Science Lesson
|
State
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Standards
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State ID
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Grades
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Performance Expectation
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|---|---|---|---|---|---|
| Animal Diversity | MA | MA STE Frameworks | 6.MS-ESS1-4 | 8 |
Analyze and interpret rock layers and index fossils to determine the relative ages of rock formations that result from processes occuring over long periods of time. |
| Engineering Wind Turbines | MA | MA STE Frameworks | 6.MS-ETS1-1 | 8 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. Include potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Shoreline Barriers | MA | MA STE Frameworks | 6.MS-ETS1-1 | 8 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. Include potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Greenhouses | MA | MA STE Frameworks | 6.MS-ETS1-1 | 8 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. Include potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Wind Turbines | MA | MA STE Frameworks | 6.MS-ETS1-5 (MA) | 8 |
Create visual representations of solutions to a design problem. Accurately apply scale and proportion to visual representations. |
| Engineering Greenhouses | MA | MA STE Frameworks | 6.MS-ETS1-5 (MA) | 8 | Create visual representations of solutions to a design problem. Accurately apply scale and proportion to visual representations. |
| Engineering Shoreline Barriers | MA | MA STE Frameworks | 6.MS-ETS1-5 (MA) | 8 |
Create visual representations of solutions to a design problem. Accurately apply scale and proportion to visual representations. |
| Engineering Seismograph | MA | MA STE Frameworks | 6.MS-ETS1-5 (MA) | 8 | Create visual representations of solutions to a design problem. Accurately apply scale and proportion to visual representations. |
| Engineering Greenhouses | MA | MA STE Frameworks | 6.MS-ETS1-6 (MA) | 8 | Communicate a design solution to an intended user, including design features and limitations of the solution. |
| Engineering Wind Turbines | MA | MA STE Frameworks | 6.MS-ETS1-6 (MA) | 8 |
Communicate a design solution to an intended user, including design features and limitations of the solution. |
| Engineering Shoreline Barriers | MA | MA STE Frameworks | 6.MS-ETS1-6 (MA) | 8 |
Communicate a design solution to an intended user, including design features and limitations of the solution. |
| Engineering Seismograph | MA | MA STE Frameworks | 6.MS-ETS1-6 (MA) | 8 | Communicate a design solution to an intended user, including design features and limitations of the solution. |
| Comparing Cells | MA | MA STE Frameworks | 6.MS-LS1-1 | 8 |
Provide evidence that all organisms (unicellular and multicellular) are made of cells. |
| Cellular Respiration | MA | MA STE Frameworks | 6.MS-LS1-1 | 8 | Provide evidence that all organisms (unicellular and multicellular) are made of cells. |
| Sucrose and Heart Rate | MA | MA STE Frameworks | 6.MS-LS1-1 | 8 |
Provide evidence that all organisms (unicellular and multicellular) are made of cells. |
| Comparing Cells | MA | MA STE Frameworks | 6.MS-LS1-2 | 8 | Develop and use a model to describe how parts of cells contribute to the cellular functions of obtaining food, water, and other nutrients from its environment, disposing of wastes, and providing energy for cellular processes. |
| Sucrose and Heart Rate | MA | MA STE Frameworks | 6.MS-LS1-3 | 8 | Construct an argument supported by evidence that the body systems interact to carry out essential functions of life. |
| Animal Diversity | MA | MA STE Frameworks | 6.MS-LS4-1 | 8 |
Analyze and interpret evidence from the fossil record to describe organisms and their environment, extinctions, and changes to life forms throughout the history of Earth. |
| Comparing Cells | MA | MA STE Frameworks | 6.MS-LS4-1 | 8 | Analyze and interpret evidence from the fossil record to describe organisms and their environment, extinctions, and changes to life forms throughout the history of Earth. |
| Animal Diversity | MA | MA STE Frameworks | 6.MS-LS4-2 | 8 |
Construct an argument using anatomical structures to support evolutionary relationships among and between fossil organisms and modern organisms. |
