Difference between revisions of "MS"
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| − | {{DISPLAYTITLE: | + | {{DISPLAYTITLE:NYS Middle School 6-8 Science Learning Standards}} |
| − | + | {| class="pe-ce-toggle" | |
| − | + | |[[MS|{{#far:compass}} Performance Expectations]] | |
| + | |[[MS questions|{{#far:circle-question}} Questions]] | ||
| + | |[[MS claims and evidence|{{#far:clipboard-list}} Claims and Evidence]] | ||
| + | |} | ||
| + | = Physical Science = | ||
| + | <br> | ||
== MS. Structure and Properties of Matter == | == MS. Structure and Properties of Matter == | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS1-1]]</span> | <span class="sp-desc"> | + | <span class="pe-head"><span class="sp-standard">[[MS-PS1-1]]</span> | <span class="sp-desc">Molecular Structures</span></span><br> |
<span class="pe-statement">Develop models to describe the atomic composition of simple molecules and extended structures.</span> | <span class="pe-statement">Develop models to describe the atomic composition of simple molecules and extended structures.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| Line 14: | Line 19: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS1-3]]</span> | <span class="sp-desc">Natural Resources</span></span><br> | + | <span class="pe-head"><span class="sp-standard">[[MS-PS1-3]]</span> | <span class="sp-desc">Synthetic Materials and Natural Resources</span></span><br> |
<span class="pe-statement">Gather and make sense of information to describe that synthetic materials come from natural | <span class="pe-statement">Gather and make sense of information to describe that synthetic materials come from natural | ||
resources and impact society.</span> | resources and impact society.</span> | ||
| Line 25: | Line 30: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS1-4]]</span> | <span class="sp-desc">Thermal | + | <span class="pe-head"><span class="sp-standard">[[MS-PS1-4]]</span> | <span class="sp-desc">Thermal Energy and Particle Motion</span></span><br> |
<span class="pe-statement">Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) | <span class="pe-statement">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.</span> | of a substance when thermal energy is added or removed.</span> | ||
| Line 44: | Line 49: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS1-8]]</span> | <span class="sp-desc"> | + | <span class="pe-head"><span class="sp-standard">[[MS-PS1-8]]</span> | <span class="sp-desc">Mixtures</span></span><br> |
<span class="pe-statement">Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.</span> | <span class="pe-statement">Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| Line 66: | Line 71: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS1-5]]</span> | <span class="sp-desc">Conservation of | + | <span class="pe-head"><span class="sp-standard">[[MS-PS1-5]]</span> | <span class="sp-desc">Conservation of Matter</span></span><br> |
<span class="pe-statement">Develop and use a model to describe how the total number of atoms does not change in a chemical | <span class="pe-statement">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.</span> | reaction and thus mass is conserved.</span> | ||
| Line 77: | Line 82: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS1-6]]</span> | <span class="sp-desc"> | + | <span class="pe-head"><span class="sp-standard">[[MS-PS1-6]]</span> | <span class="sp-desc">Thermal Energy Transfer</span></span><br> |
<span class="pe-statement">Undertake a design project to construct, test, and modify a device that either releases or absorbs | <span class="pe-statement">Undertake a design project to construct, test, and modify a device that either releases or absorbs | ||
thermal energy during a chemical and/or physical process.</span> | thermal energy during a chemical and/or physical process.</span> | ||
| Line 100: | Line 105: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS2-2]]</span> | <span class="sp-desc">Newton's First and Second | + | <span class="pe-head"><span class="sp-standard">[[MS-PS2-2]]</span> | <span class="sp-desc">Newton's First and Second Laws</span></span><br> |
<span class="pe-statement">Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on | <span class="pe-statement">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.</span> | the sum of the forces on the object and the mass of the object.</span> | ||
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---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS2-5]]</span> | <span class="sp-desc"> | + | <span class="pe-head"><span class="sp-standard">[[MS-PS2-5]]</span> | <span class="sp-desc">Fields and Forces</span></span><br> |
<span class="pe-statement">Conduct an investigation and evaluate the experimental design to provide evidence that fields exist | <span class="pe-statement">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.</span> | between objects exerting forces on each other even though the objects are not in contact.</span> | ||
| Line 144: | Line 149: | ||
== MS. Energy == | == MS. Energy == | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS3-1]]</span> | <span class="sp-desc">Kinetic Energy | + | <span class="pe-head"><span class="sp-standard">[[MS-PS3-1]]</span> | <span class="sp-desc">Kinetic Energy</span></span><br> |
<span class="pe-statement">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.</span> | <span class="pe-statement">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.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
