Standards Alignment
EveryDay Earth is aligned with the Oklahoma Academic Standards for Science (OAS), and the Next Generation Science Standards (NGSS).
The following table summarizes the OAS/NGSS standard and performance expectation with the hosting Mission and Lesson numbers.
Numbers indicate Lesson Number, with locations and topics. Mission titles are replaced here with the primary core ideas for lesson topics in that mission (a mission = unit or module).
Not all Standards are noted as of yet, as future Missions (3-10) are still under construction! Comeback soon to learn more.
When completed, EDE aims to satisfy requirements for all Earth and Space Science standards for 4th, 5th and Middle School (6-8th Grade) as mapped through either OAS or NGSS.
| Standard | Performance Expectation | Mission 1 - Water | Mission 2 - Weathering, Erosion and Transport | Mission 3 - Minerals and the Rock Cycle | Mission 4 - Igneous Rocks and Metamorphic Rocks | Mission 5 - Sedimentary Rocks and Strata; Maps | Mission 6 - Plate Tectonics, Mountains and Earthquakes | Mission 7 - Life through Deep Time | Mission 8 - Earth and People | Mission 9 - Weather and Climate | Mission 10 - Earth in Space |
| 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. | 5 Turner Falls (Tufa) |
6 Barrier Islands and Shorelines |
3 Clastic Rocks 4 Carbonates 5 Coal 6 Keys to Past Environments |
3 Layers of the Earth |
3 Fossils 4 Relative Dating |
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| 4-ESS2-1 | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
1 (Weathering/Ice), 2 (Weathering & Sediment Transport (Water); 3 Erosional Landforms 4 Wind Erosion |
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| 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. | 6 Maps | |||||||||
| 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. | 5 (New Orleans/Miss Delta/Louisiana subsidence) | 1,3,4,5 | ||||||||
| 5-PS1-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. | 5 Turner Falls | 2 | 1 | 1 | ||||||
| 5-ESS1-1 | Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. | 4 | |||||||||
| 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. | 2 | |||||||||
| 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
0 Earth Systems Training 1 All About Water
2 The Pond |
7-8 | ||||||||
| 5-ESS2-2 | Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
1 All About Water 4 Aquifer |
1 Snowy Mountain High | ||||||||
| 5-ESS2-3 | Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. | ||||||||||
| 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-ESS1-2 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. | ||||||||||
| MS-ESS1-3 | Analyze and interpret data to determine scale properties of objects in the solar system. | ||||||||||
| MS-ESS1-4 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. | ||||||||||
| MS-ESS2-1 | Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. | 1-7 | 1-7 | ||||||||
| MS-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. | 5 Turner Falls | 1-9 | 5,6 | 5,6 | 1-3 | |||||
| MS-ESS2-3 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. | 1-7 | |||||||||
| 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. |
1 The Pond 2 Skyscraper Skies 3 Quarry 4 Aquifer 5 Turner Falls 7 Gimme a Lake!
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1 Snowy Mountain High 4 River on the Plains |
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| MS-ESS3-1 | Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. | 3 | 7 | 7 | 3-7 | ||||||
| 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. | 2 | 4,5,6 | 1 | 3,4 | 6-8 | 3 | ||||
| MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* | 8 | 4 | ||||||||
| MS-ESS3-4 | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. | ||||||||||
| 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-ESS3-5 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. | ||||||||||
| HS-ESS1-5 | |||||||||||
| HS-ESS1-6 | |||||||||||
| HS-ESS2-1 | |||||||||||
| HS-ESS2-2 | |||||||||||
| HS-ESS2-3 | |||||||||||
| HS-ESS2-5 | |||||||||||
| HS-ESS2-6 | |||||||||||
| HS-ESS2-7 | |||||||||||
| HS-ESS2-4 | |||||||||||
| HS-ESS3-5 |