This alignment guide shows how KnowAtom’s integrated model of science curriculum is designed for the Illinois Learning Standards Illinois Learning Standards for Science (NGSS).
Science Lesson
|
State
|
Standards
|
State ID
|
Grades
|
Performance Expectation
|
|---|---|---|---|---|---|
| Sun Angle and Temperature | IL | Illinois Learning Standards for Science (NGSS) | MS-ESS1-1 | 8 | 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. |
| Earth-Sun-Moon System | IL | Illinois Learning Standards for Science (NGSS) | MS-ESS1-1 | 8 | 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. |
| Earth's Place in the Solar System | IL | Illinois Learning Standards for Science (NGSS) | MS-ESS1-2 | 8 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| Earth's Place in the Solar System | IL | Illinois Learning Standards for Science (NGSS) | MS-ESS1-3 | 8 | Analyze and interpret data to determine scale properties of objects in the solar system. |
| Animal Diversity | IL | Illinois Learning Standards for Science (NGSS) | MS-ESS1-4 | 8 |
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. |
| Sun Angle and Temperature | IL | Illinois Learning Standards for Science (NGSS) | MS-ESS2-4 | 8 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| Convection and Weather | IL | Illinois Learning Standards for Science (NGSS) | MS-ESS2-4 | 8 |
Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. |
| Sun Angle and Temperature | IL | Illinois Learning Standards for Science (NGSS) | MS-ESS2-6 | 8 | 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 climates. |
| Convection and Weather | IL | Illinois Learning Standards for Science (NGSS) | MS-ESS2-6 | 8 |
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 climates. |
| Greenhouse Effect | IL | Illinois Learning Standards for Science (NGSS) | MS-ESS3-4 | 8 |
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. |
| Greenhouse Effect | IL | Illinois Learning Standards for Science (NGSS) | MS-ESS3-5 | 8 |
Ask questions to clarify evidence of the factors that have caused the rise of global temperatures over the past. |
| Engineering Meteoroid Shields | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-1 | 8 | 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 Seismograph | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-1 | 8 |
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 Greenhouses | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-1 | 8 |
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 Shoreline Barriers | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-1 | 8 |
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 Wind Turbines | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-1 | 8 |
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 Shoreline Barriers | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-2 | 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Meteoroid Shields | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-2 | 8 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Wind Turbines | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-2 | 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Greenhouses | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-2 | 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Seismograph | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-2 | 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Meteoroid Shields | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-3 | 8 | 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 Greenhouses | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-3 | 8 |
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 Seismograph | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-3 | 8 |
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 Shoreline Barriers | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-3 | 8 |
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 Wind Turbines | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-3 | 8 |
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 Shoreline Barriers | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-4 | 8 |
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 Greenhouses | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-4 | 8 |
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 Meteoroid Shields | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-4 | 8 | 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 Seismograph | IL | Arkansas Illinois Learning Standards for Science (NGSS)K-12 Science Standards | MS-ETS1-4 | 8 |
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 Wind Turbines | IL | Illinois Learning Standards for Science (NGSS) | MS-ETS1-4 | 8 |
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. |
| Sucrose and Heart Rate | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-1 | 8 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Cellular Respiration | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-1 | 8 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells |
| Comparing Cells | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-1 | 8 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Comparing Cells | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-2 | 8 | Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
| Sucrose and Heart Rate | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-3 | 8 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
| Natural Selection | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-4 | 8 |
Use arguments 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. |
| Natural Selection | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-5 | 8 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| DNA and Proteins | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-5 | 8 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| Photosynthesis and Oil Spills | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-6 | 8 |
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. |
| Comparing Cells | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-6 | 8 | 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. |
| Cellular Respiration | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-7 | 8 | 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. |
| Sucrose and Heart Rate | IL | Illinois Learning Standards for Science (NGSS) | MS-LS1-8 | 8 |
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. |
| Food Webs | IL | Illinois Learning Standards for Science (NGSS) | MS-LS2-1 | 8 |
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
| Food Webs | IL | Illinois Learning Standards for Science (NGSS) | MS-LS2-2 | 8 |
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. |
| Photosynthesis and Oil Spills | IL | Illinois Learning Standards for Science (NGSS) | MS-LS2-3 | 8 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| Food Webs | IL | Illinois Learning Standards for Science (NGSS) | MS-LS2-3 | 8 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| Photosynthesis and Oil Spills | IL | Illinois Learning Standards for Science (NGSS) | MS-LS2-4 | 8 |
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
| Food Webs | IL | Illinois Learning Standards for Science (NGSS) | MS-LS2-4 | 8 |
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
| Engineering Shoreline Barriers | IL | Illinois Learning Standards for Science (NGSS) | MS-LS2-5 | 8 |
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
| Animal Diversity | IL | Illinois Learning Standards for Science (NGSS) | MS-LS3-1 | 8 |