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---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS3-3]]</span> | <span class="sp-desc"> | + | <span class="pe-head"><span class="sp-standard">[[MS-PS3-3]]</span> | <span class="sp-desc">Heat Transfer Design</span></span><br> |
<span class="pe-statement">Apply scientific principles to design, construct, and test a device that either minimizes or maximizes | <span class="pe-statement">Apply scientific principles to design, construct, and test a device that either minimizes or maximizes | ||
thermal energy transfer.</span> | thermal energy transfer.</span> | ||
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---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS3-4]]</span> | <span class="sp-desc">Energy | + | <span class="pe-head"><span class="sp-standard">[[MS-PS3-4]]</span> | <span class="sp-desc">Temperature and Energy Change</span></span><br> |
<span class="pe-statement">Plan and conduct an investigation to determine the relationships among the energy transferred, the | <span class="pe-statement">Plan and conduct an investigation to determine the relationships among the energy transferred, the | ||
type of matter, the mass, and the change in the temperature of the sample of matter.</span> | type of matter, the mass, and the change in the temperature of the sample of matter.</span> | ||
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---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS3-5]]</span> | <span class="sp-desc">Work | + | <span class="pe-head"><span class="sp-standard">[[MS-PS3-5]]</span> | <span class="sp-desc">Work and Energy Transfer</span></span><br> |
<span class="pe-statement">Construct, use, and present an argument to support the claim that when work is done on or by a | <span class="pe-statement">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.</span> | system, the energy of the system changes as energy is transferred to or from the system.</span> | ||
| Line 198: | Line 203: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS3-6]]</span> | <span class="sp-desc">Electric | + | <span class="pe-head"><span class="sp-standard">[[MS-PS3-6]]</span> | <span class="sp-desc">Electric Circuits</span></span><br> |
<span class="pe-statement">Make observations to provide evidence that energy can be transferred by electric currents.</span> | <span class="pe-statement">Make observations to provide evidence that energy can be transferred by electric currents.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| Line 209: | Line 214: | ||
== MS. Waves and Electromagnetic Radiation == | == MS. Waves and Electromagnetic Radiation == | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS4-1]]</span> | <span class="sp-desc"> | + | <span class="pe-head"><span class="sp-standard">[[MS-PS4-1]]</span> | <span class="sp-desc">Wave Properties</span></span><br> |
<span class="pe-statement">Develop a model and use mathematical representations to describe waves that includes frequency, | <span class="pe-statement">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.</span> | wavelength, and how the amplitude of a wave is related to the energy in a wave.</span> | ||
| Line 220: | Line 225: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS4-2]]</span> | <span class="sp-desc"> | + | <span class="pe-head"><span class="sp-standard">[[MS-PS4-2]]</span> | <span class="sp-desc">Wave Behavior</span></span><br> |
<span class="pe-statement">Develop and use a model to describe that waves are reflected, absorbed, or transmitted through | <span class="pe-statement">Develop and use a model to describe that waves are reflected, absorbed, or transmitted through | ||
various materials.</span> | various materials.</span> | ||
| Line 231: | Line 236: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-PS4-3]]</span> | <span class="sp-desc"> | + | <span class="pe-head"><span class="sp-standard">[[MS-PS4-3]]</span> | <span class="sp-desc">Digital vs. Analog Signals</span></span><br> |
<span class="pe-statement">Integrate qualitative scientific and technical information to support the claim that digitized signals | <span class="pe-statement">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.</span> | are a more reliable way to encode and transmit information than analog signals.</span> | ||
| Line 240: | Line 245: | ||
</div> | </div> | ||
</div> | </div> | ||
| + | <br> | ||
| + | = Life Science = | ||
<br> | <br> | ||
== MS. Structure, Function and Information Processing == | == MS. Structure, Function and Information Processing == | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-LS1-1]]</span> | <span class="sp-desc">Living | + | <span class="pe-head"><span class="sp-standard">[[MS-LS1-1]]</span> | <span class="sp-desc">Cells and Living Things</span></span><br> |
<span class="pe-statement">Plan and conduct an investigation to provide evidence that living things are made of cells; either one | <span class="pe-statement">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.</span> | cell or many different numbers and types of cells.</span> | ||
| Line 253: | Line 260: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-LS1-2]]</span> | <span class="sp-desc">Cell | + | <span class="pe-head"><span class="sp-standard">[[MS-LS1-2]]</span> | <span class="sp-desc">Cell Structure and Function</span></span><br> |
<span class="pe-statement">Develop and use a model to describe the function of a cell as a whole and ways parts of cells | <span class="pe-statement">Develop and use a model to describe the function of a cell as a whole and ways parts of cells | ||
contribute to the function.</span> | contribute to the function.</span> | ||
