This alignment guide shows how KnowAtom’s integrated model of science curriculum is designed for NNew Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS)
Science Lesson
|
State
|
Standards
|
State ID
|
Grades
|
Performance Expectation
|
|---|---|---|---|---|---|
| Climate Analysis | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS1-1 | 7 | Develop and use a model of the Earth-Sun-moon system to explain the cyclical patterns of lunar phases, eclipses of the sun and moon, and seasons. |
| Fossils and Tectonic Plate Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS1-4 | 7 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. |
| Climate Analysis | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS1-4 | 7 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. |
| The Rock Cycle | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-1 | 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
| Mass and Heat Transfer | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-1 | 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
| Glacier Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-1 | 7 |
Use a model to illustrate that energy from Earth’s interior drives convection that 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. |
| Groundwater Flow | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-1 | 7 |
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. |
| The Rock Cycle | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-2 | 7 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. |
| Glacier Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-2 | 7 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
| Climate Analysis | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-2 | 7 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
| Groundwater Flow | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-2 | 7 |
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales. |
| Fossils and Tectonic Plate Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-3 | 7 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. |
| Groundwater Flow | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-4 | 7 |
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| Climate Analysis | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-4 | 7 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| Glacier Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-4 | 7 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| Groundwater Contamination | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS2-4 | 7 |
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
| Natural Resources | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS3-1 | 7 |
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. |
| Groundwater Contamination | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS3-1 | 7 |
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. |
| Groundwater Flow | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS3-2 | 7 |
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
| Engineering Water Filtration Devices | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS3-3 | 7 |
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
| Groundwater Contamination | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS3-3 | 7 |
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
| Groundwater Contamination | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS3-4 | 7 |
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. |
| Climate Analysis | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ESS3-5 | 7 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
| Engineering Water Filtration Devices | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-1 | 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Chemical Cold Pack Reactions | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-1 | 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Vehicles | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-1 | 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Speakers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-1 | 7 |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Engineering Speakers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-2 | 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Chemical Cold Pack Reactions | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-2 | 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Water Filtration Devices | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-2 | 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Vehicles | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-2 | 7 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| Engineering Water Filtration Devices | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-3 | 7 |
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. |
| Engineering Chemical Cold Pack Reactions | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-3 | 7 |
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. |
| Engineering Vehicles | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-3 | 7 |
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. |
| Engineering Speakers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-3 | 7 |
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. |
| Engineering Water Filtration Devices | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-4 | 7 |
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. |
| Engineering Vehicles | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-4 | 7 |
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. |
| Engineering Speakers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-4 | 7 |
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. |
| Engineering Chemical Cold Pack Reactions | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-ETS1-4 | 7 |
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. |
| Animal and Plant Cell Structure and Function | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-1 | 7 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Living Things: Prokaryotes and Eukaryotes | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-1 | 7 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Mitosis in Animal and Plant Cells | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-1 | 7 |
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| Animal and Plant Cell Structure and Function | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-2 | 7 |
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
| The Cell Membrane | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-2 | 7 |
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
| Animal and Plant Cell Structure and Function | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Chromosomes and Mutations | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Reproduction | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Rocky Shore Ecosystems | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| The Cell Membrane | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Sea Star Structures | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Intertidal Zone Temperature Change | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-4 | 7 |
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. |
| Food and Energy | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-6 | 7 |
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. |
| Rocky Shore Ecosystems | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-6 | 7 |
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. |
| Food and Energy | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS1-7 | 7 |
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. |
| Rocky Shore Ecosystems | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS2-1 | 7 |
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
| Rocky Shore Ecosystems | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS2-2 | 7 |
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. |
| Rocky Shore Ecosystems | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS2-3 | 7 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| Rocky Shore Ecosystems | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS2-4 | 7 |
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
| Engineering Water Filtration Devices | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS2-5 | 7 |
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
| Chromosomes and Mutations | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS3-1 | 7 |
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
| Reproduction | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS3-2 | 7 |
Develop and use a model to show why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
| Fossils and Tectonic Plate Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-LS4-1 | 7 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. |
| Chromosomes and Mutations | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-1 | 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
| The Rock Cycle | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-1 | 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
| Renewable Energy | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-1 | 7 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| Thermal Energy and Particle Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-1 | 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
| Natural Resources | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-1 | 7 |
Develop models to describe the atomic composition of simple molecules and extended structures. |
| Renewable Energy | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-2 | 7 | 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 | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-2 | 7 |
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
| Engineering Chemical Cold Pack Reactions | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-3 | 7 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| Natural Resources | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-3 | 7 |
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| Mass and Heat Transfer | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-4 | 7 |
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. |
| The Rock Cycle | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-5 | 7 |
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
| Renewable Energy | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-5 | 7 | Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
| Chemical Reactions | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-5 | 7 |
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
| Engineering Chemical Cold Pack Reactions | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS1-6 | 7 |
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. |
| Forces and Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS2-2 | 7 |
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. |
| Engineering Vehicles | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS2-2 | 7 |
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. |
| Engineering Speakers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS2-3 | 7 |
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
| Glacier Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS2-4 | 7 |
Use evidence to support the claim that gravitational forces between objects are attractive and are only noticeable when one or both of the objects have a very large mass. |
| Sea Star Structures | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS2-4 | 7 |
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. |
| Engineering Speakers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS2-5 | 7 |
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. |
| Mass, Speed, and Kinetic Energy | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-1 | 7 |
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. |
| Engineering Speakers | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-2 | 7 |
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. |
| Mass and Heat Transfer | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-3 | 7 |
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
| Mass and Heat Transfer | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-4 | 7 |
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. |
| Thermal Energy and Particle Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-4 | 7 |
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. |
| Chemical Reactions | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-4 | 7 |
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. *In this unit, students focus on the relationship between the energy transferred and the change in the average kinetic energy of the substance’s particles. They will incorporate the other aspects of the standard in later units. |
| Intertidal Zone Temperature Change | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-4 | 7 |
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. |
| Mass, Speed, and Kinetic Energy | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-5 | 7 |
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| Forces and Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-5 | 7 |
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| Mass and Heat Transfer | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-5 | 7 |
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| Thermal Energy and Particle Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-5 | 7 |
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| Chemical Reactions | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-5 | 7 |
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| Intertidal Zone Temperature Change | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-5 | 7 |
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| Engineering Vehicles | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS3-5 | 7 |
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| Thermal Energy and Particle Motion | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS4-1 | 7 |
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. |
| Communication Systems | NH | New Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS) | MS-PS4-3 | 7 |
Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. |
This alignment guide shows how KnowAtom’s integrated model of science curriculum is designed for NNew Hampshire’s College and Career Ready Standards (NH CCRS) in Science (NGSS)