| Comparing Cells | MA | MA STE Frameworks | 6.MS-LS4-2 | 8 |
Construct an argument using anatomical structures to support evolutionary relationships among and between fossil organisms and modern organisms. |
| Chemical Reactions (MA) | MA | MA STE Frameworks | 6.MS-PS1-6 | 8 | Plan and conduct an experiment using exothermic and endothermic reactions to explain that the type and concentration of the reacting substances affects the amount of thermal energy released or absorbed. |
| Mechanical Waves and Energy | MA | MA STE Frameworks | 6.MS-PS4-1 | 8 |
Use diagrams of a simple wave to explain that (a) a wave has a repeating pattern with a specific amplitude, frequency, and wavelength, and (b) the amplitude of a wave is related to the energy of the wave. |
| Engineering Seismograph | MA | MA STE Frameworks | 6.MS-PS4-1 | 8 | Use diagrams of a simple wave to explain that (a) a wave has a repeating pattern with a specific amplitude, frequency, and wavelength, and (b) the amplitude of a wave is related to the energy of the wave. |
| Light and Information Transfer | MA | MA STE Frameworks | 6.MS-PS4-2 | 8 |
Use diagrams and other models to show that both light rays and mechanical waves are reflected, absorbed, or transmitted through various materials. |
| Light and Information Transfer | MA | MA STE Frameworks | 6.MS-PS4-3 | 8 |
Present qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses representing 0s and 1s) can be used to encode and transmit information. |
| The Rock Cycle | MA | MA STE Frameworks | 7.MS-ESS2-2 | 8 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
| Sun Angle and Temperature | MA | MA STE Frameworks | 7.MS-ESS2-4 | 8 | Develop a model to explain how the energy of the Sun and Earth’s gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth’s hydrosphere. |
| Greenhouse Effect | MA | MA STE Frameworks | 7.MS-ESS3-4 | 8 | Construct an argument supported by evidence that human activities and technologies can mitigate the impact of increases in human population and per capita consumption of natural resources on the environment. |
| Engineering Wind Turbines | MA | MA STE Frameworks | 7.MS-ETS1-2 | 8 |
Evaluate competing solutions to a given design problem using a decision matrix to determine how well each meets the criteria and constraints of the problem. Use a model of each solution to evaluate how variations in one or more design features, including size, shape, weight, or cost, may affect the function or effectiveness of the solution. |
| Engineering Greenhouses | MA | MA STE Frameworks | 7.MS-ETS1-2 | 8 | Evaluate competing solutions to a given design problem using a decision matrix to determine how well each meets the criteria and constraints of the problem. Use a model of each solution to evaluate how variations in one or more design features, including size, shape, weight, or cost, may affect the function or effectiveness of the solution. |
| Engineering Shoreline Barriers | MA | MA STE Frameworks | 7.MS-ETS1-2 | 8 |
Evaluate competing solutions to a given design problem using a decision matrix to determine how well each meets the criteria and constraints of the problem. Use a model of each solution to evaluate how variations in one or more design features, including size, shape, weight, or cost, may affect the function or effectiveness of the solution. |
| Engineering Seismograph | MA | MA STE Frameworks | 7.MS-ETS1-2 | 8 | Evaluate competing solutions to a given design problem using a decision matrix to determine how well each meets the criteria and constraints of the problem. Use a model of each solution to evaluate how variations in one or more design features, including size, shape, weight, or cost, may affect the function or effectiveness of the solution. |
| Engineering Wind Turbines | MA | MA STE Frameworks | 7.MS-ETS1-4 | 8 |
Generate and analyze data from iterative testing and modification of a proposed object, tool, or process to optimize the object, tool, or process for its intended purpose. |
| Engineering Greenhouses | MA | MA STE Frameworks | 7.MS-ETS1-4 | 8 | Generate and analyze data from iterative testing and modification of a proposed object, tool, or process to optimize the object, tool, or process for its intended purpose. |
| Engineering Shoreline Barriers | MA | MA STE Frameworks | 7.MS-ETS1-4 | 8 |