| Line 264: | Line 271: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-LS1-3]]</span> | <span class="sp-desc"> | + | <span class="pe-head"><span class="sp-standard">[[MS-LS1-3]]</span> | <span class="sp-desc">Body Systems and Homeostasis</span></span><br> |
<span class="pe-statement">Construct an explanation supported by evidence for how the body is composed of interacting systems | <span class="pe-statement">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.</span> | consisting of cells, tissues, and organs working together to maintain homeostasis.</span> | ||
| Line 275: | Line 282: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-LS1-8]]</span> | <span class="sp-desc"> | + | <span class="pe-head"><span class="sp-standard">[[MS-LS1-8]]</span> | <span class="sp-desc">Sensory Receptors and Stimuli</span></span><br> |
<span class="pe-statement">Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate | <span class="pe-statement">Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate | ||
behavior and/or storage as memories.</span> | behavior and/or storage as memories.</span> | ||
| Line 286: | Line 293: | ||
== MS. Matter and Energy in Organisms and Ecosystems == | == MS. Matter and Energy in Organisms and Ecosystems == | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-LS1-6]]</span> | <span class="sp-desc">Photosynthesis | + | <span class="pe-head"><span class="sp-standard">[[MS-LS1-6]]</span> | <span class="sp-desc">Photosynthesis</span></span><br> |
<span class="pe-statement">Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of | <span class="pe-statement">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.</span> | matter and flow of energy into and out of organisms.</span> | ||
| Line 298: | Line 305: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-LS1-7]]</span> | <span class="sp-desc">Cellular | + | <span class="pe-head"><span class="sp-standard">[[MS-LS1-7]]</span> | <span class="sp-desc">Cellular Respiration</span></span><br> |
<span class="pe-statement">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 | <span class="pe-statement">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.</span> | matter moves through an organism.</span> | ||
| Line 309: | Line 316: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-LS2-1]]</span> | <span class="sp-desc">Resource | + | <span class="pe-head"><span class="sp-standard">[[MS-LS2-1]]</span> | <span class="sp-desc">Resource Availability and Populations</span></span><br> |
<span class="pe-statement">Analyze and interpret data to provide evidence for the effects of resource availability on organisms | <span class="pe-statement">Analyze and interpret data to provide evidence for the effects of resource availability on organisms | ||
and populations of organisms in an ecosystem.</span> | and populations of organisms in an ecosystem.</span> | ||
| Line 319: | Line 326: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-LS2-3]]</span> | <span class="sp-desc">Ecosystems | + | <span class="pe-head"><span class="sp-standard">[[MS-LS2-3]]</span> | <span class="sp-desc">Matter and Energy in Ecosystems</span></span><br> |
<span class="pe-statement">Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.</span> | <span class="pe-statement">Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| Line 329: | Line 336: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-LS2-4]]</span> | <span class="sp-desc">Population | + | <span class="pe-head"><span class="sp-standard">[[MS-LS2-4]]</span> | <span class="sp-desc">Ecosystem Impacts on Population</span></span><br> |
<span class="pe-statement">Construct an argument supported by empirical evidence that changes to physical or biological | <span class="pe-statement">Construct an argument supported by empirical evidence that changes to physical or biological | ||
components of an ecosystem affect populations.</span> | components of an ecosystem affect populations.</span> | ||
| Line 340: | Line 347: | ||
== MS. Interdependent Relationships in Ecosystems == | == MS. Interdependent Relationships in Ecosystems == | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-LS2-2]]</span> | <span class="sp-desc">Ecosystems | + | <span class="pe-head"><span class="sp-standard">[[MS-LS2-2]]</span> | <span class="sp-desc">Interactions in Ecosystems</span></span><br> |
<span class="pe-statement">Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems.</span> | <span class="pe-statement">Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| Line 349: | Line 356: | ||
---- | ---- | ||
<div class="sp-pe mw-collapsible mw-collapsed"> | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| − | <span class="pe-head"><span class="sp-standard">[[MS-LS2-5]]</span> | <span class="sp-desc">Ecosystems | + | <span class="pe-head"><span class="sp-standard">[[MS-LS2-5]]</span> | <span class="sp-desc">Protecting Ecosystems and Biodiversity</span></span><br> |
<span class="pe-statement">Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.</span> | <span class="pe-statement">Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.</span> | ||
<div class="sp-pe-collapsed mw-collapsible-content"> | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| Line 356: | Line 363: | ||
</div> | </div> | ||
</div> | </div> | ||
| + | <br> | ||
| + | == MS. Growth, Development, and Reproduction of Organisms == | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-LS1-4]]</span> | <span class="sp-desc">Adaptations for Reproduction</span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.</span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-LS1-4|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-LS1-5]]</span> | <span class="sp-desc">Factors Affecting Growth</span></span><br> | ||
