BrainPOP

Series

BrainPOP

507 episodes

Tim and Moby animated shorts covering the upper-elementary and middle-grades curriculum across roughly five hundred topics. The range is unusually wide: absolute value and integers on a number line, active and passive voice, adjectives and adverbs, acceleration and the formulas behind it, air pollution and where it comes from, Abraham Lincoln, Alexander Hamilton, the American Revolution, Alvin Ailey, A Wrinkle in Time, 3D printing. Each movie runs a few minutes and takes one idea seriously rather than skimming several. Because the catalog also reaches into hard history, including the rise of Hitler, preview a topic before you decide where it fits your grade.

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what this series covers

What BrainPOP covers

507 episodes in the library, tagged for 3rd–6th. Heaviest coverage: Social Studies, Science and Reading & Writing (ELA). Between them they line up with 238 distinct standards across 11 frameworks.

Episodes per grade

3rd
175
4th
422
5th
409
6th
83

Episodes per subject

Social Studies
172
Science
134
Reading & Writing (ELA)
90
Math
55
Technology
25
Health
16
Social-Emotional Learning
9
Art
5
Music
1

NGSS (Science) 55

  • 3-LS4-3Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
  • 4-LS1-1Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
  • 5-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
  • 4-ESS3-1Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
  • 5-ESS1-2Represent 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.
  • 3-ESS3-1Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
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  • 4-ESS2-1Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
  • 5-ESS1-1Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
  • 5-ESS2-1Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
  • 5-LS2-1Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
  • 4-PS3-2Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
  • 1-ESS1-1Use observations of the sun, moon, and stars to describe patterns that can be predicted.
  • 4-ESS1-1Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
  • 4-ESS2-2Analyze and interpret data from maps to describe patterns of Earth's features.
  • 4-ESS3-2Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
  • 4-PS3-1Use evidence to construct an explanation relating the speed of an object to the energy of that object.
  • 4-PS3-4Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
  • 4-PS4-2Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
  • 3-ESS2-1Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
  • 3-LS1-1Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
  • 3-PS2-1Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
  • 5-PS1-1Develop a model to describe that matter is made of particles too small to be seen.
  • 5-PS1-3Make observations and measurements to identify materials based on their properties.
  • 5-PS3-1Use models to describe that energy in animals' food was once energy from the sun.
  • 2-ESS2-3Obtain information to identify where water is found on Earth and that it can be solid or liquid.
  • 2-PS1-1Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
  • 2-PS1-4Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
  • 4-LS1-2Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
  • 5-PS1-2Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
  • 1-PS4-3Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
  • 3-LS3-1Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
  • 3-LS4-1Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
  • 3-LS4-2Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
  • 3-LS4-4Make 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.
  • 4-PS4-1Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
  • 5-ESS2-2Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
  • 5-LS1-1Support an argument that plants get the materials they need for growth chiefly from air and water.
  • 5-PS1-4Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
  • 1-ESS1-2Make observations at different times of year to relate the amount of daylight to the time of year.
  • 1-LS3-1Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
  • 1-PS4-1Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
  • 2-ESS2-1Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
  • 2-LS2-1Plan and conduct an investigation to determine if plants need sunlight and water to grow.
  • 2-LS2-2Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
  • 3-5-ETS1-1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • 3-5-ETS1-2Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5-ETS1-3Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
  • 3-ESS2-2Obtain and combine information to describe climates in different regions of the world.
  • 3-LS3-2Use evidence to support the explanation that traits can be influenced by the environment.
  • 3-PS2-2Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.
  • 3-PS2-3Ask questions to determine cause-and-effect relationships of electric or magnetic interactions between two objects not in contact with each other.
  • 3-PS2-4Define a simple design problem that can be solved by applying scientific ideas about magnets.
  • 5-PS2-1Support an argument that the gravitational force exerted by Earth on objects is directed down.
  • K-ESS2-1Use and share observations of local weather conditions to describe patterns over time.
  • K-PS2-1Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