Generate and analyze data from iterative testing and modification of a proposed object, tool, or process to optimize the object, tool, or process for its intended purpose. |
| Engineering Seismograph | MA | MA STE Frameworks | 7.MS-ETS1-4 | 8 | Generate and analyze data from iterative testing and modification of a proposed object, tool, or process to optimize the object, tool, or process for its intended purpose. |
| Engineering Greenhouses | MA | MA STE Frameworks | 7.MS-ETS1-7 (MA) | 8 | Construct a prototype of a solution to a given design problem. |
| Engineering Seismograph | MA | MA STE Frameworks | 7.MS-ETS1-7 (MA) | 8 | Construct a prototype of a solution to a given design problem. |
| Engineering Shoreline Barriers | MA | MA STE Frameworks | 7.MS-ETS1-7 (MA) | 8 |
Construct a prototype of a solution to a given design problem. |
| Engineering Wind Turbines | MA | MA STE Frameworks | 7.MS-ETS1-7 (MA) | 8 |
Construct a prototype of a solution to a given design problem. |
| Light and Information Transfer | MA | MA STE Frameworks | 7.MS-ETS3-1 (MA) | 8 |
Explain the function of a communication system and the role of its components, including a source, encoder, transmitter, receiver, decoder, and storage. |
| Natural Selection | MA | MA STE Frameworks | 7.MS-LS1-4 | 8 |
Construct an explanation based on evidence for how characteristic animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants. |
| Food Webs | MA | MA STE Frameworks | 7.MS-LS2-1 | 8 |
Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce resources on the growth of organisms and the size of populations in an ecosystem. |
| Food Webs | MA | MA STE Frameworks | 7.MS-LS2-2 | 8 |
Describe how relationships among and between organisms in an ecosystem can be competitive, predatory, parasitic, and mutually beneficial and that these interactions are found across multiple ecosystems. |
| Photosynthesis and Oil Spills | MA | MA STE Frameworks | 7.MS-LS2-3 | 8 |
Develop a model to describe that matter and energy are transferred among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes. |
| Food Webs | MA | MA STE Frameworks | 7.MS-LS2-3 | 8 |
Develop a model to describe that matter and energy are transferred among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes. |
| Photosynthesis and Oil Spills | MA | MA STE Frameworks | 7.MS-LS2-4 | 8 |
Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations. |
| Food Webs | MA | MA STE Frameworks | 7.MS-LS2-4 | 8 |
Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations. |
| Engineering Shoreline Barriers | MA | MA STE Frameworks | 7.MS-LS2-5 | 8 |
Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design. |
| Engineering Shoreline Barriers | MA | MA STE Frameworks | 7.MS-LS2-6 (MA) | 8 |
Explain how changes to the biodiversity of an ecosystem— the variety of species found in the ecosystem—may limit the availability of resources humans use. |
| Photosynthesis and Oil Spills | MA | MA STE Frameworks | 7.MS-LS2-6 (MA) | 8 |
Explain how changes to the biodiversity of an ecosystem— the variety of species found in the ecosystem—may limit the availability of resources humans use. |
| Food Webs | MA | MA STE Frameworks | 7.MS-LS2-6 (MA) | 8 |
Explain how changes to the biodiversity of an ecosystem— the variety of species found in the ecosystem—may limit the availability of resources humans use. |
| Magnetism and Energy | MA | MA STE Frameworks | 7.MS-PS2-3 | 8 |
Analyze data to describe the effect of distance and magnitude of electric charge on the strength of electric forces. |
| Electric and Magnetic Interactions | MA | MA STE Frameworks | 7.MS-PS2-5 | 8 |
Use scientific evidence to argue that fields exist between objects with mass, between magnetic objects, and between electrically charged objects that exert force on each other even though the objects are not in contact. |
| Magnetism and Energy | MA | MA STE Frameworks | 7.MS-PS2-5 | 8 |
Use scientific evidence to argue that fields exist between objects with mass, between magnetic objects, and between electrically charged objects that exert force on each other even though the objects are not in contact. |
| Magnetism and Energy | MA | MA STE Frameworks | 7.MS-PS3-2 | 8 |
Develop a model to describe the relationship between the relative positions of objects interacting at a distance and their relative potential energy in the system. |