| + | <span class="pe-statement">Construct a scientific explanation based on evidence for how environmental and genetic factors influence | ||
| + | the growth of organisms.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include the genes responsible for size differences in different breeds of dogs. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include genetic mechanisms, gene regulation, biochemical processes, or natural selection.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-LS1-5|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-LS3-1]]</span> | <span class="sp-desc">Genetic Mutations</span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Mutations in body cells are not inherited. Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-LS3-1|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-LS3-2]]</span> | <span class="sp-desc">Reproduction</span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on using models such as diagrams and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring.</span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-LS3-2|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-LS4-5]]</span> | <span class="sp-desc">Human Influence on Inheritance</span></span><br> | ||
| + | <span class="pe-statement">Gather and synthesize information about the technologies that have changed the way humans influence | ||
| + | the inheritance of desired traits in organisms.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, selective breeding, gene therapy); and, on the impacts these technologies have on society.</span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-LS4-5|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | <br> | ||
| + | == MS. Natural Selection and Adaptations == | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-LS4-1]]</span> | <span class="sp-desc">Fossil Record and Evolution</span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include the names of individual species or geological eras in the fossil record.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-LS4-1|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-LS4-2]]</span> | <span class="sp-desc">Comparative Anatomy and Evolution</span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures as evidence of common ancestry.</span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-LS4-2|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-LS4-3]]</span> | <span class="sp-desc">Embryology and Evolution</span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-LS4-3|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-LS4-4]]</span> | <span class="sp-desc">Genetic Variation and Survival</span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on using simple probability statements and proportional reasoning to construct | ||
| + | explanations.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[MS-LS4-4|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-LS4-6]]</span> | <span class="sp-desc">Modeling Natural Selection</span></span><br> | ||
| + | <span class="pe-statement">Use mathematical representations to support explanations of how natural selection may lead to | ||
| + | increases and decreases of specific traits in populations over time.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include Hardy Weinberg calculations.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-LS4-6|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | <br> | ||
| + | = Earth and Space Sciences = | ||
| + | <br> | ||
| + | == MS. Space Systems == | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS1-1]]</span> | <span class="sp-desc">Earth-Sun-Moon Cycles</span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of models could include physical, graphical, or | ||
| + | conceptual models.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[MS-ESS1-1|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS1-2]]</span> | <span class="sp-desc">Gravity and Orbits</span></span><br> | ||
| + | <span class="pe-statement">Develop and use a model to describe the role of gravity in the motions within galaxies and the solar | ||
| + | system.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models could include physical models (such as a model of the solar system scaled using various measures or computer visualizations of elliptical orbits) or conceptual models (such as mathematical proportions relative to the size of familiar objects such as students’ school or state).</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-ESS1-2|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS1-3]]</span> | <span class="sp-desc">Scale of the Solar System</span></span><br> | ||
| + | <span class="pe-statement">Analyze and interpret data to determine scale properties of objects in the solar system.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among | ||
| + | solar system objects. Examples of scale properties could include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data could include statistical information, drawings and photographs, and models.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-ESS1-3|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | <br> | ||
