• 6-8: 4E/M1. Whenever energy appears in one place, it must have disappeared from another. Whenever energy is lost from somewhere, it must have gone somewhere else. Sometimes when energy appears to be lost, it actually has been transferred to a system that is so large that the effect of the transferred energy is imperceptible.
• 6-8: 4E/M2. Energy can be transferred from one system to another (or from a system to its environment) in different ways: 1) thermally, when a warmer object is in contact with a cooler one; 2) mechanically, when two objects push or pull on each other over a distance; 3) electrically, when an electrical source such as a battery or generator is connected in a complete circuit to an electrical device; or 4) by electromagnetic waves.

• 6-8: 4F/M4. Vibrations in materials set up wavelike disturbances that spread away from the source. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials.
• 6-8: 4F/M7. Wave behavior can be described in terms of how fast the disturbance spreads, and in terms of the distance between successive peaks of the disturbance (the wavelength).
• 9-12: 4F/H6ab. Waves can superpose on one another, bend around corners, reflect off surfaces, be absorbed by materials they enter, and change direction when entering a new material. All these effects vary with wavelength.
• 9-12: 4F/H6c. The energy of waves (like any form of energy) can be changed into other forms of energy.

• 9-12: 10E/H3. In the 1960s, scientists noted that earthquakes occur much more frequently in certain areas, that the rock around mid-ocean ridges is progressively older the farther it is from the ridge, and that this gradient is symmetrical on either side of the ridge. This evidence, coupled with a scientifically sound physical explanation for how continents could move, transformed the idea of moving continents into the theory of plate tectonics.

• 6-8: 12D/M3. Locate information in reference books, back issues of newspapers and magazines, compact disks, and computer databases.
• 6-8: 12D/M5. Find and describe locations on maps with rectangular and polar coordinates.
• 6-8: 12D/M6. Present a brief scientific explanation orally or in writing that includes a claim and the evidence and reasoning that supports the claim.
• 6-8: 12D/M8. Explain a scientific idea to someone else, checking understanding and responding to questions.
• 9-12: 12D/H6. Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions.
• 9-12: 12D/H7. Use tables, charts, and graphs in making arguments and claims in oral, written, and visual presentations.

• 6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

• 6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
• 6.SP.5.a Reporting the number of observations.
• 6.SP.5.b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
• 6.SP.5.c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

• 8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

• S-ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

• S-IC.2 Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation.
• S-IC.6 Evaluate reports based on data.

• RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
• RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

• RST.6-8.4 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 6—8 texts and topics.
• RST.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.

• RST.6-8.7 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).
• RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
• 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.
• RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
• RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

• RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9—10 text complexity band independently and proficiently.

• 1. Write arguments focused on discipline-specific content. (WHST.6-8.1)
• 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (WHST.9-10.2)

• WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

• WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
• WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
• WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Cross-disciplinary resource blends physics, earth science, and global history to get students excited about the science of tsunamis. It is a highly engaging way to introduce your students to the basic wave properties of frequency, amplitude, and periodicity. They use real-time data to see how various global agencies monitor for tsunami activity, then develop a "preparedness plan" using evidence from the data they collected. Most appropriate for grades 8-12, but could be adapted for Grades 6-7.

• Physical Sciences K-8 Teaching About Waves and Wave Energy Unit
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