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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Earth-Sun-Moon System | NY | New York State P-12 Science Learning Standards | MS-ESS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | 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 Angle and Temperature | NY | New York State P-12 Science Learning Standards | MS-ESS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | 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. |
Earth's Place in the Solar System | NY | New York State P-12 Science Learning Standards | MS-ESS1-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
Earth's Place in the Solar System | NY | New York State P-12 Science Learning Standards | MS-ESS1-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Analyze and interpret data to determine scale properties of objects in the solar system. |
Animal Diversity | NY | New York State P-12 Science Learning Standards | MS-ESS1-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Sun Angle and Temperature | NY | New York State P-12 Science Learning Standards | MS-ESS2-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
Convection and Weather | NY | New York State P-12 Science Learning Standards | MS-ESS2-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. |
Sun Angle and Temperature | NY | New York State P-12 Science Learning Standards | MS-ESS2-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. |
Convection and Weather | NY | New York State P-12 Science Learning Standards | MS-ESS2-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. |
Sun Angle and Temperature | NY | New York State P-12 Science Learning Standards | MS-ESS2-6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. |
Convection and Weather | NY | New York State P-12 Science Learning Standards | MS-ESS2-6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. |
Engineering Shoreline Barriers | NY | New York State P-12 Science Learning Standards | MS-ESS3-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. |
Engineering Greenhouses | NY | New York State P-12 Science Learning Standards | MS-ESS3-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
Greenhouse Effect | NY | New York State P-12 Science Learning Standards | MS-ESS3-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. |
Engineering Greenhouses | NY | New York State P-12 Science Learning Standards | MS-ESS3-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. |
Greenhouse Effect | NY | New York State P-12 Science Learning Standards | MS-ESS3-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
Engineering Seismograph | NY | New York State P-12 Science Learning Standards | MS-ETS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Wind Turbines | NY | New York State P-12 Science Learning Standards | MS-ETS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Shoreline Barriers | NY | New York State P-12 Science Learning Standards | MS-ETS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Meteoroid Shields | NY | New York State P-12 Science Learning Standards | MS-ETS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | 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 Greenhouses | NY | New York State P-12 Science Learning Standards | MS-ETS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Seismograph | NY | New York State P-12 Science Learning Standards | MS-ETS1-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Wind Turbines | NY | New York State P-12 Science Learning Standards | MS-ETS1-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Shoreline Barriers | NY | New York State P-12 Science Learning Standards | MS-ETS1-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Meteoroid Shields | NY | New York State P-12 Science Learning Standards | MS-ETS1-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Greenhouses | NY | New York State P-12 Science Learning Standards | MS-ETS1-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
Engineering Seismograph | NY | New York State P-12 Science Learning Standards | MS-ETS1-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Wind Turbines | NY | New York State P-12 Science Learning Standards | MS-ETS1-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Shoreline Barriers | NY | New York State P-12 Science Learning Standards | MS-ETS1-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Meteoroid Shields | NY | New York State P-12 Science Learning Standards | MS-ETS1-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | 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 Greenhouses | NY | New York State P-12 Science Learning Standards | MS-ETS1-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Seismograph | NY | New York State P-12 Science Learning Standards | MS-ETS1-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Wind Turbines | NY | New York State P-12 Science Learning Standards | MS-ETS1-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Shoreline Barriers | NY | New York State P-12 Science Learning Standards | MS-ETS1-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Meteoroid Shields | NY | New York State P-12 Science Learning Standards | MS-ETS1-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | 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 Greenhouses | NY | New York State P-12 Science Learning Standards | MS-ETS1-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Comparing Cells | NY | New York State P-12 Science Learning Standards | MS-LS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
Cellular Respiration | NY | New York State P-12 Science Learning Standards | MS-LS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
Sucrose and Heart Rate | NY | New York State P-12 Science Learning Standards | MS-LS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
Comparing Cells | NY | New York State P-12 Science Learning Standards | MS-LS1-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
Sucrose and Heart Rate | NY | New York State P-12 Science Learning Standards | MS-LS1-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis. |
Cellular Respiration | NY | New York State P-12 Science Learning Standards | MS-LS1-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis. |
Natural Selection | NY | New York State P-12 Science Learning Standards | MS-LS1-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Animal Diversity | NY | New York State P-12 Science Learning Standards | MS-LS1-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Natural Selection | NY | New York State P-12 Science Learning Standards | MS-LS1-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
DNA and Proteins | NY | New York State P-12 Science Learning Standards | MS-LS1-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
DNA and Mutations | NY | New York State P-12 Science Learning Standards | MS-LS1-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
Heredity and Traits | NY | New York State P-12 Science Learning Standards | MS-LS1-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
Photosynthesis and Oil Spills | NY | New York State P-12 Science Learning Standards | MS-LS1-6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Comparing Cells | NY | New York State P-12 Science Learning Standards | MS-LS1-6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | 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. |
