Science Lesson | State | Standards | State ID | Grades | Performance Expectation |
---|---|---|---|---|---|
Sun-Earth-Moon System | MO | Missouri Learning Standards: Science | 6-8.ESS1.A.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 | MO | Missouri Learning Standards: Science | 6-8.ESS1.A.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and use a model of the Earth-sun system to explain the cyclical pattern of seasons, which includes the Earth’s tilt and directional angle of sunlight on different areas of Earth across the year. |
Sun-Earth-Moon System | MO | Missouri Learning Standards: Science | 6-8.ESS1.A.3 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ESS1.C.1 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ESS2.A.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and 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. |
Weathering and Erosion | MO | Missouri Learning Standards: Science | 6-8.ESS2.A.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and 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. |
Earth's Geologic History | MO | Missouri Learning Standards: Science | 6-8.ESS2.A.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop and 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. |
Earth's Geologic History | MO | Missouri Learning Standards: Science | 6-8.ESS2.A.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 | MO | Missouri Learning Standards: Science | 6-8.ESS2.A.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. |
Weathering and Erosion | MO | Missouri Learning Standards: Science | 6-8.ESS2.A.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's Geologic History | MO | Missouri Learning Standards: Science | 6-8.ESS2.B.1 | [{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 Materials | MO | Missouri Learning Standards: Science | 6-8.ESS2.C.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Design and 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 | MO | Missouri Learning Standards: Science | 6-8.ESS2.C.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Design and develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
Earth’s Climate | MO | Missouri Learning Standards: Science | 6-8.ESS2.C.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Design and 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 | MO | Missouri Learning Standards: Science | 6-8.ESS2.C.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Design and develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. |
Earth’s Climate | MO | Missouri Learning Standards: Science | 6-8.ESS2.C.3 | [{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. |
Engineering Rain Harvesting Systems | MO | Missouri Learning Standards: Science | 6-8.ESS2.C.3 | [{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. |
The Water Cycle and Earth's Systems | MO | Missouri Learning Standards: Science | 6-8.ESS2.C.3 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ESS2.C.3 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ESS3.B.1 | [{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 Bridges | MO | Missouri Learning Standards: Science | 6-8.ESS3.B.1 | [{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. |
Earth’s Climate | MO | Missouri Learning Standards: Science | 6-8.ESS3.C.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze data to define the relationship for how increases in human population and per- capita consumption of natural resources impact Earth's systems. |
Engineering Rain Harvesting Systems | MO | Missouri Learning Standards: Science | 6-8.ESS3.C.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze data to define the relationship for how increases in human population and per- capita consumption of natural resources impact Earth's systems. |
Earth’s Climate | MO | Missouri Learning Standards: Science | 6-8.ESS3.D.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze evidence of the factors that have caused the change in global temperatures over the past century. |
Engineering Thermal Control | MO | Missouri Learning Standards: Science | 6-8.ETS1.A.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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.A.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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.A.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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.A.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 Thermal Control | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.1 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.1 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.1 | [{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. |
Earthquake-Resistant Skyscrapers | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.1 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.2 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.2 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.2 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.2 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.3 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.3 | [{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 | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.3 | [{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 Thermal Control | MO | Missouri Learning Standards: Science | 6-8.ETS1.B.3 | [{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. |
Cell Structure and Function | MO | Missouri Learning Standards: Science | 6-8.LS1.A.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life. |
Observing and Comparing Cells | MO | Missouri Learning Standards: Science | 6-8.LS1.A.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life. |
Observing and Comparing Cells | MO | Missouri Learning Standards: Science | 6-8.LS1.A.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 | MO | Missouri Learning Standards: Science | 6-8.LS1.A.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. |
Life on Earth | MO | Missouri Learning Standards: Science | 6-8.LS1.A.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. |
Organ System Structure and Function | MO | Missouri Learning Standards: Science | 6-8.LS1.A.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop an argument supported by evidence for how multicellular organisms are organized by varying levels of complexity; cells, tissue, organs, organ systems. |
The Nervous System and Senses | MO | Missouri Learning Standards: Science | 6-8.LS1.A.3 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Develop an argument supported by evidence for how multicellular organisms are organized by varying levels of complexity; cells, tissue, organs, organ systems. |