| + | == MS. History of Earth == | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS1-4]]</span> | <span class="sp-desc">Geologic Timescale</span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events or evidence could include very recent events or evidence (such as the last Ice Age or the earliest fossils of ''Homo sapiens'') to very old events or evidence (such as the formation of Earth or the earliest evidence of life). Examples of evidence could include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include recalling the names of specific periods or epochs and events within them, radiometric dating using half-lives, and defining index fossils.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-ESS1-4|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS2-2]]</span> | <span class="sp-desc">Earth's Dynamic Surface</span></span><br> | ||
| + | <span class="pe-statement">Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying temporal and spatial scales.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on how processes change Earth’s surface at temporal and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. | ||
| + | Examples of geoscience processes could include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[MS-ESS2-2|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS2-3]]</span> | <span class="sp-desc">Plate Tectonics</span></span><br> | ||
| + | <span class="pe-statement">Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor | ||
| + | structures to provide evidence of the past plate motions.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of data could include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-ESS2-3|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | <br> | ||
| + | == MS. Earth's System == | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS2-1]]</span> | <span class="sp-desc">The Rock Cycle</span></span><br> | ||
| + | <span class="pe-statement">Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this | ||
| + | process.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include the specific identification and naming of minerals and rocks but could include the general classification of rocks as igneous, metamorphic, or sedimentary.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-ESS2-1|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS2-4]]</span> | <span class="sp-desc">The Water Cycle</span></span><br> | ||
| + | <span class="pe-statement">Develop a model to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models could include conceptual or physical models.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-ESS2-4|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS3-1]]</span> | <span class="sp-desc">Distribution of Earth's Resources</span></span><br> | ||
| + | <span class="pe-statement">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 geologic processes.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes could include petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[MS-ESS3-1|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | <br> | ||
| + | == MS. Weather and Climate == | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS2-5]]</span> | <span class="sp-desc">Weather and Air Masses</span></span><br> | ||
| + | <span class="pe-statement">Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on how air flows from regions of high pressure to low pressure, the complex interactions at air mass boundaries, and the movements of air masses affect weather (defined by temperature, pressure, humidity, precipitation, and wind at a fixed location and time). Emphasis is on how weather can be predicted within probabilistic ranges. Data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment includes the application of weather data systems but does not include recalling the names of cloud types, weather symbols used on weather maps, the reported diagrams from weather stations, or the interrelationship of weather variables.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-ESS2-5|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS2-6]]</span> | <span class="sp-desc">Global Circulation and Climate</span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis is on the sunlight-driven latitudinal banding causing differences in density that create convection currents in the atmosphere, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the coastlines of continents. Examples of models could include diagrams, maps and globes, or digital representations.</span><br><br> | ||
| + | <span class="sp-ab">Assessment boundary: Assessment does not include the dynamics of the Coriolis effect.</span></span><br><br> | ||
| + | <span class="sp-read-more'>[[MS-ESS2-6|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS3-5]]</span> | <span class="sp-desc">Global Warming</span></span><br> | ||
| + | <span class="pe-statement">Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of factors could include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence could include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[MS-ESS3-5|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | <br> | ||
| + | == MS. Human Impacts == | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS3-2]]</span> | <span class="sp-desc">Natural Hazards</span></span><br> | ||
| + | <span class="pe-statement">Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the | ||
| + | development of technologies to mitigate their effects.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards could include those resulting from interior processes (such as earthquakes and volcanic eruptions) and surface processes (such as mass wasting and tsunamis), or from severe weather events (such as blizzards, hurricanes, tornadoes, floods, and droughts). Examples of data could include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies could include global technologies (such as satellite images to monitor hurricanes or forest fires) or local technologies (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[MS-ESS3-2|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS3-3]]</span> | <span class="sp-desc">Human Impact</span></span><br> | ||