Cellular Respiration | NY | New York State P-12 Science Learning Standards | MS-LS1-6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | 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. |
Cellular Respiration | NY | New York State P-12 Science Learning Standards | MS-LS1-7 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism. |
Sucrose and Heart Rate | NY | New York State P-12 Science Learning Standards | MS-LS1-7 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism. |
Sucrose and Heart Rate | NY | New York State P-12 Science Learning Standards | MS-LS1-8 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate behavior and/or storage as memories. |
Food Webs | NY | New York State P-12 Science Learning Standards | MS-LS2-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
Food Webs | NY | New York State P-12 Science Learning Standards | MS-LS2-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. |
Photosynthesis and Oil Spills | NY | New York State P-12 Science Learning Standards | MS-LS2-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
Food Webs | NY | New York State P-12 Science Learning Standards | MS-LS2-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
Photosynthesis and Oil Spills | NY | New York State P-12 Science Learning Standards | MS-LS2-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
Food Webs | NY | New York State P-12 Science Learning Standards | MS-LS2-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
Engineering Shoreline Barriers | NY | New York State P-12 Science Learning Standards | MS-LS2-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Undertake a design project that assists in maintaining diversity and ecosystem services. |
Heredity and Traits | NY | New York State P-12 Science Learning Standards | MS-LS3-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to explain 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. |
Natural Selection | NY | New York State P-12 Science Learning Standards | MS-LS3-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to explain 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. |
Animal Diversity | NY | New York State P-12 Science Learning Standards | MS-LS3-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to explain 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. |
DNA and Mutations | NY | New York State P-12 Science Learning Standards | MS-LS3-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to explain 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. |
Heredity and Traits | NY | New York State P-12 Science Learning Standards | MS-LS3-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
Animal Diversity | NY | New York State P-12 Science Learning Standards | MS-LS3-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
Reproduction | NY | New York State P-12 Science Learning Standards | MS-LS3-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Natural Selection | NY | New York State P-12 Science Learning Standards | MS-LS3-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. |
Animal Diversity | NY | New York State P-12 Science Learning Standards | MS-LS4-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Comparing Cells | NY | New York State P-12 Science Learning Standards | MS-LS4-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Animal Diversity | NY | New York State P-12 Science Learning Standards | MS-LS4-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Comparing Cells | NY | New York State P-12 Science Learning Standards | MS-LS4-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Animal Diversity | NY | New York State P-12 Science Learning Standards | MS-LS4-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. |
Natural Selection | NY | New York State P-12 Science Learning Standards | MS-LS4-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
DNA and Mutations | NY | New York State P-12 Science Learning Standards | MS-LS4-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Heredity and Traits | NY | New York State P-12 Science Learning Standards | MS-LS4-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
Natural Selection | NY | New York State P-12 Science Learning Standards | MS-LS4-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
Natural Selection | NY | New York State P-12 Science Learning Standards | MS-LS4-6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations of species over time. |
Chemical Reactions | NY | New York State P-12 Science Learning Standards | MS-PS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop models to describe the atomic composition of simple molecules and extended structures. |
Polymer Structure and Function | NY | New York State P-12 Science Learning Standards | MS-PS1-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop models to describe the atomic composition of simple molecules and extended structures. |
Chemical Reactions | NY | New York State P-12 Science Learning Standards | MS-PS1-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Polymer Structure and Function | NY | New York State P-12 Science Learning Standards | MS-PS1-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
Mass and Motion | NY | New York State P-12 Science Learning Standards | MS-PS1-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Gather and make sense of information to describe thatGather and make sense of information to describe that synthetic materials come from natural resources and impact society.synthetic materials come from natural resources and impact society. |
Polymer Structure and Function | NY | New York State P-12 Science Learning Standards | MS-PS1-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
Chemical Reactions | NY | New York State P-12 Science Learning Standards | MS-PS1-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed. |
Chemical Reactions | NY | New York State P-12 Science Learning Standards | MS-PS1-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Polymer Structure and Function | NY | New York State P-12 Science Learning Standards | MS-PS1-7 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Use evidence to illustrate that density is a property that can be used to identify samples of matter. |
Mass and Motion | NY | New York State P-12 Science Learning Standards | MS-PS2-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. |
Engineering Meteoroid Shields | NY | New York State P-12 Science Learning Standards | MS-PS2-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. |
Mass and Motion | NY | New York State P-12 Science Learning Standards | MS-PS2-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Plan and conduct 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 Seismograph | NY | New York State P-12 Science Learning Standards | MS-PS2-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Plan and conduct 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 Wind Turbines | NY | New York State P-12 Science Learning Standards | MS-PS2-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Plan and conduct 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 Meteoroid Shields | NY | New York State P-12 Science Learning Standards | MS-PS2-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Plan and conduct 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. |