| Mass and Heat Transfer | MA | MA STE Frameworks | 7.MS-PS3-3 | 8 | Apply scientific principles of energy and heat transfer to design, construct, and test a device to minimize or maximize thermal energy transfer. |
| Mass and Heat Transfer | MA | MA STE Frameworks | 7.MS-PS3-4 | 8 | Conduct an investigation to determine the relationships among the energy transferred, how well the type of matter retains or radiates heat, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. |
| Engineering Wind Turbines | MA | MA STE Frameworks | 7.MS-PS3-5 | 8 |
Present evidence 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 | MA | MA STE Frameworks | 7.MS-PS3-5 | 8 |
Present evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| Chemical Reactions (MA) | MA | MA STE Frameworks | 7.MS-PS3-5 | 8 | Present evidence 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 | MA | MA STE Frameworks | 7.MS-PS3-5 | 8 | Present evidence 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 | MA | MA STE Frameworks | 7.MS-PS3-5 | 8 | Present evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| Magnetism and Energy | MA | MA STE Frameworks | 7.MS-PS3-5 | 8 |
Present evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| The Rock Cycle | MA | MA STE Frameworks | 7.MS-PS3-6 (MA) | 8 | Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation. |
| Mass and Heat Transfer | MA | MA STE Frameworks | 7.MS-PS3-6 (MA) | 8 | Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation. |
| Convection and Weather | MA | MA STE Frameworks | 7.MS-PS3-6 (MA) | 8 | Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation. |
| Engineering Greenhouses | MA | MA STE Frameworks | 7.MS-PS3-6 (MA) | 8 | Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation. |
| Sun Angle and Temperature | MA | MA STE Frameworks | 7.MS-PS3-6 (MA) | 8 | Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation. |
| Greenhouse Effect | MA | MA STE Frameworks | 7.MS-PS3-6 (MA) | 8 | Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation. |
| Engineering Wind Turbines | MA | MA STE Frameworks | 7.MS-PS3-7 (MA) | 8 |
Use informational text to describe the relationship between kinetic and potential energy and illustrate conversions from one form to another. |
| Chemical Reactions (MA) | MA | MA STE Frameworks | 7.MS-PS3-7 (MA) | 8 | Use informational text to describe the relationship between kinetic and potential energy and illustrate conversions from one form to another. |
| Renewable Energy | MA | MA STE Frameworks | 7.MS-PS3-7 (MA) | 8 | Use informational text to describe the relationship between kinetic and potential energy and illustrate conversions from one form to another. |
| Magnetism and Energy | MA | MA STE Frameworks | 7.MS-PS3-7 (MA) | 8 |
Use informational text to describe the relationship between kinetic and potential energy and illustrate conversions from one form to another. |
| Sun Angle and Temperature | MA | MA STE Frameworks | 8.MS-ESS1-1b | 8 | Develop and use a model of the Earth-Sun system to explain the cyclical pattern of seasons, which includes Earth’s tilt and differential intensity of sunlight on different areas of Earth across the year. |
| Engineering Shoreline Barriers | MA | MA STE Frameworks | 8.MS-ESS1-2 | 8 |
Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system. |
| The Rock Cycle | MA | MA STE Frameworks | 8.MS-ESS2-1 | 8 | Use a model to illustrate that energy from the Earth’s interior drives convection which cycles Earth’s crust leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean seafloor at ridges, submergence of ocean seafloor at trenches, mountain building, and active volcanic chains. |
| Mass and Heat Transfer | MA | MA STE Frameworks | 8.MS-ESS2-1 | 8 | Use a model to illustrate that energy from the Earth’s interior drives convection which cycles Earth’s crust leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean seafloor at ridges, submergence of ocean seafloor at trenches, mountain building, and active volcanic chains. |
| Convection and Weather | MA | MA STE Frameworks | 8.MS-ESS2-5 | 8 | Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather. |
| Sun Angle and Temperature | MA | MA STE Frameworks | 8.MS-ESS2-6 | 8 | Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the sun and energy loss due to evaporation or redistribution via ocean currents. |
