This alignment guide shows how KnowAtom’s integrated model of science curriculum for Grades K-8 is designed for the California K-12 Science Standards Next Generation Science Standards for California Public Schools.
Science Lesson
![]() |
State
![]() |
Standards
![]() |
State ID
![]() |
Grades
![]() |
Performance Expectation
![]() |
---|---|---|---|---|---|
Climate Analysis | CA | Next Generation Science Standards for California Public Schools | MS-ESS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Develop and use a model of the Earth-Sun-moon system to explain the cyclical patterns of lunar phases, eclipses of the sun and moon, and seasons. |
Climate Analysis | CA | Next Generation Science Standards for California Public Schools | MS-ESS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Fossils and Tectonic Plate Motion | CA | Next Generation Science Standards for California Public Schools | MS-ESS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Mass and Heat Transfer | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
Glacier Motion | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Use a model to illustrate that energy from Earth’s interior drives convection that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean seafloor at ridges, submergence of ocean seafloor at trenches, mountain building, and active volcanic chains. |
Groundwater Flow | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
The Rock Cycle | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
Glacier Motion | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
Climate Analysis | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
Groundwater Flow | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
The Rock Cycle | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
Fossils and Tectonic Plate Motion | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. |
Climate Analysis | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
Glacier Motion | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
Groundwater Contamination | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
Groundwater Flow | CA | Next Generation Science Standards for California Public Schools | MS-ESS2-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
Groundwater Contamination | CA | Next Generation Science Standards for California Public Schools | MS-ESS3-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Natural Resources | CA | Next Generation Science Standards for California Public Schools | MS-ESS3-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Groundwater Flow | CA | Next Generation Science Standards for California Public Schools | MS-ESS3-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
Groundwater Contamination | CA | Next Generation Science Standards for California Public Schools | MS-ESS3-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
Engineering Water Filtration Devices | CA | Next Generation Science Standards for California Public Schools | MS-ESS3-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
Groundwater Contamination | CA | Next Generation Science Standards for California Public Schools | MS-ESS3-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. |
Climate Analysis | CA | Next Generation Science Standards for California Public Schools | MS-ESS3-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
Engineering Water Filtration Devices | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
Engineering Vehicles | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
Engineering Speakers | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
Engineering Chemical Cold Pack Reactions | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
Engineering Water Filtration Devices | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Speakers | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Vehicles | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Chemical Cold Pack Reactions | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Water Filtration Devices | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. |
Engineering Vehicles | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. |
Engineering Speakers | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. |
Engineering Chemical Cold Pack Reactions | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. |
Engineering Water Filtration Devices | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Vehicles | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Speakers | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Chemical Cold Pack Reactions | CA | Next Generation Science Standards for California Public Schools | MS-ETS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Animal and Plant Cell Structure and Function | CA | Next Generation Science Standards for California Public Schools | MS-LS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
Living Things: Prokaryotes and Eukaryotes | CA | Next Generation Science Standards for California Public Schools | MS-LS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
Mitosis in Animal and Plant Cells | CA | Next Generation Science Standards for California Public Schools | MS-LS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
Animal and Plant Cell Structure and Function | CA | Next Generation Science Standards for California Public Schools | MS-LS1-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
The Cell Membrane | CA | Next Generation Science Standards for California Public Schools | MS-LS1-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
Animal and Plant Cell Structure and Function | CA | Next Generation Science Standards for California Public Schools | MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
The Cell Membrane | CA | Next Generation Science Standards for California Public Schools | MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Chromosomes and Mutations | CA | Next Generation Science Standards for California Public Schools | MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Reproduction | CA | Next Generation Science Standards for California Public Schools | MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Rocky Shore Ecosystems | CA | Next Generation Science Standards for California Public Schools | MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Sea Star Structures | CA | Next Generation Science Standards for California Public Schools | MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Intertidal Zone Temperature Change | CA | Next Generation Science Standards for California Public Schools | MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Food and Energy | CA | Next Generation Science Standards for California Public Schools | MS-LS1-6 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. |
Rocky Shore Ecosystems | CA | Next Generation Science Standards for California Public Schools | MS-LS1-6 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. |
Food and Energy | CA | Next Generation Science Standards for California Public Schools | MS-LS1-7 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Rocky Shore Ecosystems | CA | Next Generation Science Standards for California Public Schools | MS-LS2-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
Rocky Shore Ecosystems | CA | Next Generation Science Standards for California Public Schools | MS-LS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. |
Rocky Shore Ecosystems | CA | Next Generation Science Standards for California Public Schools | MS-LS2-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
Rocky Shore Ecosystems | CA | Next Generation Science Standards for California Public Schools | MS-LS2-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
Engineering Water Filtration Devices | CA | Next Generation Science Standards for California Public Schools | MS-LS2-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
Chromosomes and Mutations | CA | Next Generation Science Standards for California Public Schools | MS-LS3-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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 organism. |
Reproduction | CA | Next Generation Science Standards for California Public Schools | MS-LS3-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop and use a model to show why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
Fossils and Tectonic Plate Motion | CA | Next Generation Science Standards for California Public Schools | MS-LS4-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Renewable Energy | CA | Next Generation Science Standards for California Public Schools | MS-PS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Develop models to describe the atomic composition of simple molecules and extended structures. |
Chromosomes and Mutations | CA | Next Generation Science Standards for California Public Schools | MS-PS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