Reproduction and Fungi Structures | MO | Missouri Learning Standards: Science | 6-8.LS1.A.4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Present evidence that body systems interact to carry out key body functions, including providing nutrients and oxygen to cells, removing carbon dioxide and waste from cells and the body, controlling body motion/activity and coordination, and protecting the body. |
Life on Earth | MO | Missouri Learning Standards: Science | 6-8.LS1.A.4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Present evidence that body systems interact to carry out key body functions, including providing nutrients and oxygen to cells, removing carbon dioxide and waste from cells and the body, controlling body motion/activity and coordination, and protecting the body. |
Observing and Comparing Cells | MO | Missouri Learning Standards: Science | 6-8.LS1.A.4 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Present evidence that body systems interact to carry out key body functions, including providing nutrients and oxygen to cells, removing carbon dioxide and waste from cells and the body, controlling body motion/activity and coordination, and protecting the body. |
Drought and Tree Growth | MO | Missouri Learning Standards: Science | 6-8.LS1.B.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 | Construct an explanation for how characteristic animal behaviors as well as specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
Life on Earth | MO | Missouri Learning Standards: Science | 6-8.LS1.B.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation for how characteristic animal behaviors as well as specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
Reproduction and Fungi Structures | MO | Missouri Learning Standards: Science | 6-8.LS1.B.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 | Construct an explanation for how characteristic animal behaviors as well as specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
Forest Food Web | MO | Missouri Learning Standards: Science | 6-8.LS1.B.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation for how characteristic animal behaviors as well as specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
Photosynthesis | MO | Missouri Learning Standards: Science | 6-8.LS1.B.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation for how characteristic animal behaviors as well as specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
Drought and Tree Growth | MO | Missouri Learning Standards: Science | 6-8.LS1.B.2 | [{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. |
Forest Food Web | MO | Missouri Learning Standards: Science | 6-8.LS1.C.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Drought and Tree Growth | MO | Missouri Learning Standards: Science | 6-8.LS1.C.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 | 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. |
Photosynthesis | MO | Missouri Learning Standards: Science | 6-8.LS1.C.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
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. |
Forest Food Web | MO | Missouri Learning Standards: Science | 6-8.LS2.A.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. |
Drought and Tree Growth | MO | Missouri Learning Standards: Science | 6-8.LS2.A.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. |
Forest Food Web | MO | Missouri Learning Standards: Science | 6-8.LS2.A.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation that predicts the patterns of interactions among and between the biotic and abiotic factors in a given ecosystem. |
Forest Food Web | MO | Missouri Learning Standards: Science | 6-8.LS2.B.1 | [{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. |
Drought and Tree Growth | MO | Missouri Learning Standards: Science | 6-8.LS2.C.1 | [{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. |
Life on Earth | MO | Missouri Learning Standards: Science | 6-8.LS4.A.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Analyze and interpret evidence from the fossil record to infer patterns of environmental change resulting in extinction and changes to life forms throughout the history of the Earth. |
Reproduction and Fungi Structures | MO | Missouri Learning Standards: Science | 6-8.LS4.B.1 | [{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. |
Molecules | MO | Missouri Learning Standards: Science | 6-8.PS1.A.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. |
Chemical Reactions | MO | Missouri Learning Standards: Science | 6-8.PS1.A.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 | MO | Missouri Learning Standards: Science | 6-8.PS1.A.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. |
Engineering Bridges | MO | Missouri Learning Standards: Science | 6-8.PS1.A.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. |
Chemical Reactions | MO | Missouri Learning Standards: Science | 6-8.PS1.A.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 | MO | Missouri Learning Standards: Science | 6-8.PS1.B.1 | [{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. |
Atoms | MO | Missouri Learning Standards: Science | 6-8.PS1.B.1 | [{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. |
Sun-Earth-Moon System | MO | Missouri Learning Standards: Science | 6-8.PS1.B.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects. |
Mass and Energy Transfer | MO | Missouri Learning Standards: Science | 6-8.PS1.B.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects. |
Energy Transformation | MO | Missouri Learning Standards: Science | 6-8.PS3.A.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. |
Mass and Energy Transfer | MO | Missouri Learning Standards: Science | 6-8.PS3.A.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 | MO | Missouri Learning Standards: Science | 6-8.PS3.A.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. |
Chemical Reactions | MO | Missouri Learning Standards: Science | 6-8.PS3.A.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. |
Engineering Thermal Control | MO | Missouri Learning Standards: Science | 6-8.PS3.A.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 | MO | Missouri Learning Standards: Science | 6-8.PS3.A.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. |
Atoms | MO | Missouri Learning Standards: Science | 6-8.PS3.B.1 | [{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 | MO | Missouri Learning Standards: Science | 6-8.PS3.B.1 | [{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. |