| Convection and Weather | MA | MA STE Frameworks | 8.MS-ESS2-6 | 8 | Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the sun and energy loss due to evaporation or redistribution via ocean currents. |
| Natural Resources | MA | MA STE Frameworks | 8.MS-ESS3-1 | 8 | Analyze and interpret data to explain that the Earth’s mineral and fossil fuel resources are unevenly distributed as a result of geologic processes. |
| Greenhouse Effect | MA | MA STE Frameworks | 8.MS-ESS3-5 | 8 | Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century. |
| Manufacturing Processes | MA | MA STE Frameworks | 8.MS-ETS2-4 (MA) | 8 | Use informational text to illustrate that materials maintain their composition under various kinds of physical processing; however, some material properties may change if a process changes the particulate structure of a material. |
| Manufacturing Processes | MA | MA STE Frameworks | 8.MS-ETS2-5 (MA) | 8 | Present information that illustrates how a product can be created using basic processes in manufacturing systems, including forming, separating, conditioning, assembling, finishing, quality control, and safety. Compare the advantages and disadvantages of human vs. computer control of these processes. |
| Natural Selection | MA | MA STE Frameworks | 8.MS-LS1-5 | 8 |
Construct an argument based on evidence for how environmental and genetic factors influence the growth of organisms. |
| DNA and Proteins | MA | MA STE Frameworks | 8.MS-LS1-5 | 8 |
Construct an argument based on evidence for how environmental and genetic factors influence the growth of organisms. |
| Cellular Respiration | MA | MA STE Frameworks | 8.MS-LS1-7 | 8 | Use informational text to describe that food molecules, including carbohydrates, proteins, and fats, are broken down and rearranged through chemical reactions forming new molecules that support cell growth and/or release of energy. |
| Heredity and Traits | MA | MA STE Frameworks | 8.MS-LS3-1 | 8 |
Develop and use a model to describe that structural changes to genes (mutations) may or may not result in changes to proteins, and if there are changes to proteins there may be harmful, beneficial, or neutral changes to traits. |
| Natural Selection | MA | MA STE Frameworks | 8.MS-LS3-1 | 8 |
Develop and use a model to describe that structural changes to genes (mutations) may or may not result in changes to proteins, and if there are changes to proteins there may be harmful, beneficial, or neutral changes to traits. |
| Animal Diversity | MA | MA STE Frameworks | 8.MS-LS3-1 | 8 |
Develop and use a model to describe that structural changes to genes (mutations) may or may not result in changes to proteins, and if there are changes to proteins there may be harmful, beneficial, or neutral changes to traits. |
| DNA and Mutations | MA | MA STE Frameworks | 8.MS-LS3-1 | 8 |
Develop and use a model to describe that structural changes to genes (mutations) may or may not result in changes to proteins, and if there are changes to proteins there may be harmful, beneficial, or neutral changes to traits. |
| Heredity and Traits | MA | MA STE Frameworks | 8.MS-LS3-2 | 8 |
Construct an argument based on evidence for how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Compare and contrast advantages and disadvantages of asexual and sexual reproduction. |
| Natural Selection | MA | MA STE Frameworks | 8.MS-LS3-2 | 8 |
Construct an argument based on evidence for how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Compare and contrast advantages and disadvantages of asexual and sexual reproduction. |
| Animal Diversity | MA | MA STE Frameworks | 8.MS-LS3-2 | 8 |
Construct an argument based on evidence for how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Compare and contrast advantages and disadvantages of asexual and sexual reproduction. |
| Reproduction | MA | MA STE Frameworks | 8.MS-LS3-2 | 8 |
Construct an argument based on evidence for how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Compare and contrast advantages and disadvantages of asexual and sexual reproduction. |
| DNA and Mutations | MA | MA STE Frameworks | 8.MS-LS3-3 (MA) | 8 |
