Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Fossils and Tectonic Plate Motion | IN | K-12 Science Indiana Academic Standards | 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. |
Groundwater Flow | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Natural Resources | IN | K-12 Science Indiana Academic Standards | 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. |
Fossils and Tectonic Plate Motion | IN | K-12 Science Indiana Academic Standards | 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. |
Groundwater Flow | IN | K-12 Science Indiana Academic Standards | 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. |
Glacier Motion | IN | K-12 Science Indiana Academic Standards | 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. |
The Rock Cycle | IN | K-12 Science Indiana Academic Standards | 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. |
Natural Resources | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Engineering Water Filtration Devices | IN | K-12 Science Indiana Academic Standards | 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. |
Climate Analysis | IN | K-12 Science Indiana Academic Standards | 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. |
Fossils and Tectonic Plate Motion | IN | K-12 Science Indiana Academic Standards | 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. |
Glacier Motion | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Renewable Energy | IN | K-12 Science Indiana Academic Standards | 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. |
Engineering Water Filtration Devices | IN | K-12 Science Indiana Academic Standards | 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. |
Engineering Water Filtration Devices | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 time. |
Engineering Chemical Cold Pack Reactions | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 Water Filtration Devices | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
The Cell Membrane | IN | K-12 Science Indiana Academic Standards | MS-LS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life. |
Living Things: Prokaryotes and Eukaryotes | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
The Cell Membrane | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Reproduction | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Animal and Plant Cell Structure and Function | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Intertidal Zone Temperature Change | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Intertidal Zone Temperature Change | IN | K-12 Science Indiana Academic Standards | 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. |
Sea Star Structures | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Intertidal Zone Temperature Change | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Mitosis in Animal and Plant Cells | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | MS-LS3-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
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. |
Fossils and Tectonic Plate Motion | IN | K-12 Science Indiana Academic Standards | 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. |
Thermal Energy and Particle Motion | IN | K-12 Science Indiana Academic Standards | MS-PS1-1 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Develop and critique models that describe the atomic composition of simple molecules and extended structures. |
Chromosomes and Mutations | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Mass and Heat Transfer | IN | K-12 Science Indiana Academic Standards | 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. |
Chemical Reactions | IN | K-12 Science Indiana Academic Standards | 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. |
Engineering Chemical Cold Pack Reactions | IN | K-12 Science Indiana Academic Standards | 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. |
Mass and Heat Transfer | IN | K-12 Science Indiana Academic Standards | 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. |
Engineering Chemical Cold Pack Reactions | IN | K-12 Science Indiana Academic Standards | 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. |
Renewable Energy | IN | K-12 Science Indiana Academic Standards | 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. |
Natural Resources | IN | K-12 Science Indiana Academic Standards | 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. |
Thermal Energy and Particle Motion | IN | K-12 Science Indiana Academic Standards | 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. |
Mass and Heat Transfer | IN | K-12 Science Indiana Academic Standards | 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. |
Chemical Reactions | IN | K-12 Science Indiana Academic Standards | 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. |
Mass and Heat Transfer | IN | K-12 Science Indiana Academic Standards | 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. |
Thermal Energy and Particle Motion | IN | K-12 Science Indiana Academic Standards | 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. |
Engineering Chemical Cold Pack Reactions | IN | K-12 Science Indiana Academic Standards | 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. |
Engineering Speakers | IN | K-12 Science Indiana Academic Standards | 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. |
Communication Systems | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Intertidal Zone Temperature Change | IN | K-12 Science Indiana Academic Standards | 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. |
Communication Systems | IN | K-12 Science Indiana Academic Standards | 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. |
Engineering Speakers | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Engineering Chemical Cold Pack Reactions | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 and Heat Transfer | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
Intertidal Zone Temperature Change | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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, Speed, and Kinetic Energy | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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 | IN | K-12 Science Indiana Academic Standards | 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. |
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 time 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.
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.
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.
Provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life.
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.
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.
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.
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.
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.
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 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 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 describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Develop and critique models that 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.
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.
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.
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
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.
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.
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.
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.
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.