• National Health Education Standards 2.2.1 Identify family influences on health behaviors.
• National Health Education Standards 2.2.2 Explain how school personnel (eg, teachers, custodians, bus drivers, food service workers) influence healthy behaviors.
• National Health Education Standards 2.5.2 Describe how peers influence health behaviors.
• National Health Education Standards 4.2.1 Identify how effective interpersonal communication can benefit personal health and well-being.
• National Health Education Standards 4.2.4 Demonstrate how to tell a trusted adult when feeling threatened, harmed, or unsafe.
• National Health Education Standards 4.2.6 Demonstrate how to communicate kindness, empathy, compassion, and care toward others.
• National Health Education Standards 4.5.3 Demonstrate how to effectively identify and communicate needs, wants, and feelings in healthy ways.

• Next Generation Science K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water].
• Next Generation Science K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
• Next Generation Science 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.]

• Next Generation Science 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
• Next Generation Science 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.]
• Next Generation Science 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
• Next Generation Science 5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

• Next Generation Science 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms survive well, some survive less well, and some cannot survive at all. 
• Next Generation Science 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 
• Next Generation Science MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

• Next Generation Science MS-LS1-4  Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
• Next Generation Science HS-LS4-5 Adaptation, changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.
• Next Generation Science HS-LS2-8. Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

K-2nd Curriculum Standards

• Common Core State Standards W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
• Common Core State Standards L.K.1.a. Print many upper- and lowercase letters.
• Common Core State Standards L.K.2., L.1.2., L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Common Core State Standards W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
• Common Core State Standards SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

3rd-5th Curriculum Standards

• Common Core State Standards L.3.2., L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Common Core State Standards L.3.3.a. Choose words and phrases for effect.
• Common Core State Standards W.4.4., W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
• Common Core State Standards L.4.5., L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• Common Core State Standards L.5.3.a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

6th-8th Curriculum Standards

• Common Core State Standards W.6.3.d., W.7.3.d., W.8.3.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
• Common Core State Standards L.6.3.a Vary sentence patterns for meaning, reader/ listener interest, and style.
• Common Core State Standards L.7.3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
• Common Core State Standards L.8.3.a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

9th-12th Curriculum Standards

• Common Core State Standards W.9-10.3.d., W.11-12.3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 
• Common Core State Standards L.9-10.1.a. Use parallel structure.
• Common Core State Standards L.9-10.1.b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
• Common Core State Standards L.9-10.3., L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

K-2nd Curriculum Standards

• Next Generation Science K-ESS3-3 Communicate Solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
• Next Generation Science 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

3rd-5th Curriculum Standards

• Next Generation Science 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
• Next Generation Science 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

6th-8th Curriculum Standards

• Next Generation Science 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.
• Next Generation Science MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
• Next Generation Science MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

9th-12th Curriculum Standards

• Next Generation Science HS-LS2-6 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

• Next Generation Science K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air and/or other living things in the local environment.  
• Next Generation Science 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
• Next Generation Science 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction. 
• Next Generation Science MS-LS1-4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
• Next Generation Science HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

• National Health Education Standards 2.2.1 Identify family influences on health behaviors.
• National Health Education Standards 2.2.2 Explain how school personnel (eg, teachers, custodians, bus drivers, food service workers) influence healthy behaviors.
• National Health Education Standards 2.5.2 Describe how peers influence health behaviors.
• National Health Education Standards 4.2.1 Identify how effective interpersonal communication can benefit personal health and well-being.
• National Health Education Standards 4.2.4 Demonstrate how to tell a trusted adult when feeling threatened, harmed, or unsafe.
• National Health Education Standards 4.2.6 Demonstrate how to communicate kindness, empathy, compassion, and care toward others.
• National Health Education Standards 4.5.3 Demonstrate how to effectively identify and communicate needs, wants, and feelings in healthy ways.