PenPal Schools provides an excellent opportunity for students to improve their scientific knowledge and skills in an authentic, global context through project-based learning!
"I was impressed with how thoughtful my students were about their responses, particularly after they learned they had authentic audiences! The topics really hit home."
Wendi Pillars
North Carolina, USA
With the teacher dashboard, educators can assess their students' work across a variety of learning objectives to help them improve:
PenPal Schools learning objectives are aligned to a variety of academic standards, including Common Core State Standards, Texas Essential Knowledge and Skills, International Baccalaureate Organization Standards, and the Next Generation Science Standards. Read on to see how you can use PenPal Schools learning objectives to assess and improve students' abilities relative to the standards that interest you.

Don't see the standards you're looking for? Contact us to request documentation of how PenPal Schools learning objectives align to the standards that your school uses!
Scientific Method
PenPal Schools Learning Objective: Scientific Method
Student uses the scientific method to explore test hypotheses and explore scientific concepts
CCSS Grade Level Standards: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
CCSS.ELA-Literacy.RST.6-8.3
​CCSS.ELA-Literacy.RST.9-10.3
CCSS.ELA-Literacy.RST.11-12.3
§112.18-20 Science, Middle School
(2) Scientific investigation and reasoning. The student uses scientific practices during laboratory and field investigations. The student is expected to:
(A) plan and implement comparative and descriptive investigations by making observations, asking well defined questions, and using appropriate equipment and technology;
(B) design and implement experimental investigations by making observations, asking well defined questions, formulating testable hypotheses, and using appropriate equipment and technology;
(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;
(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and
(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
§112.32-39 Science, High School
(2) Scientific processes. The student uses scientific practices to solve investigative questions. The student is expected to:
(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;
(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories;
(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but may be subject to change as new areas of science and new technologies are developed;
(D) distinguish between scientific hypotheses and scientific theories;
(E) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, electronic balances, an adequate supply of consumable chemicals, and sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, and burettes;
(F) collect data and make measurements with accuracy and precision;
(G) express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures;
(H) organize, analyze, evaluate, make inferences, and predict trends from data; and
(I) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports.
Criterion B: Inquiring and designing
​Students develop intellectual and practical skills through designing, analyzing and performing scientific investigations
NGSS Science and Engineering Practices: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
Asking Questions and Defining Problems
Planning and Carrying Out Investigations
Scientific Models
PenPal Schools Learning Objective: Scientific Models
Student develops and uses scientific models to answer questions
CCSS Grade Level Standards: 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).
CCSS.ELA-Literacy.RST.6-8.7
​CCSS.ELA-Literacy.RST.9-10.7
CCSS.ELA-Literacy.RST.11-12.7
§112.18-20 Science, Middle School
​(1) (A) (iii) Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.
§112.32-39 Science, High School
(5) Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.
(2)  Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to:
(H)  organize, analyze, evaluate, build models, make inferences, and predict trends from data;
Criterion A: Knowing and Understanding
Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments.
NGSS Science and Engineering Practices: Use models to describe phenomena. Systems in the natural and designed world have parts that work together.
Developing and Using Models
Data Analysis
PenPal Schools Learning Objective: Data Analysis
Student accurately analyzes and interprets data
CCSS Anchor Standard: 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).
CCSS Grade Level Standards:
CCSS.ELA-Literacy.RST.6-8.1-9
CCSS.ELA-Literacy.RST.9-10.1-9
CCSS.ELA-Literacy.RST.11-12.1-9
​§112.18-20 Science, Middle School
​(1) (A) (ii) Scientific investigations are conducted for different reasons. All investigations require a research question, careful observations, data gathering, and analysis of the data to identify the patterns that will explain the findings. Descriptive investigations are used to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat. Descriptive statistics include frequency, range, mean, median, and mode. A hypothesis is not required in a descriptive investigation. On the other hand, when conditions can be controlled in order to focus on a single variable, experimental research design is used to determine causation. Students should experience both types of investigations and understand that different scientific research questions require different research designs.
§112.32 Science, High School
(2) Scientific processes. The student uses scientific practices to solve investigative questions. The student is expected to:
(F) collect data and make measurements with accuracy and precision;
(H) organize, analyze, evaluate, make inferences, and predict trends from data; and
(I) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports.
Criterion C: Processing and Evaluating
Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached.
Science and Engineering Practices: Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
​Analyzing and Interpreting Data
Life Science: Adaptation & Evolution
PenPal Schools Learning Objective: Adaptation & Evolution
Student uses evidence to explain how natural selection leads to adaptation, growth within specific populations, and the emergence of new species over time
​§112.18-20 Science, Middle School(12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:
(A) investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;
§112.32 Science, High School
(7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to:
(D) analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success;
(E) analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species; and
(F) analyze other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination.
Physical Science: Energy Systems
PenPal Schools Learning Objective: Energy Systems
Student uses evidence to explain how communities manage energy and resources
§112.18-20 Science, Middle School
​(B) Matter and energy.
(iii) Energy resources are available on a renewable or nonrenewable basis. Understanding the origins and uses of these resources enables informed decision making. Students should consider the ethical/social issues surrounding Earth's natural energy resources, while looking at the advantages and disadvantages of their long-term uses.
§112.32 Science, High School
(5)  Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:
(C)  document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability;
(D)  identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy;
(E)  analyze and evaluate the economic significance and interdependence of resources within the environmental system; and
(F)  evaluate the impact of waste management methods such as reduction, reuse, recycling, and composting on resource availability.
