This alignment guide shows how KnowAtom’s integrated model of science curriculum is designed for the Michigan K-12 Science Standards (NGSS)
Science Lesson
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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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Sun-Earth-Moon System | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS1-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons |
Sun-Earth-Moon System | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS1-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
Earth's Geologic History | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS1-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Earth Materials | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS2-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
Weathering and Erosion | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS2-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
Earth Materials | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS2-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
Earth Materials | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS2-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. |
Earth's Geologic History | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS2-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. |
The Water Cycle and Earth's Systems | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS2-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
Ocean Salinity and Density | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS2-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
Weathering and Erosion | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS2-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
The Water Cycle and Earth's Systems | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS2-6 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. |
Ocean Salinity and Density | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS2-6 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. |
Earth’s Climate | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS2-6 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. |
Earthquake-Resistant Skyscrapers | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS3-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
Engineering Rain Harvesting Systems | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS3-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
Engineering Rain Harvesting Systems | MI | Michigan K-12 Science Standards (NGSS) | MS-ESS3-5 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
Engineering Thermal Control | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Earthquake-Resistant Skyscrapers | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 Rain Harvesting Systems | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 Bridges | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Earthquake-Resistant Skyscrapers | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Thermal Control | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Rain Harvesting Systems | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Bridges | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Thermal Control | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 Rain Harvesting Systems | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Earthquake-Resistant Skyscrapers | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 Bridges | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 Thermal Control | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Earthquake-Resistant Skyscrapers | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 Bridges | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 Rain Harvesting Systems | MI | Michigan K-12 Science Standards (NGSS) | MS-ETS1-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Organ System Structure and Function | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
Cell Structure and Function | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
Observing and Comparing Cells | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
Observing and Comparing Cells | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
Photosynthesis | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
Cell Structure and Function | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
Organ System Structure and Function | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
The Nervous System and Senses | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
Reproduction and Fungi Structures | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Forest Food Web | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-5 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
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Life on Earth | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-5 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
Photosynthesis | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-5 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
Photosynthesis | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-6 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 |
The Nervous System and Senses | MI | Michigan K-12 Science Standards (NGSS) | MS-LS1-8 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Gather and synthesize information that sensory receptors respond to stimul |
MI | Michigan K-12 Science Standards (NGSS) | MS-LS2-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
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Forest Food Web | MI | Michigan K-12 Science Standards (NGSS) | MS-LS2-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
MI | Michigan K-12 Science Standards (NGSS) | MS-LS2-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
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Inheritance and Variation of Traits | MI | Michigan K-12 Science Standards (NGSS) | MS-LS3-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
Reproduction and Fungi Structures | MI | Michigan K-12 Science Standards (NGSS) | MS-LS3-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Life on Earth | MI | Michigan K-12 Science Standards (NGSS) | MS-LS4-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Life on Earth | MI | Michigan K-12 Science Standards (NGSS) | MS-LS4-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. |
Life on Earth | MI | Michigan K-12 Science Standards (NGSS) | MS-LS4-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. |
Atoms | MI | Michigan K-12 Science Standards (NGSS) | MS-PS1-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop models to describe the atomic composition of simple molecules and extended structures |
Molecules | MI | Michigan K-12 Science Standards (NGSS) | MS-PS1-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop models to describe the atomic composition of simple molecules and extended structures |
Molecules | MI | Michigan K-12 Science Standards (NGSS) | MS-PS1-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Earthquake-Resistant Skyscrapers | MI | Michigan K-12 Science Standards (NGSS) | MS-PS1-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
Molecules | MI | Michigan K-12 Science Standards (NGSS) | MS-PS1-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 | MI | Michigan K-12 Science Standards (NGSS) | MS-PS1-5 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Molecules | MI | Michigan K-12 Science Standards (NGSS) | MS-PS1-5 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
Chemical Reactions | MI | Michigan K-12 Science Standards (NGSS) | MS-PS2-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Sun-Earth-Moon System | MI | Michigan K-12 Science Standards (NGSS) | MS-PS2-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
Energy Transformation | MI | Michigan K-12 Science Standards (NGSS) | MS-PS2-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
Mass and Energy Transfer | MI | Michigan K-12 Science Standards (NGSS) | MS-PS3-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Energy Transformation | MI | Michigan K-12 Science Standards (NGSS) | MS-PS3-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. |
Engineering Thermal Control | MI | Michigan K-12 Science Standards (NGSS) | MS-PS3-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
Chemical Reactions | MI | Michigan K-12 Science Standards (NGSS) | MS-PS3-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
Chemical Reactions | MI | Michigan K-12 Science Standards (NGSS) | MS-PS3-4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 Energy Transfer | MI | Michigan K-12 Science Standards (NGSS) | MS-PS3-5 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 | MI | Michigan K-12 Science Standards (NGSS) | MS-PS3-5 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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 Thermal Control | MI | Michigan K-12 Science Standards (NGSS) | MS-PS3-5 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Energy Transformation | MI | Michigan K-12 Science Standards (NGSS) | MS-PS3-5 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Wave Properties and Signals | MI | Michigan K-12 Science Standards (NGSS) | MS-PS4-1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. |
Wave Properties and Signals | MI | Michigan K-12 Science Standards (NGSS) | MS-PS4-2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
Wave Properties and Signals | MI | Michigan K-12 Science Standards (NGSS) | MS-PS4-3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. |
Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
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.
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.
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
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.
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 and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
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.
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
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 how environmental and genetic factors influence the growth of organisms.
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth 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
Gather and synthesize information that sensory receptors respond to stimul
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in 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.
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 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 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.
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
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.
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
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.
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
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.