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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.).
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.).
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.).
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.).
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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
© 2013 n2y
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.
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.
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Alignment Tools
Alignment to Science Content Standards
© 2013 n2y
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.