Zap! Play It Safe Around Electricity and Natural Gas
Washington| Subject | Grade | Broad Standard Reference | Standard Code | Standard Name | Standard |
|---|
Subject | Grade | Broad Standard Reference | Standard Code | Standard Name | Standard |
|---|---|---|---|---|---|
| CCSS - ELA | 4 | Reading Informational Text | CCSS.ELA-LITERACY.RI.4.1 | -- | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
| CCSS - ELA | 4 | Reading Informational Text | CCSS.ELA-LITERACY.RI.4.3 | -- | Explain. . . concepts in a . . . Scientific . . text, including what happened and why, based on specific information in the text. |
| CCSS - ELA | 4 | Reading Informational Text | CCSS.ELA-LITERACY.RI.4.4 | -- | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. |
| CCSS - ELA | 4 | Reading Informational Text | CCSS.ELA-LITERACY.RI.4.7 | -- | Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
| CCSS - ELA | 5 | Reading Informational Text | CCSS.ELA-LITERACY.RI.5.10 | -- | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. |
| CCSS - ELA | 5 | Reading Informational Text | CCSS.ELA-LITERACY.RI.5.4 | -- | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |
| Health Education | 5 | Injury Prevention | H1.Sa1.5a | -- | Identify dangerous or risky behaviors that might lead to injuries. |
| CCSS - ELA | 6 | Reading Informational Text | CCSS.ELA-LITERACY.RI.6.3 | -- | Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). |
| CCSS - ELA | 6 | Reading Informational Text | CCSS.ELA-LITERACY.RI.6.4 | -- | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. |
| CCSS - ELA | 6 | Reading Informational Text | CCSS.ELA-LITERACY.RI.6.7 | -- | Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. |
| Health Education | 6 | Injury Prevention | H1.Sa1.6 | -- | Identify guidelines related to . . . recreation safety. |
| CCSS ELA Literacy | 6-8 | Literacy in Science and Technical Subjects | CCSS.ELA-LITERACY.RST.6-8.3 | Key Ideas and Details | Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
| CCSS ELA Literacy | 6-8 | Literacy in Science and Technical Subjects | CCSS.ELA-LITERACY.RST.6-8.7 | Integration of Knowledge and Ideas | Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
| NGSS | 6-8 | Engineering, Technology, and Applications of Science | MS-ETS1-4 | Engineering Design | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. |