Common Core — Math 59

  • 3.OA.D.8Solve two-step word problems using the four operations; represent these problems using equations with a letter standing for the unknown quantity.
  • 3.G.A.1Understand that shapes in different categories may share attributes, and that the shared attributes can define a larger category; recognize rhombuses, rectangles, and squares as examples of quadrilaterals.
  • 4.G.A.2Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size; recognize right triangles.
  • 4.MD.A.1Know relative sizes of measurement units within one system of units; express measurements in a larger unit in terms of a smaller unit.
  • 4.NBT.B.6Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using place value strategies and the relationship between multiplication and division.
  • 4.OA.A.3Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems with remainders.
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  • 5.NBT.B.7Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value.
  • 6.NS.C.6Understand a rational number as a point on the number line; extend number line diagrams and coordinate axes to represent points with negative number coordinates.
  • 3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories; solve one- and two-step "how many more" and "how many less" problems.
  • 3.NBT.A.1Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.OA.B.5Apply properties of operations as strategies to multiply and divide (commutative, associative, and distributive properties).
  • 4.OA.B.4Find all factor pairs for a whole number in the range 1–100; recognize that a whole number is a multiple of each of its factors; determine whether a number is prime or composite.
  • 5.G.B.3Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
  • 6.SP.B.5Summarize numerical data sets in relation to their context, reporting the number of observations, measures of center, and measures of variability.
  • 3.MD.A.1Tell and write time to the nearest minute and measure time intervals in minutes; solve word problems involving addition and subtraction of time intervals.
  • 3.MD.B.4Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch; show the data by making a line plot.
  • 3.MD.C.5Recognize area as an attribute of plane figures and understand concepts of area measurement.
  • 3.MD.C.6Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
  • 3.MD.D.8Solve real-world and mathematical problems involving perimeters of polygons, including finding an unknown side length.
  • 3.NF.A.1Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
  • 3.NF.A.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
  • 3.OA.A.1Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
  • 3.OA.A.2Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares.
  • 3.OA.C.7Fluently multiply and divide within 100. By the end of Grade 3, know from memory all products of two one-digit numbers.
  • 4.MD.B.4Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8); solve problems involving addition and subtraction of fractions using the data.
  • 4.NBT.A.1Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
  • 4.NBT.A.3Use place value understanding to round multi-digit whole numbers to any place.
  • 4.NBT.B.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value.
  • 4.NF.A.1Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models; use this principle to recognize and generate equivalent fractions.
  • 4.NF.A.2Compare two fractions with different numerators and different denominators by creating common denominators or numerators, or by comparing to a benchmark fraction.
  • 4.NF.B.3Understand a fraction a/b with a > 1 as a sum of fractions 1/b; decompose a fraction into a sum of fractions with the same denominator; add and subtract mixed numbers.
  • 4.NF.C.6Use decimal notation for fractions with denominators 10 or 100.
  • 4.NF.C.7Compare two decimals to hundredths by reasoning about their size; record the results of comparisons with the symbols >, =, or <.
  • 4.OA.C.5Generate a number or shape pattern that follows a given rule; identify apparent features of the pattern that were not explicit in the rule itself.
  • 5.G.A.1Use a pair of perpendicular number lines (axes) to define a coordinate system; understand that the first number in an ordered pair indicates how far to travel along the x-axis.
  • 5.MD.A.1Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real-world problems.
  • 5.MD.C.3Recognize volume as an attribute of solid figures and understand concepts of volume measurement using unit cubes.
  • 5.MD.C.5Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume.
  • 5.NBT.A.3Read, write, and compare decimals to thousandths using base-ten numerals, number names, expanded form, and >, =, < symbols.
  • 5.NBT.B.6Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value and the relationship between operations.
  • 5.NF.A.1Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions with a common denominator.
  • 5.NF.B.4Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
  • 5.OA.A.1Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
  • 6.EE.A.1Write and evaluate numerical expressions involving whole-number exponents.
  • 6.EE.B.5Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true?
  • 6.EE.B.7Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q, and x are all nonnegative rational numbers.
  • 6.EE.B.8Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem; represent solutions on number line diagrams.
  • 6.G.A.4Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures.
  • 6.NS.A.1Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions.
  • 6.NS.B.2Fluently divide multi-digit numbers using the standard algorithm.
  • 6.NS.B.3Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
  • 6.NS.B.4Find the greatest common factor of two whole numbers ≤ 100 and the least common multiple of two whole numbers ≤ 12; use the distributive property to express a sum.
  • 6.NS.C.5Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts.
  • 6.NS.C.7Understand ordering and absolute value of rational numbers.
  • 6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
  • 6.RP.A.2Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
  • 6.RP.A.3Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number lines, or equations.
  • 6.SP.A.1Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
  • 6.SP.A.3Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary.