Electric and Magnetic Interactions | NY | New York State P-12 Science Learning Standards | MS-PS2-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
Magnetism and Energy | NY | New York State P-12 Science Learning Standards | MS-PS2-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
Earth-Sun-Moon System | NY | New York State P-12 Science Learning Standards | MS-PS2-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them. |
Earth's Place in the Solar System | NY | New York State P-12 Science Learning Standards | MS-PS2-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them. |
Engineering Meteoroid Shields | NY | New York State P-12 Science Learning Standards | MS-PS2-4 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them. |
Electric and Magnetic Interactions | NY | New York State P-12 Science Learning Standards | MS-PS2-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Magnetism and Energy | NY | New York State P-12 Science Learning Standards | MS-PS2-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 and Motion | NY | New York State P-12 Science Learning Standards | MS-PS3-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object aConstruct 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.nd to the speed of an object. |
Magnetism and Energy | NY | New York State P-12 Science Learning Standards | MS-PS3-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Wind Turbines | NY | New York State P-12 Science Learning Standards | MS-PS3-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Greenhouses | NY | New York State P-12 Science Learning Standards | MS-PS3-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
Engineering Wind Turbines | NY | New York State P-12 Science Learning Standards | MS-PS3-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system. |
Electric and Magnetic Interactions | NY | New York State P-12 Science Learning Standards | MS-PS3-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system. |
Magnetism and Energy | NY | New York State P-12 Science Learning Standards | MS-PS3-5 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system. |
Electric and Magnetic Interactions | NY | New York State P-12 Science Learning Standards | MS-PS3-6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Make observations to provide evidence that energy can be transferred by electric currents. |
Engineering Wind Turbines | NY | New York State P-12 Science Learning Standards | MS-PS3-6 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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 Seismograph | NY | New York State P-12 Science Learning Standards | MS-PS4-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave. |
Mechanical Waves and Energy | NY | New York State P-12 Science Learning Standards | MS-PS4-1 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave. |
Light and Information Transfer | NY | New York State P-12 Science Learning Standards | MS-PS4-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
Mechanical Waves and Energy | NY | New York State P-12 Science Learning Standards | MS-PS4-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
Engineering Seismograph | NY | New York State P-12 Science Learning Standards | MS-PS4-2 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Light and Information Transfer | NY | New York State P-12 Science Learning Standards | MS-PS4-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Mechanical Waves and Energy | NY | New York State P-12 Science Learning Standards | MS-PS4-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
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. |
Engineering Seismograph | NY | New York State P-12 Science Learning Standards | MS-PS4-3 | [{id=111674358588, createdAt=1681899846200, updatedAt=1681899848547, 1='{type=string, value=8}'}] 8 |
ntegrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. |
Construct 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 water through Earth’s systems driven by energy from the sun and the force of gravity.
Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
Develop and use a model to describe how unequal heating and rotation of 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.
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
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.
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 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.
Develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism.
Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate behavior and/or storage as memories.
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.
Undertake a design project that assists in maintaining diversity and ecosystem services.
Develop and use a model to explain 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.
Develop and use a model to explain 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.
Develop and use a model to explain 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.
Develop and use a model to explain 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.
Develop and use a model to describe how 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 how 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.
Develop and use a model to describe how 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.
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.
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.
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
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.
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 synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations of species over time.
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 thatGather and make sense of information to describe that synthetic materials come from natural resources and impact society.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.
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
Plan and conduct 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.
Plan and conduct 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.
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
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.
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object aConstruct 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.nd to the speed of an object.
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Develop a model to describe 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.
Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Make observations to provide evidence that energy can be transferred by electric currents.
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.
Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and 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.
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
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.
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.
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.
ntegrate 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.