| + | <span class="pe-statement">Apply scientific principles to design a method for monitoring and minimizing a human impact on the | ||
| + | environment.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of the design process could include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts could include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[MS-ESS3-3|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ESS3-4]]</span> | <span class="sp-desc">Effects of Population Increase</span></span><br> | ||
| + | <span class="pe-statement">Construct an argument supported by evidence for how increases in human population and per-capita | ||
| + | consumption of natural resources impact Earth’s systems.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"><span class="sp-cs">Clarification statement: Examples of evidence could include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts could include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.</span><br><br> | ||
| + | </span> | ||
| + | <span class="sp-read-more'>[[MS-ESS3-4|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | <br> | ||
| + | = Engineering Design = | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ETS1-1]]</span><span class="sp-desc"></span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"></span> | ||
| + | <span class="sp-read-more'>[[MS-ETS1-1|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
| + | <div class="sp-pe mw-collapsible mw-collapsed"> | ||
| + | <span class="pe-head"><span class="sp-standard">[[MS-ETS1-2]]</span><span class="sp-desc"></span></span><br> | ||
| + | <span class="pe-statement">Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.</span> | ||
| + | <div class="sp-pe-collapsed mw-collapsible-content"> | ||
| + | <span class="sp-cllpsd"></span> | ||
| + | <span class="sp-read-more'>[[MS-ETS1-2|Read more...]]</span> | ||
| + | </div> | ||
| + | </div> | ||
| + | ---- | ||
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| + | <span class="pe-head"><span class="sp-standard">[[MS-ETS1-3]]</span><span class="sp-desc"></span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
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| + | <span class="pe-head"><span class="sp-standard">[[MS-ETS1-4]]</span><span class="sp-desc"></span></span><br> | ||
| + | <span class="pe-statement">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.</span> | ||
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| + | <span class="sp-read-more'>[[MS-ETS1-4|Read more...]]</span> | ||
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| + | </div> | ||
| + | <metadesc>Explore the new NYS middle school science learning standards. There are 62 performance expectations.</metadesc> | ||
Latest revision as of 12:34, 12 June 2025
| Performance Expectations | Questions | Claims and Evidence |
Physical Science
MS. Structure and Properties of Matter
MS-PS1-1 | Molecular Structures
Develop models to describe the atomic composition of simple molecules and extended structures.
Clarification statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of particulate-level models could include drawings, 3D ball and stick structures, or computer representations showing different substances with different types of atoms.
Assessment boundary: Assessment does not include valence electrons and bonding energy, discussing the individual ions composing complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.
Read more...
MS-PS1-3 | Synthetic Materials and Natural Resources
Gather and make sense of information to describe that synthetic materials come from natural
resources and impact society.
Clarification statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.
Assessment boundary: Assessment is limited to the qualitative interpretation of evidence provided.
Read more...
MS-PS1-4 | Thermal Energy and Particle Motion
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.
Clarification statement: Emphasis is on qualitative particulate- level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of phase occurs. Examples of models could include drawings and diagrams. Examples of particles could include ions, molecules, or atoms. Examples of substances could include sodium chloride, water, carbon dioxide, and helium.
Read more...
MS-PS1-7 | Density
Use evidence to illustrate that density is a property that can be used to identify samples of matter.
Clarification statement: Emphasis should be on students measuring the masses and volumes of regular and irregular shaped objects, calculating their densities, and identifying the samples of matter.
Read more...
MS-PS1-8 | Mixtures
Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.
Clarification statement: Emphasis should be on analyzing the physical changes that occur as mixtures are formed and/or separated. Examples of common mixtures could include salt water, oil and vinegar, and air.
Assessment boundary: Assessment is limited to separation by evaporation, filtration and magnetism.
Read more...
MS. Chemical Reactions
MS-PS1-2 | Chemical Reactions
Analyze and interpret data on the properties of substances before and after the substances interact to
determine if a chemical reaction has occurred.
Clarification statement: Examples of chemical reactions could include burning of a wooden splint, souring of milk and decomposition of sodium bicarbonate.
Assessment boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, color change, gas production and odor.