NGSS Ecosystem Dynamics
​2-LS2-1 Ecosystems: Interactions, Energy, and Dynamics
3-LS2-1 Ecosystems: Interactions, Energy, and Dynamics
5-LS2-1 Ecosystems: Interactions, Energy, and Dynamics
MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics
HS-LS2-7 Ecosystems: Interactions, Energy, and Dynamics
Earth Science: Atmosphere & Weather
PenPal Schools Learning Objective: Atmosphere & Weather
Student analyzes multiple types of data (qualitative/quantitative) to create evidence-based weather forecasts
§112.18-20 Science, Middle School
​(D) Earth and space. Students identify the role of natural events in altering Earth systems. Cycles within Sun, Earth, and Moon systems are studied as students learn about seasons, tides, and lunar phases. Students learn that stars and galaxies are part of the universe. In addition, students use data to research scientific theories of the origin of the universe. Students will illustrate how Earth features change over time by plate tectonics. They will interpret land and erosional features on topographic maps and satellite views. Students learn how interactions in solar, weather, and ocean systems create changes in weather patterns and climate.
(8) Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to:
(A) predict and describe how catastrophic events such as floods, hurricanes, or tornadoes impact ecosystems;
(B) analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas; and
(C) model the effects of human activity on groundwater and surface water in a watershed.
§112.32 Science, High School
(8)  Science concepts. The student knows that environments change naturally. The student is expected to:
(A)  analyze and describe the effects on areas impacted by natural events such as tectonic movement, volcanic events, fires, tornadoes, hurricanes, flooding, tsunamis, and population growth;
(B)  explain how regional changes in the environment may have a global effect;
(C)  examine how natural processes such as succession and feedback loops restore habitats and ecosystems;
(D)  describe how temperature inversions impact weather conditions, including El Niño and La Niña oscillations; and
(E)  analyze the impact of temperature inversions on global warming, ice cap and glacial melting, and changes in ocean currents and surface temperatures.
NGSS Weather Patterns
​K-ESS2-1 Earth's Systems
3-ESS2-1 Earth's Systems
5-ESS2-1 Earth's Systems
Earth Science: Environmental Sustainability
PenPal Schools Learning Objective: Environmental Sustainability
Student uses evidence to demonstrate understanding of the relationship between natural resources, human populations, and biodiversity
§112.18-20 Science, Middle School
​(10) Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to:
(A) observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;
(B) describe how biodiversity contributes to the sustainability of an ecosystem
(E) Organisms and environments. In studies of living systems, students explore the interdependence between these systems. Students describe how biotic and abiotic factors affect the number of organisms and populations present in an ecosystem. In addition, students explore how organisms and their populations respond to short- and long-term environmental changes, including those caused by human activities.
§112.32 Science, High School
(5)  Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:
(A)  summarize methods of land use and management and describe its effects on land fertility;
(B)  identify source, use, quality, management, and conservation of water;
(C)  document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability
(A)  Earth in space and time. Earth has a long, complex, and dynamic history. Advances in technologies continue to further our understanding of the origin, evolution, and properties of Earth and planetary systems within a chronological framework. The origin and distribution of resources that sustain life on Earth are the result of interactions among Earth's subsystems over billions of years.
(C)  Relevance. The interacting components of Earth's system change by both natural and human-influenced processes. Natural processes include hazards such as flooding, earthquakes, volcanoes, hurricanes, meteorite impacts, and climate change. Some human-influenced processes such as pollution and nonsustainable use of Earth's natural resources may damage Earth's system. Examples include climate change, soil erosion, air and water pollution, and biodiversity loss. The time scale of these changes and their impact on human society must be understood to make wise decisions concerning the use of the land, water, air, and natural resources. Proper stewardship of Earth will prevent unnecessary degradation and destruction of Earth's subsystems and diminish detrimental impacts to individuals and society.
NGSS Ecosystem Interdependence
​2.Interdependent Relationships in Ecosystems
3.Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms
MS.Interdependent Relationships in Ecosystems
HS.Interdependent Relationships in Ecosystems
Computer Science & Robotics
PenPal Schools Learning Objective: Computer Science
Student demonstrates understanding of hardware and software related to computer systems and robotics
§126.6. Technology Applications, Elementary
(6)  Technology operations and concepts. The student demonstrates knowledge and appropriate use of technology systems, concepts, and operations. The student is expected to:
(A)  use appropriate terminology regarding basic hardware, software applications, programs, networking, virtual environments, and emerging technologies;
§126.15. Technology Applications, Middle School
Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to:
(A)  define and use current technology terminology appropriately;
(B)  select and apply technology tools based on licensing, application, and support;
(C)  identify, understand, and use operating systems;
(D)  understand and use software applications, including selecting and using software for a defined task;
(E)  identify, understand, and use hardware systems;
126.32. Technology Applications, High School
(6)  Technology operations and concepts. The student understands technology concepts, systems, and operations as they apply to computer science. The student is expected to:
(A)  demonstrate knowledge of the basic computer components, including a central processing unit (CPU), storage, and input/output devices;
(B)  use operating system tools, including appropriate file management;
(C)  demonstrate knowledge and appropriate use of different operating systems;
(D)  demonstrate knowledge and understanding of basic network connectivity;