceleration and time.

 Identify technologies in everyday life that meet human

needs.

Using Electricity (May, Year 1)

Everyday Energy (January, Year 2)

Tools That Help Us Every Day (March, Year 2)

Moving Fast! Moving Careful! (March, Year 3)

n2y Library/Science Books

ULS Monthly Tools: Supplemental Science Lessons

Standards Connection

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will explore, identify and describe the variety of

ways that energy impacts daily life.

 Students will describe the basic process of how

electricity is produced, brought to and used in homes,

recreational areas and the workplace.



Students will identify energy sources and describe their use in

daily life.

 Students will identify and demonstrate the safe use of electricity.



Students will identify common objects and tools that use

electrical energy.





Alignment Tools

Alignment to Science Content Standards



ULS, Revised August 2012 Page 17 of 17

Scientific Inquiry Grades 9–12

Y

our State’s Science Standards

Y

our State’s Extended Standards

n2y Instructional Targets n2y High School Grade Band Units n2y Supporting Activities

 Identify questions to guide scientific investigations.

 Conduct simple scientific investigations.

 Use tools to gather data and information.

 Analyze and interpret data.

 Communicate and support findings.

High School Science Fair (November, Year 3)

Unique

n2y Library/Science Books

Lesson 28: Science Experiment

News-2-

Y

ou

Worksheet: Science Experiment

n2y Differentiated Tasks

Level 3 Level

2

Level 1

 Students will follow steps of a scientific process related

to grades 9–12 science topics.



With support, students will follow steps of a scientific process t

related to grades 9–12 science topics.



Students will actively participate in a scientific process related to

grades 9–12 science topics.

Fill Online, Printable, Fillable, Blank Introduction Alignment Tools Alignment to Science Content Standards (USDA Food and Nutrition Service) Form

Related forms

Fillable Introduction Alignment Tools Alignment to Science Content Standards (USDA Food and Nutrition Service)

Fill Online, Printable, Fillable, Blank Introduction Alignment Tools Alignment to Science Content Standards (USDA Food and Nutrition Service) Form

Related forms

First 20 documents completely FREE!