Mass and Energy Transfer | MO | Missouri Learning Standards: Science | 6-8.PS3.B.1 | [{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 | MO | Missouri Learning Standards: Science | 6-8.PS3.B.1 | [{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 | MO | Missouri Learning Standards: Science | 6-8.PS3.B.1 | [{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 | MO | Missouri Learning Standards: Science | 6-8.PS4.A.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 | MO | Missouri Learning Standards: Science | 6-8.PS4.A.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. |
Weathering and Erosion | MO | Missouri Learning Standards: Science | 6E.4.1.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an argument, supported by evidence, for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
Inheritance and Variation of Traits | MO | Missouri Learning Standards: Science | 7L.1.2.1.1 | [{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. |
Inheritance and Variation of Traits | MO | Missouri Learning Standards: Science | 7L.3.1.1.4 | [{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. |
Inheritance and Variation of Traits | MO | Missouri Learning Standards: Science | 7L.3.2.1.1 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Construct an explanation based on evidence for how environmental and genetic factors influence the growth of organisms and/or populations. |
Inheritance and Variation of Traits | MO | Missouri Learning Standards: Science | 7L.3.2.1.4 | [{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. |
Energy Transformation | MO | Missouri Learning Standards: Science | 8P.4.1.1.2 | [{id=111674358586, createdAt=1681899841084, updatedAt=1681899843589, 1='{type=string, value=6}'}] 6 |
Compare and evaluate evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
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 of the Earth-sun system to explain the cyclical pattern of seasons, which includes the Earth’s tilt and directional angle of sunlight on different areas of Earth across the year.
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 and 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.
Develop and 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.
Develop and 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.
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.
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.
Design and develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
Design and develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
Design and develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
Design and 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.
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.
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Analyze data to define the relationship for how increases in human population and per- capita consumption of natural resources impact Earth's systems.
Analyze data to define the relationship for how increases in human population and per- capita consumption of natural resources impact Earth's systems.
Analyze evidence of the factors that have caused the change 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.
Provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life.
Provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life.
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.
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 an argument supported by evidence for how multicellular organisms are organized by varying levels of complexity; cells, tissue, organs, organ systems.
Develop an argument supported by evidence for how multicellular organisms are organized by varying levels of complexity; cells, tissue, organs, organ systems.
Present evidence that body systems interact to carry out key body functions, including providing nutrients and oxygen to cells, removing carbon dioxide and waste from cells and the body, controlling body motion/activity and coordination, and protecting the body.
Present evidence that body systems interact to carry out key body functions, including providing nutrients and oxygen to cells, removing carbon dioxide and waste from cells and the body, controlling body motion/activity and coordination, and protecting the body.
Present evidence that body systems interact to carry out key body functions, including providing nutrients and oxygen to cells, removing carbon dioxide and waste from cells and the body, controlling body motion/activity and coordination, and protecting the body.
Construct an explanation for how characteristic animal behaviors as well as specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
Construct an explanation for how characteristic animal behaviors as well as specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
Construct an explanation for how characteristic animal behaviors as well as specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
Construct a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms.
Construct a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms.
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 the patterns of interactions among and between the biotic and abiotic factors in a given ecosystem.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Analyze and interpret evidence from the fossil record to infer patterns of environmental change resulting in extinction and changes to life forms throughout the history of the Earth.
Develop models to describe the atomic composition of simple molecules and extended structures.
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
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.
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
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.
Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects.
Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass 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.
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.
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.
Construct an argument, supported by evidence, for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
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 why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Construct an explanation based on evidence for how environmental and genetic factors influence the growth of organisms and/or populations.
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.
Compare and evaluate evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.