Common Core — ELA 66

  • L.3.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.5.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.4.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • W.5.8Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • L.3.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • W.4.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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  • L.4.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content.
  • L.5.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • L.6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • RL.5.3Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.
  • RL.6.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • L.2.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.4.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.6.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • RL.3.3Describe characters in a story and explain how their actions contribute to the sequence of events.
  • RL.4.3Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
  • RL.4.5Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
  • W.4.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.6.8Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
  • L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content.
  • RI.5.8Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
  • SL.6.1Engage effectively in a range of collaborative discussions on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
  • W.4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • W.5.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.5.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • L.3.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • L.4.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • L.5.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.5.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • L.5.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content.
  • L.6.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • RI.3.8Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • RI.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  • RI.4.10By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  • RI.4.5Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  • RI.5.2Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  • RI.5.5Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
  • RI.5.7Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer or solve a problem efficiently.
  • RI.5.9Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  • RI.6.7Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
  • RI.6.8Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • RL.3.2Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details.
  • RL.4.2Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • RL.4.6Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
  • RL.5.10By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4—5 text complexity band independently and proficiently.
  • RL.5.2Determine a theme of a story, drama, or poem from details in the text, including how characters respond to challenges; summarize the text.
  • RL.5.5Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
  • RL.5.6Describe how a narrator's or speaker's point of view influences how events are described.
  • RL.6.3Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
  • RL.6.6Explain how an author develops the point of view of the narrator or speaker in a text.
  • SL.4.4Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details.
  • SL.5.1Engage effectively in a range of collaborative discussions on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
  • SL.5.4Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas.
  • W.3.3Write narratives to develop real or imagined experiences or events using descriptive details and clear event sequences.
  • W.4.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.4.7Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • W.4.8Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
  • W.5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • W.5.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • W.5.7Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • W.5.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection and analysis of relevant content.
  • W.6.6Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Social Studies (C3 / NCSS) 21

  • D2.His.1.3-5Create and use a chronological sequence of related events to compare developments that happened at the same time.
  • D2.His.14.3-5Explain probable causes and effects of events and developments.
  • D2.His.3.3-5Generate questions about individuals and groups who have shaped significant historical changes and continuities.
  • D2.His.4.3-5Explain why individuals and groups during the same historical period differed in their perspectives.
  • D2.Geo.6.3-5Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
  • D2.His.2.3-5Compare life in specific historical time periods to life today.
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  • D2.Geo.1.3-5Construct maps and other graphic representations of both familiar and unfamiliar places.
  • D2.Civ.1.3-5Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.
  • D2.Civ.14.3-5Illustrate historical and contemporary means of changing society.
  • D2.Civ.2.3-5Explain how a democracy relies on people's responsible participation, and draw implications for how individuals should participate.
  • D2.Civ.4.3-5Explain how groups of people make rules to create responsibilities and protect freedoms.
  • D2.Civ.6.3-5Describe ways in which people benefit from and are challenged by working together, including through families, workplaces, voluntary organizations, and government.
  • D2.Geo.2.3-5Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
  • D2.Civ.3.3-5Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.
  • D2.Civ.5.3-5Explain the origins, functions, and structure of different systems of government, including those created by the U.S. and state constitutions.
  • D2.Civ.8.3-5Identify core civic virtues and democratic principles that guide government, society, and communities.
  • D2.Civ.9.3-5Use deliberative processes when making decisions or reaching judgments as a group.
  • D2.Eco.1.3-5Compare the benefits and costs of individual choices.
  • D2.Eco.10.3-5Explain what interest rates are.
  • D2.Eco.11.3-5Explain the meaning of inflation, deflation, and unemployment.
  • D2.Geo.3.3-5Use maps of different scales to describe the locations of cultural and environmental characteristics.