Read more...
MS-PS1-5 | Conservation of Matter
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.
Clarification statement: Emphasis is on the law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.
Assessment boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.
Read more...
MS-PS1-6 | Thermal Energy Transfer
Undertake a design project to construct, test, and modify a device that either releases or absorbs
thermal energy during a chemical and/or physical process.
Clarification statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and amount of a substance. Examples of designs could include combining vinegar and baking soda, activating glow sticks at various temperatures and dissolving ammonium chloride or calcium chloride.
Assessment boundary: Assessment is limited to the criteria of substance amounts, reaction time, and observed temperature changes.
Read more...
MS. Forces and Interactions
MS-PS2-1 | Newton's Third Law
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding
objects.
Clarification statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.
Assessment boundary: Assessment is limited to vertical or horizontal interactions in one dimension.
Read more...
MS-PS2-2 | Newton's First and Second Laws
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.
Clarification statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system (including simple machines), qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.
Assessment boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.
Read more...
MS-PS2-3 | Electric and Magnetic Forces
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Clarification statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.
Assessment boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.
Read more...
MS-PS2-4 | Gravity
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.
Clarification statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.
Assessment boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.
Read more...
MS-PS2-5 | Fields and 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.
Clarification statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations. Emphasis should be on using arrows to represent the directions of forces.
Assessment boundary: Assessment is limited to electric and magnetic fields, and is limited to qualitative evidence for the existence of fields.
Read more...
MS. Energy
MS-PS3-1 | Kinetic Energy
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.
Clarification statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.
Assessment boundary: Assessment could include both qualitative and quantitative evaluations of kinetic energy.
Read more...
MS-PS3-2 | Potential Energy
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.
Clarification statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.
Assessment boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.
Read more...
MS-PS3-3 | Heat Transfer Design
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes
thermal energy transfer.
Clarification statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.
Assessment boundary: Assessment does not include calculating the total amount of thermal energy transferred.
Read more...
MS-PS3-4 | Temperature and Energy Change
Plan and conduct an investigation to determine the relationships among the energy transferred, the
type of matter, the mass, and the change in the temperature of the sample of matter.
Clarification statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.
Assessment boundary: Assessment does not include calculating the total amount of thermal energy transferred.
Read more...
MS-PS3-5 | Work and 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.
Clarification statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.
Assessment boundary: Assessment could include calculations of work and energy.
Read more...
MS-PS3-6 | Electric Circuits
Make observations to provide evidence that energy can be transferred by electric currents.
Clarification statement: Emphasis should be on arrangements of circuit components in series and parallel circuits.
Assessment boundary: Assessment will be limited to qualitative analysis and reasoning.
Read more...
MS. Waves and Electromagnetic Radiation
MS-PS4-1 | Wave Properties
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.
Clarification statement: Emphasis is on describing waves with both qualitative and quantitative thinking.
Assessment boundary: Assessment is limited to comparing standard repeating waves of only one type (transverse or longitudinal).
Read more...
MS-PS4-2 | Wave Behavior
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through
various materials.
Clarification statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, ray diagrams, simulations, and written descriptions. Materials could include plane, convex, and concave mirrors and biconvex and biconcave lenses.
Assessment boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.
Read more...
MS-PS4-3 | Digital vs. 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.
Clarification statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.
Assessment boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.
Read more...
Life Science
MS. Structure, Function and Information Processing
MS-LS1-1 | Cells and Living Things
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.
Clarification statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.
Read more...
MS-LS1-2 | Cell Structure and 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.
Clarification statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.
Assessment boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical details related to the functions of cells or cell parts.
Read more...
MS-LS1-3 | Body Systems and Homeostasis
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.
Clarification statement: Emphasis should be on the function and interactions of the major body systems (e.g. circulatory, respiratory, nervous, musculoskeletal).
Assessment boundary: Assessment is focused on the interactions between systems not on the functions of individual systems.
Read more...
MS-LS1-8 | Sensory Receptors and Stimuli
Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate
behavior and/or storage as memories.
Assessment boundary: Assessment does not include mechanisms for the transmission of this information.
Read more...