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. |
| Heredity and Traits | IL | Illinois Learning Standards for Science (NGSS) | MS-LS3-1 | 8 |
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. |
| Natural Selection | IL | Illinois Learning Standards for Science (NGSS) | MS-LS3-1 | 8 |
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. |
| DNA and Mutations | IL | Illinois Learning Standards for Science (NGSS) | MS-LS3-1 | 8 |
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. |
| Heredity and Traits | IL | Illinois Learning Standards for Science (NGSS) | MS-LS3-2 | 8 |
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 variation. |
| Animal Diversity | IL | Illinois Learning Standards for Science (NGSS) | MS-LS3-2 | 8 |
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 variation. |
| Reproduction | IL | Illinois Learning Standards for Science (NGSS) | MS-LS3-2 | 8 |
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 variation. |
| Animal Diversity | IL | Illinois Learning Standards for Science (NGSS) | MS-LS4-1 | 8 |
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. |
| Comparing Cells | IL | Illinois Learning Standards for Science (NGSS) | MS-LS4-1 | 8 |
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. |
| Animal Diversity | IL | Illinois Learning Standards for Science (NGSS) | MS-LS4-2 | 8 |
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. |
| Comparing Cells | IL | Illinois Learning Standards for Science (NGSS) | MS-LS4-2 | 8 |
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. |
| Animal Diversity | IL | Illinois Learning Standards for Science (NGSS) | MS-LS4-3 | 8 |
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. |
| Natural Selection | IL | Illinois Learning Standards for Science (NGSS) | MS-LS4-4 | 8 |
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. |
| DNA and Mutations | IL | Illinois Learning Standards for Science (NGSS) | MS-LS4-4 | 8 |
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. |
| Heredity and Traits | IL | Illinois Learning Standards for Science (NGSS) | MS-LS4-5 | 8 |
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
| Natural Selection | IL | Illinois Learning Standards for Science (NGSS) | MS-LS4-5 | 8 |
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
| Natural Selection | IL | Illinois Learning Standards for Science (NGSS) | MS-LS4-6 | 8 |
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. |
| Chemical Reactions | IL | Illinois Learning Standards for Science (NGSS) | MS-PS1-1 | 8 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| Polymer Structure and Function | IL | Illinois Learning Standards for Science (NGSS) | MS-PS1-1 | 8 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| Chemical Reactions | IL | Illinois Learning Standards for Science (NGSS) | MS-PS1-2 | 8 |
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 | IL | Illinois Learning Standards for Science (NGSS) | MS-PS1-3 | 8 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| Mass and Motion | IL | Illinois Learning Standards for Science (NGSS) | MS-PS1-3 | 8 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| Polymer Structure and Function | IL | Illinois Learning Standards for Science (NGSS) | MS-PS1-3 | 8 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| Chemical Reactions | IL | Illinois Learning Standards for Science (NGSS) | MS-PS1-4 | 8 | 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. |
| Chemical Reactions | IL | Illinois Learning Standards for Science (NGSS) | MS-PS1-5 | 8 |
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. |
| Mass and Motion | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-1 | 8 |
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. |
| Engineering Meteoroid Shields | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-1 | 8 | Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. |
| Mass and Motion | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-2 | 8 |
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 Meteoroid Shields | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-2 | 8 | 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 Seismograph | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-2 | 8 |
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 Wind Turbines | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-2 | 8 |
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. |
| Electric and Magnetic Interactions | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-3 | 8 |
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
| Magnetism and Energy | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-3 | 8 |
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
| Engineering Meteoroid Shields | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-4 | 8 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| Earth-Sun-Moon System | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-4 | 8 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| Earth's Place in the Solar System | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-4 | 8 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| Magnetism and Energy | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-5 | 8 |
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. |
| Electric and Magnetic Interactions | IL | Illinois Learning Standards for Science (NGSS) | MS-PS2-5 | 8 |
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 and Motion | IL | Illinois Learning Standards for Science (NGSS) | MS-PS3-1 | 8 |
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. |
| Magnetism and Energy | IL | Illinois Learning Standards for Science (NGSS) | MS-PS3-2 | 8 |
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. |
| Engineering Greenhouses | IL | Illinois Learning Standards for Science (NGSS) | MS-PS3-3 | 8 |
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
| Chemical Reactions | IL | Illinois Learning Standards for Science (NGSS) | MS-PS3-5 | 8 | 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. |
| Polymer Structure and Function | IL | Illinois Learning Standards for Science (NGSS) | MS-PS3-5 | 8 | 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 Motion | IL | Illinois Learning Standards for Science (NGSS) | MS-PS3-5 | 8 |
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 Wind Turbines | IL | Illinois Learning Standards for Science (NGSS) | MS-PS3-5 | 8 |
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. |
| Magnetism and Energy | IL | Illinois Learning Standards for Science (NGSS) | MS-PS3-5 | 8 |
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. |
| Electric and Magnetic Interactions | IL | Illinois Learning Standards for Science (NGSS) | MS-PS3-5 | 8 |
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 Seismograph | IL | Illinois Learning Standards for Science (NGSS) | MS-PS4-1 | 8 |
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. |
| Mechanical Waves and Energy | IL | Illinois Learning Standards for Science (NGSS) | MS-PS4-1 | 8 |
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. |
| Light and Information Transfer | IL | Illinois Learning Standards for Science (NGSS) | MS-PS4-2 | 8 |
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
| Light and Information Transfer | IL | Illinois Learning Standards for Science (NGSS) | MS-PS4-3 | 8 |
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. |
This alignment guide shows how KnowAtom’s integrated model of science curriculum is designed for the Illinois Learning Standards Illinois Learning Standards for Science (NGSS).
