| Health Education | 3-5 | | Standard 1 | -- | Describe personal health-enhancing strategies that encompass . . . injury prevention . . . |
| Health Education | 3-5 | | Standard 5 | -- | Describe the outcomes of safety and health- related decisions. |
| Health Education | 3-5 | | Standard 7 | -- | Use a variety of behaviors to avoid or reduce health risks. |
| Health Education | 3-8 | | Standard 4 | -- | Discuss how to ask for assistance to enhance the health and safety of self and others. |
| NGSS | 4 | Earth and Space Sciences | 4-ESS3-1 | Earth and Human Activity | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| NGSS-Modified | 4 | Earth and Space Sciences | 4-ESS1-1 | Earth's Place in the Universe | Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time. |
| NGSS-Modified | 4 | Earth and Space Sciences | ESS3.A | Natural Resources | Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. |
| NGSS-Modified | 4 | Physical Sciences | PS3.A | Definitions of Energy | Energy can be moved from place to place by moving objects or through sound, light, or electric currents. |
| NGSS-Modified | 5 | Earth and Space Sciences | 5-ESS3-1 | Earth and Human Activity | Support, obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| NGSS-Modified | 5 | Earth and Space Sciences | ESS3.C | Human Impacts on Earth Systems | Human activities in agriculture, industry, and everyday life have effects on the land, vegetation, streams, ocean, air, and even outer space. Individuals and communities are doing things to help protect Earth's resources and environments. |
| NGSS-Modified | 5 | Physical Sciences | 5-PS1-1 | Matter and Its Interactions | Develop a model to describe that matter is made of particles too small to be seen. |
| NGSS-Modified | 5 | Physical Sciences | 5-PS1.A | Structure and Properties of Matter | Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects. |
| Health Education | 6-8 | | Standard 1 | -- | Describe ways to reduce or prevent injuries . . . |
| Health Education | 6-8 | | Standard 5 | -- | Analyze the outcomes of safety and health- related decisions. |
| Health Education | 6-8 | | Standard 7 | -- | Describe behaviors to avoid or reduce health risks to self and others. |