Natural Resources | CA | Next Generation Science Standards for California Public Schools | MS-PS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
The Rock Cycle | CA | Next Generation Science Standards for California Public Schools | MS-PS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
Thermal Energy and Particle Motion | CA | Next Generation Science Standards for California Public Schools | MS-PS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
Renewable Energy | CA | Next Generation Science Standards for California Public Schools | MS-PS1-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Chemical Reactions | CA | Next Generation Science Standards for California Public Schools | MS-PS1-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Natural Resources | CA | Next Generation Science Standards for California Public Schools | MS-PS1-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
Engineering Chemical Cold Pack Reactions | CA | Next Generation Science Standards for California Public Schools | MS-PS1-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
Mass and Heat Transfer | CA | Next Generation Science Standards for California Public Schools | MS-PS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Renewable Energy | CA | Next Generation Science Standards for California Public Schools | MS-PS1-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | 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. |
Chemical Reactions | CA | Next Generation Science Standards for California Public Schools | MS-PS1-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
The Rock Cycle | CA | Next Generation Science Standards for California Public Schools | MS-PS1-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Chemical Cold Pack Reactions | CA | Next Generation Science Standards for California Public Schools | MS-PS1-6 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. |
Forces and Motion | CA | Next Generation Science Standards for California Public Schools | MS-PS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Vehicles | CA | Next Generation Science Standards for California Public Schools | MS-PS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Speakers | CA | Next Generation Science Standards for California Public Schools | MS-PS2-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
Glacier Motion | CA | Next Generation Science Standards for California Public Schools | MS-PS2-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Use evidence to support the claim that gravitational forces between objects are attractive and are only noticeable when one or both of the objects have a very large mass. |
Sea Star Structures | CA | Next Generation Science Standards for California Public Schools | MS-PS2-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
Engineering Speakers | CA | Next Generation Science Standards for California Public Schools | MS-PS2-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Mass, Speed, and Kinetic Energy | CA | Next Generation Science Standards for California Public Schools | MS-PS3-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Speakers | CA | Next Generation Science Standards for California Public Schools | MS-PS3-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Mass and Heat Transfer | CA | Next Generation Science Standards for California Public Schools | MS-PS3-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
Intertidal Zone Temperature Change | CA | Next Generation Science Standards for California Public Schools | MS-PS3-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Chemical Reactions | CA | Next Generation Science Standards for California Public Schools | MS-PS3-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. *In this unit, students focus on the relationship between the energy transferred and the change in the average kinetic energy of the substance’s particles. They will incorporate the other aspects of the standard in later units. |
Mass and Heat Transfer | CA | Next Generation Science Standards for California Public Schools | MS-PS3-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Thermal Energy and Particle Motion | CA | Next Generation Science Standards for California Public Schools | MS-PS3-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Mass, Speed, and Kinetic Energy | CA | Next Generation Science Standards for California Public Schools | MS-PS3-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Intertidal Zone Temperature Change | CA | Next Generation Science Standards for California Public Schools | MS-PS3-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Forces and Motion | CA | Next Generation Science Standards for California Public Schools | MS-PS3-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Engineering Vehicles | CA | Next Generation Science Standards for California Public Schools | MS-PS3-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Chemical Reactions | CA | Next Generation Science Standards for California Public Schools | MS-PS3-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Mass and Heat Transfer | CA | Next Generation Science Standards for California Public Schools | MS-PS3-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Thermal Energy and Particle Motion | CA | Next Generation Science Standards for California Public Schools | MS-PS3-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Thermal Energy and Particle Motion | CA | Next Generation Science Standards for California Public Schools | MS-PS4-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Communication Systems | CA | Next Generation Science Standards for California Public Schools | MS-PS4-3 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Use a model to illustrate that energy from Earth’s interior drives convection that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean seafloor at ridges, submergence of ocean seafloor at trenches, mountain building, and active volcanic chains.
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales.
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
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.
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.
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
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.
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.
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.
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.
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
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.
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.
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.
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.
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.
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.
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.
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
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.
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
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 organism.
Develop and use a model to show why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Develop models to describe the atomic composition of simple molecules and extended structures.
Develop models to describe the atomic composition of simple molecules and extended structures.
Develop models to describe the atomic composition of simple molecules and extended structures.
Develop models to describe the atomic composition of simple molecules and extended structures.
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
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.
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.
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.
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
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.
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.
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Use evidence to support the claim that gravitational forces between objects are attractive and are only noticeable when one or both of the objects have a very large mass.
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
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 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.
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.
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
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.
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. *In this unit, students focus on the relationship between the energy transferred and the change in the average kinetic energy of the substance’s particles. They will incorporate the other aspects of the standard in later units.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.