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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 1.1.a • The student will demonstrate an understanding of scientific and engineering practices by asking questions and defining problems. (i) Ask questions and make predictions based on observations. (ii) Identify a simple problem that can be solved through the development of a new tool or improved object.">
                1.1.a
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 1.1.b • The student will demonstrate an understanding of scientific and engineering practices by planning and carrying out investigations. (i) With guidance, conduct investigations to produce data. (ii) Identify characteristics and properties of objects by observations. (iii) Use tools to measure relative length, weight, volume, and temperature of common objects.">
                1.1.b
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 1.1.c • The student will demonstrate an understanding of scientific and engineering practices by interpreting, analyzing, and evaluating data. (i) Use and share pictures, drawings, and/or writings of observations. (ii) Describe patterns and relationships. (iii) Classify and arrange objects based on a single physical characteristic or property. (iv) Organize and represent various forms of data using tables, picture graphs, and object graphs. (v) Read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to.">
                1.1.c
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 1.1.d • The student will demonstrate an understanding of scientific and engineering practices by constructing and critiquing conclusions and explanations. (i) Make simple conclusions based on data or observations. (ii) Recognize unusual or unexpected results.">
                1.1.d
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 1.3.a • Objects are made of one or more materials with different physical properties and can be used for a variety of purposes.">
                1.3.a
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 1.3.b • When a material is changed in size most physical properties remain the same.">
                1.3.b
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 1.2.b • Objects may vibrate and produce sound.">
                1.2.b
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 1.2.a • Objects may have straight, circular, spinning, and back-and-forth motions.">
                1.2.a
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 1.1.f • The student will demonstrate an understanding of scientific and engineering practices by obtaining, evaluating, and communicating information. (i) Communicate observations and data using simple graphs, pictures, drawings, numbers, speech and/or writing.">
                1.1.f
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 1.1.e • The student will demonstrate an understanding of scientific and engineering practices by developing and using models. (i) Use physical models to demonstrate simple phenomena and natural processes.">
                1.1.e
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 2.3.c • Heating and cooling can change the phases of matter.">
                2.3.c
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 2.3.b • Solids, liquids, and gases have different characteristics.">
                2.3.b
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 2.3.a • Matter has mass and takes up space.">
                2.3.a
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 5.7.a • Matter is composed of atoms.">
                5.7.a
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 5.7.b • Substances can be mixed together without changes in their physical properties.">
                5.7.b
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Virginia • Science • 5.7.c • Energy has an effect on the phases of matter.">
                5.7.c
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Next Generation Science Standards • Crosscutting Concepts • K-2.AG.7.1 • Some things stay the same while other things change.">
                K-2.AG.7.1
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Next Generation Science Standards • Crosscutting Concepts • K-2.AG.7.2 • Things may change slowly or rapidly.">
                K-2.AG.7.2
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Next Generation Science Standards • Crosscutting Concepts • 6-8.AG.1.1 • Macroscopic patterns are related to the nature of microscopic and atomic-level structure.">
                6-8.AG.1.1
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Next Generation Science Standards • Crosscutting Concepts • 6-8.AG.1.2 • Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems.">
                6-8.AG.1.2
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Next Generation Science Standards • Crosscutting Concepts • 6-8.AG.1.3 • Patterns can be used to identify cause and effect relationships.">
                6-8.AG.1.3
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Next Generation Science Standards • Crosscutting Concepts • 6-8.AG.1.4 • Graphs, charts, and images can be used to identify patterns in data.">
                6-8.AG.1.4
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Next Generation Science Standards • Crosscutting Concepts • 6-8.AG.5.1 • Matter is conserved because atoms are conserved in physical and chemical processes.">
                6-8.AG.5.1
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Deeper Learning Competencies • Self Directed Learning  - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.">
                Self Directed Learning
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Deeper Learning Competencies • Academic Mindset  - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.">
                Academic Mindset
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Deeper Learning Competencies • Critical Thinking &amp; Problem Solving  - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.">
                Critical Thinking &amp; Problem Solving
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="YELLOWHAB Competencies v2 • SCI.1 - Lead Scientific Investigations | Critical Thinking | Academically Prepared • Ask a scientific question (SCI.1.1)">
                Ask a scientific question
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="YELLOWHAB Competencies v2 • SCI.3 - Develop and Use Models | Critical Thinking | Academically Prepared • Use the model to communicate ideas (SCI.3.2)">
                Use the model to communicate ideas
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
                 data-controller="tooltip"
                 data-tippy-content="YELLOWHAB Competencies v2 • SCI.2 - Analyze and Interpret Data | Critical Thinking | Academically Prepared • Make meaning of data collected (SCI.2.1)">
                Make meaning of data collected
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="YELLOWHAB Competencies v2 • SCI.1 - Lead Scientific Investigations | Critical Thinking | Academically Prepared • Formulate a hypothesis (SCI.1.2)">
                Formulate a hypothesis
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
                 data-controller="tooltip"
                 data-tippy-content="YELLOWHAB Competencies v2 • SCI.3 - Develop and Use Models | Critical Thinking | Academically Prepared • Create a model to represent a system (SCI.3.1)">
                Create a model to represent a system
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