Our school assembly programs incorporate State Science Standards, and are age-appropriate for Elementary and Middle School (K-8) audiences.
Click on grade level to jump to a detailed list of standards.
California State Science Standards covered in our environmental education programs:
Kindergarten: 1b, 2a, 3a, 3c
Grade 1: 1a, 1b, 2b, 3c
Grade 2: 3d, 3e
Grade 3: 1a, 1e, 1f 3b, 3c, 3d, 3e
Grade 4: 2a 3a, 3b 5a, 5c
Grade 5: 2f 3a, 3b, 3c, 3d, 3e
Grade 6: 2a, 2b 6b, 6c
Grade 7: 3e
Grade 8: 2g, 3b, 3d
Physical Sciences 1b, 1c1. Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept: b. Students know water can be a liquid or a solid and can be made to change back and forth from one form to the other. >c. Students know water left in an open container evaporates (goes into the air) but water in a closed container does not.
Life Sciences 2a2. Different types of plants and animals inhabit the earth. As a basis for understanding this concept: a. Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects).
Earth Sciences 3a, 3c3.Earth is composed of land, air, and water. As a basis for understanding this concept: a. Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms. c. Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.
Physical Sciences 1a, 1b1.Materials come in different forms (states), including solids, liquids, and gases. As a basis for understanding this concept: a.Students know solids, liquids, and gases have different properties. b.Students know the properties of substances can change when the substances are mixed, cooled, or heated.
Life Sciences 2b2.Plants and animals meet their needs in different ways. As a basis for understanding this concept: b.Students know both plants and animals need water, animals need food, and plants need light.
Earth Sciences 3c3.Weather can be observed, measured, and described. As a basis for understanding this concept: c.Students know the sun warms the land, air, and water.
Earth Sciences 3d, 3e3.Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept: d.Students know that fossils provide evidence about the plants and animals that lived long ago and that scientists learn about the past history of Earth by studying fossils. e.Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use.
Physical Sciences 1a, 1e, 1f1.Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept: a. Students know energy comes from the Sun to Earth in the form of light. e. Students know matter has three forms: solid, liquid, and gas. f. Students know evaporation and melting are changes that occur when the objects are heated.
Life Sciences 3b, 3c, 3d, 3e3.Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept: b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. e. Students know that some kinds of organisms that once lived on Earth have completely disappeared and that some of those resembled others that are alive today.
Life Sciences 2a, 3a2.All organisms need energy and matter to live and grow. As a basis for understanding this concept: a. Students know plants are the primary source of matter and energy entering most food chains. 3.Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: a.Students know ecosystems can be characterized by their living and nonliving components. b.Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
Earth Sciences 5a, 5b, 5c5.Waves, wind, water, and ice shape and reshape Earth’s land surface. As a basis for understanding this concept: a.Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. b.Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces. c.Students know 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).
Life Sciences 2f2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept: f. Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen.
Earth Sciences 3a, 3b, 3c, 3d, 3e 5a, 5b, 5c3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept: a.Students know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface. b.Students know 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. c.Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. d.Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. e.Students know the origin of the water used by their local communities.
5.The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept: a.Students know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium. b.Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets. c.Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet.
Earth Sciences 2a, 4a, 4b2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept: a. Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape. 4. Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept: a. Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle. b. Students know solar energy reaches Earth through radiation, mostly in the form of visible light.
Ecology (Life Sciences) 6a, 6b
6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:a. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable. b. Students know the natural origin of the materials used to make common objects.
Focus on Life Science 3e3. Biological evolution accounts for the diversity of species developed through gradual processes over many generations. As a basis for understanding this concept: e. Students know that extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient for its survival.
Focus on Physical Science 2g, 3b, 3dg. Students know the role of gravity in forming and maintaining the shapes of planets, stars, and the solar system. Structure of Matter b. Students know that compounds are formed by combining two or more different elements and that compounds have properties that are different from their constituent elements. d. Students know the states of matter (solid, liquid, gas) depend on molecular motion.
For Further Review:
For the full list of California science standards can read the full 61 page PDF for yourself.
Now, let’s make this FUN.
Middle school children will like these Balloon Experiments for Grades 6-8 using State Science Standards.