To create a custom lesson, click on the check boxes of the files you’d like to add to your
lesson and then click on the Build-A-Lesson button at the top.
Click on the resource title to View, Edit, or Assign it.
AK.A1.Science as Inquiry and Process (SA1, SA2, SA3)
Science as Inquiry and Process (SA1, SA2, SA3)
[9] SA1.1. The student develops an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
[9] SA1.2. The student develops an understanding of the processes of science by hypothesizing, designing a controlled experiment, making qualitative and quantitative observations, interpreting data, and using this information to communicate conclusions.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Minerals
[9] SA2.1. The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by formulating conclusions that are logical and supported by evidence.Quiz, Flash Cards, Worksheet, Game Sound
AK.B1.Concepts of Physical Science (SB1, SB2, SB3, SB4)
Concepts of Physical Science (SB1, SB2, SB3, SB4)
[9] SB1.1. The student demonstrates an understanding of the structure and properties of matter by describing atoms and their base components (i.e., protons, neutrons, electrons).
[9] SB2.1. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by applying the concepts of heat transfer (i.e., conduction, convection, radiation) to Alaskan dwellings.
[9] SB2.2. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by recognizing simple electrical circuits.
[9] SB3.1. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by recognizing that a chemical reaction has taken place.
[9] SB3.2. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by explaining that in chemical and nuclear reactions, energy (e.g., heat, light, mechanical, and electrical) is transf
[9] SB3.3. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by recognizing that atoms emit and absorb electromagnetic radiation.
[9] SB4.1. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by explaining the relationship of motion to an object's mass, and the applied force.
[9] SB4.3. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by describing the interactions of waves (i.e., reflection, refraction, wave addition).Quiz, Flash Cards, Worksheet, Game Sound
AK.C1.Concepts of Life Science (SC1, SC2, SC3)
Concepts of Life Science (SC1, SC2, SC3)
[9] SC1.1. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by recognizing that all organisms have chromosomes made of DNA and tQuiz, Flash Cards, Worksheet, Game Mitosis
[9] SC1.2. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by using probabilities to recognize patterns of inheritance (e.g., P
[9] SC1.3. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by inferring evolutionary pathways from evidence (e.g., fossils, geo
[9] SC2.1. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing and comparing the characteristics of phyla/divisions from each kingdom.
[9] SC2.3. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by stating the function of major physiological systems (i.e., circulatory, excretory, digestive, respiratory, repro
[9] SC3.1. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by describing the carbon and nitrogen cycle within an ecosystem and how the
[9] SC3.3. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by identifying dynamic factors (e.g., carrying capacity, limiting factors, b
AK.D1.Concepts of Earth Science (SD1, SD2, SD3, SD4)
Concepts of Earth Science (SD1, SD2, SD3, SD4)
[9] SD1.1. The student demonstrates an understanding of geochemical cycles by using a model to demonstrate the rock cycle. (L)Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
[9] SD1.2. The student demonstrates an understanding of geochemical cycles by applying knowledge of the water cycle to explain changes in the Earth's surface.
[9] SD2.1. The student demonstrates an understanding of the forces that shape Earth by recognizing the dynamic interaction of erosion and deposition including human causes.Quiz, Flash Cards, Worksheet, Game Rocks
[9] SD2.2. The student demonstrates an understanding of the forces that shape Earth by describing how the theory of plate tectonics explains the dynamic nature of its surface.
[9] SD3.1. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by recognizing the effect of the moon and sun on tides.
[9] SD3.2. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by explaining the phenomena of the aurora.
[9] SD4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by recognizing that a star changes over time.
[9] SD4.2. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by explaining that the position of stars changes in the expanding universe.
[9] SD4.4. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by identifying the Big Bang Theory.
AK.E1.Science and Technology (SE1, SE2, SE3)
Science and Technology (SE1, SE2, SE3)
[9] SE3.1. The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by predicting and evaluating the possible effects of a recent scientific discovery, invention, or scientific breakthrough. (
AK.G1.History and Nature of Science (SG1, SG2,SG3, SG4)
History and Nature of Science (SG1, SG2,SG3, SG4)
[9] SG2.1. The student demonstrates an understanding of the bases of the advancement of scientific knowledge by explaining the importance of innovations (i.e., microscope, immunization, computer).
[9] SG3.1. The student demonstrates an understanding that scientific knowledge is ongoing and subject to change by describing the role of serendipity in scientific discoveries.
AK.RST.9-10.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Integration of Knowledge and IdeasRST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual from (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis
RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Craft and StructureRST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
AK.SA.Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:
Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:
SA1. Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
AK.SB.Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:
Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:
SB1. Develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.
SB2. Develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one place or system to another, may be unavailable for use, and is ultimately conserved.
SB3. Develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.
SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.
AK.SC.Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:
Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:
SC1. Develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution.Quiz, Flash Cards, Worksheet, Game Meiosis
SC2. Develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.
SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.
AK.SD.Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:
Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:
SD1. Develop an understanding of Earth's geochemical cycles.
SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.
SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.
SD4. Develop an understanding of the theories regarding the origin and evolution of the universe.
AK.SE.Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should:
Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should:
SE1. Develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events.
SE2. Develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
AK.SF.Cultural, Social, Personal Perspectives and Science: A student should understand the dynamic relationships among scientific, cultural, social, and personal perspectives. A student who meets the content standard should:
Cultural, Social, Personal Perspectives and Science: A student should understand the dynamic relationships among scientific, cultural, social, and personal perspectives. A student who meets the content standard should:
SF1. Develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology.
AK.SG.History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:
History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:
SG1. Develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge.Quiz, Flash Cards, Worksheet, Game Cells
SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural worl
SG3. Develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s).
AK.WHST.9-10.Writing Standards for Literacy in Science, and Technical Subjects
Writing Standards for Literacy in Science, and Technical Subjects
Production and Distribution of WritingWHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Quiz, Flash Cards, Worksheet, Game Sound
Text Types and PurposesWHST.9-10.1. Write arguments focused on discipline-specific content.WHST.9-10.1.e. Provide a concluding statement or section that follows from and supports the argument presented.Quiz, Flash Cards, Worksheet, Game Sound
WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.9-10.2.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, ta
WHST.9-10.2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
WHST.9-10.2.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
WHST.9-10.2.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
WHST.9-10.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Quiz, Flash Cards, Worksheet, Game Sound