Communicate through writing and in diagrams that chromosomes contain many distinct genes and that each gene holds the instructions for the production of specific proteins, which in turn affects the traits of an individual. |
| DNA and Proteins | MA | MA STE Frameworks | 8.MS-LS3-3 (MA) | 8 |
Communicate through writing and in diagrams that chromosomes contain many distinct genes and that each gene holds the instructions for the production of specific proteins, which in turn affects the traits of an individual. |
| Reproduction | MA | MA STE Frameworks | 8.MS-LS3-4 (MA) | 8 |
Develop and use a model to show that sexually reproducing organisms have two of each chromosome in their cell nuclei, and hence two variants (alleles) of each gene that can be the same or different from each other, with one random assortment of each chromosome passed down to offspring from both parents. |
| Natural Selection | MA | MA STE Frameworks | 8.MS-LS4-4 | 8 |
Use a model to describe the process of natural selection, in which genetic variations of some traits in a population increase some individuals’ likelihood of surviving and reproducing in a changing environment. Provide evidence that natural selection occurs over many generations. |
| DNA and Mutations | MA | MA STE Frameworks | 8.MS-LS4-4 | 8 |
Use a model to describe the process of natural selection, in which genetic variations of some traits in a population increase some individuals’ likelihood of surviving and reproducing in a changing environment. Provide evidence that natural selection occurs over many generations. |
| Heredity and Traits | MA | MA STE Frameworks | 8.MS-LS4-5 | 8 |
Synthesize and communicate information about artificial selection, or the ways in which humans have changed the inheritance of desired traits in organisms. |
| Chemical Reactions (MA) | MA | MA STE Frameworks | 8.MS-PS1-1 | 8 | Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances. |
| The Rock Cycle | MA | MA STE Frameworks | 8.MS-PS1-1 | 8 | Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances. |
| Natural Resources | MA | MA STE Frameworks | 8.MS-PS1-1 | 8 | Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances. |
| Renewable Energy | MA | MA STE Frameworks | 8.MS-PS1-1 | 8 | Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances. |
| Chemical Reactions (MA) | MA | MA STE Frameworks | 8.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. |
| Polymer Structure and Function | MA | MA STE Frameworks | 8.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. |
| Renewable Energy | MA | MA STE Frameworks | 8.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 (MA) | MA | MA STE Frameworks | 8.MS-PS1-4 | 8 | Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. |
| Mass and Heat Transfer | MA | MA STE Frameworks | 8.MS-PS1-4 | 8 | Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. |
| Chemical Reactions (MA) | MA | MA STE Frameworks | 8.MS-PS1-5 | 8 | Use a model to explain that atoms are rearranged during a chemical reaction to form new substances with new properties. Explain that the atoms present in the reactants are all present in the products and thus the total number of atoms is conserved. |
| The Rock Cycle | MA | MA STE Frameworks | 8.MS-PS1-5 | 8 | Use a model to explain that atoms are rearranged during a chemical reaction to form new substances with new properties. Explain that the atoms present in the reactants are all present in the products and thus the total number of atoms is conserved. |
| Renewable Energy | MA | MA STE Frameworks | 8.MS-PS1-5 | 8 | Use a model to explain that atoms are rearranged during a chemical reaction to form new substances with new properties. Explain that the atoms present in the reactants are all present in the products and thus the total number of atoms is conserved. |
| Engineering Shoreline Barriers | MA | MA STE Frameworks | 8.MS-PS2-1 | 8 |
Develop a model that demonstrates Newton’s third law involving the motion of two colliding objects. |
| Magnetism and Energy | MA | MA STE Frameworks | 8.MS-PS2-2 | 8 |
Provide evidence that the change in an object’s speed depends on the sum of the forces on the object (the net force) and the mass of the object. |
| Engineering Seismograph | MA | MA STE Frameworks | 8.MS-PS2-2 | 8 | Provide evidence that the change in an object’s speed depends on the sum of the forces on the object (the net force) and the mass of the object. |
