Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Groundwater Contamination | LA | Louisiana Student Standards for Science | 6-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. |
Living Things: Prokaryotes and Eukaryotes | LA | Louisiana Student Standards for Science | 6-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 or many different numbers and types. |
The Cell Membrane | LA | Louisiana Student Standards for Science | 6-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 or many different numbers and types. |
Chromosomes and Mutations | LA | Louisiana Student Standards for Science | 6-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 or many different numbers and types. |
Mitosis in Animal and Plant Cells | LA | Louisiana Student Standards for Science | 6-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 or many different numbers and types. |
Animal and Plant Cell Structure and Function | LA | Louisiana Student Standards for Science | 6-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 or many different numbers and types. |
The Cell Membrane | LA | Louisiana Student Standards for Science | 6-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 | LA | Louisiana Student Standards for Science | 6-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. |
Rocky Shore Ecosystems | LA | Louisiana Student Standards for Science | 6-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 | LA | Louisiana Student Standards for Science | 6-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 | LA | Louisiana Student Standards for Science | 6-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. |
Thermal Energy and Particle Motion | LA | Louisiana Student Standards for Science | 6-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 | LA | Louisiana Student Standards for Science | 6-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 | LA | Louisiana Student Standards for Science | 6-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 | LA | Louisiana Student Standards for Science | 6-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. 8-MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures. |
Natural Resources | LA | Louisiana Student Standards for Science | 6-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. |
Engineering Speakers | LA | Louisiana Student Standards for Science | 6-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 | LA | Louisiana Student Standards for Science | 6-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 | LA | Louisiana Student Standards for Science | 6-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 | LA | Louisiana Student Standards for Science | 6-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 | LA | Louisiana Student Standards for Science | 6-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. |
Glacier Motion | LA | Louisiana Student Standards for Science | 7-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. |
Climate Analysis | LA | Louisiana Student Standards for Science | 7-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 | LA | Louisiana Student Standards for Science | 7-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 | LA | Louisiana Student Standards for Science | 7-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. |
Climate Analysis | LA | Louisiana Student Standards for Science | 7-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. |
Food and Energy | LA | Louisiana Student Standards for Science | 7-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 and cellular respiration in the cycling of matter and flow of energy into and out of organisms. |
Food and Energy | LA | Louisiana Student Standards for Science | 7-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. |
Sea Star Structures | LA | Louisiana Student Standards for Science | 7-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. |
Groundwater Contamination | LA | Louisiana Student Standards for Science | 7-MS-LS2-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Undertake a design project that assists in maintaining diversity and ecosystem services. |
Engineering Water Filtration Devices | LA | Louisiana Student Standards for Science | 7-MS-LS2-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Undertake a design project that assists in maintaining diversity and ecosystem services. |
Reproduction | LA | Louisiana Student Standards for Science | 7-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. |
Chemical Reactions | LA | Louisiana Student Standards for Science | 7-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 | LA | Louisiana Student Standards for Science | 7-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. |
Renewable Energy | LA | Louisiana Student Standards for Science | 7-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 | LA | Louisiana Student Standards for Science | 7-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 the state of a pure substance when thermal energy is added or removed. |
Chemical Reactions | LA | Louisiana Student Standards for Science | 7-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 | LA | Louisiana Student Standards for Science | 7-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. |
Renewable Energy | LA | Louisiana Student Standards for Science | 7-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 | LA | Louisiana Student Standards for Science | 7-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 | LA | Louisiana Student Standards for Science | 7-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 | LA | Louisiana Student Standards for Science | 7-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 | LA | Louisiana Student Standards for Science | 7-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. |
Climate Analysis | LA | Louisiana Student Standards for Science | 8-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 geologic history. |
Fossils and Tectonic Plate Motion | LA | Louisiana Student Standards for Science | 8-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 geologic history. |
The Rock Cycle | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-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. |
Mass and Heat Transfer | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-MS-ESS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying time and spatial scales. |
Glacier Motion | LA | Louisiana Student Standards for Science | 8-MS-ESS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying time and spatial scales. |
Climate Analysis | LA | Louisiana Student Standards for Science | 8-MS-ESS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying time and spatial scales. |
Fossils and Tectonic Plate Motion | LA | Louisiana Student Standards for Science | 8-MS-ESS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying time and spatial scales. |
Groundwater Flow | LA | Louisiana Student Standards for Science | 8-MS-ESS2-2 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying time and spatial scales. |
