|MS-LS1 From Molecules to
Organisms: Structures and Processes
||MS-ESS1 Earth’s Place in the Universe
||MS-PS1 Matter and Its
who demonstrate understanding can:
||Students who demonstrate
||Students who demonstrate understanding can:
|MS-LS1-1. Conduct an investigation to provide
evidence that living things are made of cells; either one cell or many
different numbers and types of cells.
||MS-ESS1-1. Develop and use a
model of the Earth-sun-moon system to describe the cyclic patterns of lunar
phases, eclipses of the sun and moon, and seasons.
||MS-PS1-1. Develop models to describe the atomic composition of simple
molecules and extended structures.
|MS-LS1-2. Develop and use a model to describe
the function of a cell as a whole and ways parts of cells contribute to the
||MS-ESS1-2. Develop and use a
model to describe the role of gravity in the motions within galaxies and the
||MS-PS1-2. Analyze and interpret data on the properties of substances
before and after the substances interact to determine if a chemical reaction
|MS-LS1-3. Use argument supported by evidence
for how the body is a system of interacting subsystems composed of groups of
||MS-ESS1-3. Analyze and
interpret data to determine scale properties of objects in the solar
||MS-PS1-3. Gather and make sense
of information to describe that synthetic materials come from natural
resources and impact society.
|MS-LS1-4. Use argument based
on empirical evidence and scientific reasoning to support an explanation for
how characteristic animal behaviors and specialized plant structures affect
the probability of successful reproduction of animals and plants respectively.
||MS-ESS1-4. Construct a
scientific explanation based on evidence from rock strata for how the
geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
||MS-PS1-4. Develop a model that
predicts and describes changes in particle motion, temperature, and state of
a pure substance when thermal energy is added or removed.
|MS-LS1-5. Construct a
scientific explanation based on evidence for how environmental and genetic
factors influence the growth of organisms.
||MS-ESS2 Earth’s Systems
||MS-PS1-5. Develop and use a model to describe how the total number of
atoms does not change in a chemical reaction and thus mass is conserved.
Construct a scientific explanation based on evidence for the role of
photosynthesis in the cycling of matter and flow of energyinto and out
||MS-ESS2-1. Develop a model to
describe the cycling of Earth’s materials and the flow of energy that drives
||MS-PS1-6. Undertake a design
project to construct, test, and modify a device that either releases or
absorbs thermal energy by chemical processes.
Develop a model to describe how food is rearranged through chemical reactions
forming new molecules that support growth and/or release energy as this
matter moves through an organism.
||MS-ESS2-2. Construct an
explanation based on evidence for how geoscience processes have changed
Earth’s surface at varying time and spatial scales.
||MS-PS2 Motion and Stability: Forces and Interactions
|MS-LS1-8. Gather and synthesize information
that sensory receptors respond to stimuli by sending messages to the brain
for immediate behavior or storage as memories.
||MS-ESS2-3. Analyze and interpret
data on the distribution of fossils and rocks, continental shapes, and
seafloor structures to provide evidence of the past plate motions.
||MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem
involving the motion of two colliding objects.
|MS-LS2 Ecosystems: Interactions, Energy, and
||MS-ESS2-4. Develop a model to
describe the cycling of water through Earth’s systems driven by energy from
the sun and the force of gravity.
||MS-PS2-2. Plan an investigation
to provide evidence that the change in an object’s motion depends on the sum
of the forces on the object and the mass of the object.
Analyze and interpret data to provide evidence for the effects of resource
availability on organisms and populations of organisms in an ecosystem.
||MS-ESS2-5. Collect data to
provide evidence for how the motions and complex interactions of air masses
results in changes in weather conditions.
||MS-PS2-3. Ask questions about
data to determine the factors that affect the strength of electric and
Construct an explanation that predicts patterns of interactions among
organisms across multiple ecosystems.
||MS-ESS2-6. Develop and use a
model to describe how unequal heating and rotation of the Earth cause
patterns of atmospheric and oceanic circulation that determine regional
||MS-PS2-4. Construct and present
arguments using evidence to support the claim that gravitational interactions
are attractive and depend on the masses of interacting objects.
Develop a model to describe the cycling of matter and flow of energy among
living and nonliving parts of an ecosystem.
||MS-ESS3 Earth and Human Activity
||MS-PS2-5. Conduct an
investigation and evaluate the experimental design to provide evidence that
fields exist between objects exerting forces on each other even though the
objects are not in contact.
Construct an argument supported by empirical evidence that changes to
physical or biological components of an ecosystem affect populations.
||MS-ESS3-1. Construct a scientific explanation based on evidence for how
the uneven distributions of Earth’s mineral, energy, and groundwater
resources are the result of past and current geoscience processes.
Evaluate competing design solutions for maintaining biodiversity and
||MS-ESS3-2. Analyze and interpret data on natural hazards to forecast
future catastrophic events and inform the development of technologies to
mitigate their effects.
||MS-PS3-1. Construct and interpret graphical displays of data to
describe the relationships of kinetic energy to the mass of an object and to
the speed of an object.
|MS-LS3 Heredity: Inheritance and Variation of
||MS-ESS3-3. Apply scientific principles to design a method for
monitoring and minimizing a human impact on the environment.*
||MS-PS3-2. Develop a model to
describe that when the arrangement of objects interacting at a distance
changes, different amounts of potential energy are stored in the system.
Develop and use a model to describe why structural changes to genes
(mutations) located on chromosomes may affect proteins and may result in
harmful, beneficial, or neutral effects to the structure and function of the
||MS-ESS3-4. Construct an argument
supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth’s systems.
||MS-PS3-3. Apply scientific
principles to design, construct, and test a device that either minimizes or
maximizes thermal energy transfer.
|MS-LS3-2. Develop and use a model to describe
why asexual reproduction results in offspring with identical genetic
information and sexual reproduction results in offspring with genetic
||MS-ESS3–5. Ask questions to clarify evidence of the factors that have
caused the rise in global temperatures over the past century.
||MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of
matter, the mass, and the change in the average kinetic energy of the
particles as measured by the temperature of the sample.
|MS-LS4 Biological Evolution: Unity and
||MS-PS3–5. Construct, use, and present arguments to support the
claim that when the kinetic energy of an object changes, energy is
transferred to or from the object.
Analyze and interpret data for patterns in the fossil record that document
the existence, diversity, extinction, and change of life forms throughout the
history of life on Earth under the assumption that natural laws operate today
as in the past.
||MS-PS4 Waves and Therir Applications in Technologies for Information
Apply scientific ideas to construct an explanation for the anatomical
similarities and differences among modern organisms and between modern and
fossil organisms to infer evolutionary relationships.
||MS-PS4-1. Use mathematical representations to describe a simple model
for waves that includes how the amplitude of a wave is related to the energy
in a wave.
Analyze displays of pictorial data to compare patterns of similarities in the
embryological development across multiple species to identify relationships
not evident in the fully formed anatomy.
||MS-PS4-2. Develop and use a model to describe that waves are reflected,
absorbed, or transmitted through various materials.
Construct an explanation based on evidence that describes how genetic
variations of traits in a population increase some individuals’ probability
of surviving and reproducing in a specific environment.
||MS-PS4-3. Integrate qualitative
scientific and technical information to support the claim that digitized
signals are a more reliable way to encode and transmit information than
Gather and synthesize information about the technologies that have changed
the way humans influence the inheritance of desired traits in organisms.
Use mathematical representations to support explanations of how natural
selection may lead to increases and decreases of specific traits in
populations over time.