National Core Arts 4

  • VA:Cr1.2.4Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
  • DA:Cn10.1.4aRelate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one’s own experiences, relationships, ideas or perspectives.
  • MU:Cr1.1.4aImprovise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural).
  • VA:Cn11.1.4Through observation, infer information about time, place, and culture in which a work of art was created.

CASEL (Social-Emotional) 8

  • CASEL.SM.1Manage strong emotions and impulses instead of acting on them right away.
  • CASEL.RS.1Communicate clearly and listen actively.
  • CASEL.RS.3Practice teamwork and solve problems collaboratively.
  • CASEL.RS.5Resist negative social pressure.
  • CASEL.RS.9Show respect and cultural competency across differences in background, language, and ability.
  • CASEL.SA.2Connect feelings, thoughts, and actions — notice what set a feeling off and what you did next.
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  • CASEL.SM.5Use planning and organizational skills to break a task into steps and manage time and materials.
  • CASEL.SM.6Show the courage to take initiative — start something, try, or speak up first.

National Health Education 7

  • NHES.1.5.1List examples of the physical, social, emotional, and intellectual dimensions of health.
  • NHES.1.5.4Compare and contrast safe and unsafe situations, people, and events.
  • NHES.1Standard 1: Students comprehend functional health knowledge to enhance health.
  • NHES.3.5.1Use reading, writing, and speaking skills to find valid and reliable information about health behaviors.
  • NHES.7.5.1Demonstrate age-appropriate observable health and safety practices.
  • NHES.7.5.2Reflect on your ability to carry out practices that promote health and reduce the risk of disease and injury.
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  • NHES.4.5.3Identify and communicate needs, wants, and feelings in healthy ways.

ISTE (Technology) 5

  • ISTE.1.1Empowered Learner: students take an active role in setting, working toward, and showing what they have learned, using technology.
  • ISTE.1.2Digital Citizen: students recognize their responsibilities and opportunities for contributing positively to digital communities.
  • ISTE.1.5Computational Thinker: students develop strategies for understanding and solving problems using technology.
  • ISTE.1.4Innovative Designer: students use technology within a design process to identify and solve problems.
  • ISTE.1.6Creative Communicator: students communicate clearly and express themselves creatively using digital tools and media.

CSTA (Computer Science) 8

  • 1B-CS-01Describe how internal and external parts of computing devices function to form a system.
  • 1B-NI-05Discuss real-world cybersecurity problems and how personal information can be protected.
  • 1B-IC-18Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
  • 1B-AP-10Create programs that include sequences, events, loops, and conditionals
  • 1B-AP-11Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process
  • 1B-CS-02Model how computer hardware and software work together as a system to accomplish tasks.
+ 2 more
  • 1B-AP-09Create programs that use variables to store and modify data
  • 1B-NI-04Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination.

Common Core — Math Practices 1

  • MP1Make sense of problems and persevere in solving them.

ITEEA STEL (Technology & Engineering) 4

  • STEL-1FDescribe the unique relationship between science and technology, and how the natural world can contribute to the human-made world to foster innovation.
  • STEL-8GExamine information to assess the trade-offs of using product or system.
  • STEL-3DExplain how various relationships can exist between technology and engineering and other content areas.
  • STEL-7Design in Technology and Engineering Education

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