Fossils and Tectonic Plate Motion | LA | Louisiana Student Standards for Science | 8-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 sea floor structures to provide evidence of the past plate motions. |
Groundwater Flow | LA | Louisiana Student Standards for Science | 8-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 geosciences processes. |
Groundwater Contamination | LA | Louisiana Student Standards for Science | 8-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 geosciences processes. |
The Rock Cycle | LA | Louisiana Student Standards for Science | 8-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 geosciences processes. |
Natural Resources | LA | Louisiana Student Standards for Science | 8-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 geosciences processes. |
Engineering Water Filtration Devices | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-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 human impact on the environment. |
Groundwater Contamination | LA | Louisiana Student Standards for Science | 8-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 human impact on the environment. |
Reproduction | LA | Louisiana Student Standards for Science | 8-MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively. |
Rocky Shore Ecosystems | LA | Louisiana Student Standards for Science | 8-MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively. |
Sea Star Structures | LA | Louisiana Student Standards for Science | 8-MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively. |
Intertidal Zone Temperature Change | LA | Louisiana Student Standards for Science | 8-MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively. |
Animal and Plant Cell Structure and Function | LA | Louisiana Student Standards for Science | 8-MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively. |
The Cell Membrane | LA | Louisiana Student Standards for Science | 8-MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively. |
Chromosomes and Mutations | LA | Louisiana Student Standards for Science | 8-MS-LS1-4 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 | Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively. |
Chromosomes and Mutations | LA | Louisiana Student Standards for Science | 8-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. |
Fossils and Tectonic Plate Motion | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-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. |
Mitosis in Animal and Plant Cells | LA | Louisiana Student Standards for Science | 8-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. |
Engineering Chemical Cold Pack Reactions | LA | Louisiana Student Standards for Science | 8-MS-PS1-2 | [{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 | LA | Louisiana Student Standards for Science | 8-MS-PS1-2 | [{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 | LA | Louisiana Student Standards for Science | 8-MS-PS1-2 | [{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 | LA | Louisiana Student Standards for Science | 8-MS-PS1-3 | [{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. |
Mass and Heat Transfer | LA | Louisiana Student Standards for Science | 8-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. |
Thermal Energy and Particle Motion | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-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. |
Climate Analysis | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-MS-PS3-5 | [{id=111674358587, createdAt=1681899844234, updatedAt=1681899846599, 1='{type=string, value=7}'}] 7 |
onstruct, 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 | LA | Louisiana Student Standards for Science | 8-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 | LA | Louisiana Student Standards for Science | 8-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. |
Communication Systems | LA | Louisiana Student Standards for Science | 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. |
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Conduct an investigation to provide evidence that living things are made of cells, either one or many different numbers and types.
Conduct an investigation to provide evidence that living things are made of cells, either one or many different numbers and types.
Conduct an investigation to provide evidence that living things are made of cells, either one or many different numbers and types.
Conduct an investigation to provide evidence that living things are made of cells, either one or many different numbers and types.
Conduct an investigation to provide evidence that living things are made of cells, either one or many different numbers and types.
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.
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.
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. 8-MS-PS1-1 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.
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.
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.
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 the role of photosynthesis and cellular respiration 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.
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Undertake a design project that assists in maintaining diversity and ecosystem services.
Undertake a design project that assists in maintaining diversity and ecosystem services.
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.
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.
Develop a model that predicts and describes changes in particle motion, temperature, and the 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.
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.
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 geosciences processes have changed Earth’s surface at varying time and spatial scales.
Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying time and spatial scales.
Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying time and spatial scales.
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 geosciences 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 geosciences 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 human impact on the environment.
Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively.
Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively.
Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively.
Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively.
Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively.
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.
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.
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
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.
onstruct, 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.
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.