MS. Matter and Energy in Organisms and Ecosystems
MS-LS1-6 | Photosynthesis
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.
Clarification statement: Emphasis is on tracing movement of
matter and flow of energy.
Assessment boundary: Assessment does not include the biochemical mechanisms of photosynthesis.
Read more...
MS-LS1-7 | Cellular Respiration
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.
Clarification statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.
Assessment boundary: Assessment does not include details of the chemical reactions for respiration or synthesis.
Read more...
MS-LS2-1 | Resource Availability and Populations
Analyze and interpret data to provide evidence for the effects of resource availability on organisms
and populations of organisms in an ecosystem.
Clarification statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.
Read more...
MS-LS2-3 | Matter and Energy in Ecosystems
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Clarification statement: Emphasis is on describing the conservation of matter and flow of energy associated with ecosystem, and on defining the boundaries of the ecosystem.
Assessment boundary: Assessment does not include the use of chemical reactions to describe the processes.
Read more...
MS-LS2-4 | Ecosystem Impacts on Population
Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
Clarification statement: Emphasis is on recognizing patterns in data and making warranted inferences about shifts in populations due to changes in the ecosystem.
Read more...
MS. Interdependent Relationships in Ecosystems
MS-LS2-2 | Interactions in Ecosystems
Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems.
Clarification statement: Emphasis is on predicting patterns of interactions such as competition, predation, mutualism, and parasitism in different ecosystems in terms of the relationships among and between organisms.
Read more...
MS-LS2-5 | Protecting Ecosystems and Biodiversity
Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.
Clarification statement: Examples of ecosystem protections could include water purification, waste management, nutrient recycling, prevention of soil erosion, and eradication of invasive species. Examples of design solution constraints could include scientific, economic, and social considerations.
Read more...
MS. Growth, Development, and Reproduction of Organisms
MS-LS1-4 | Adaptations for Reproduction
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.
Clarification statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.
Read more...
MS-LS1-5 | Factors Affecting Growth
Construct a scientific explanation based on evidence for how environmental and genetic factors influence
the growth of organisms.
Clarification statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include the genes responsible for size differences in different breeds of dogs. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.
Assessment boundary: Assessment does not include genetic mechanisms, gene regulation, biochemical processes, or natural selection.
Read more...
MS-LS3-1 | Genetic Mutations
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.
Clarification statement: Mutations in body cells are not inherited. Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.
Assessment boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.
Read more...
MS-LS3-2 | Reproduction
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.
Clarification statement: Emphasis is on using models such as diagrams and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring.
Read more...
MS-LS4-5 | Human Influence on Inheritance
Gather and synthesize information about the technologies that have changed the way humans influence
the inheritance of desired traits in organisms.
Clarification statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, selective breeding, gene therapy); and, on the impacts these technologies have on society.
Read more...
MS. Natural Selection and Adaptations
MS-LS4-1 | Fossil Record and Evolution
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.
Clarification statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.
Assessment boundary: Assessment does not include the names of individual species or geological eras in the fossil record.
Read more...
MS-LS4-2 | Comparative Anatomy and Evolution
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.
Clarification statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures as evidence of common ancestry.
Read more...
MS-LS4-3 | Embryology and Evolution
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.
Clarification statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.
Assessment boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.
Read more...
MS-LS4-4 | Genetic Variation and Survival
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.
Clarification statement: Emphasis is on using simple probability statements and proportional reasoning to construct
explanations.
Read more...
MS-LS4-6 | Modeling Natural Selection
Use mathematical representations to support explanations of how natural selection may lead to
increases and decreases of specific traits in populations over time.
Clarification statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.
Assessment boundary: Assessment does not include Hardy Weinberg calculations.
Read more...
Earth and Space Sciences
MS. Space Systems
MS-ESS1-1 | Earth-Sun-Moon Cycles
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.
Clarification statement: Examples of models could include physical, graphical, or
conceptual models.
Read more...
MS-ESS1-2 | Gravity and Orbits
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar
system.
Clarification statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models could include physical models (such as a model of the solar system scaled using various measures or computer visualizations of elliptical orbits) or conceptual models (such as mathematical proportions relative to the size of familiar objects such as students’ school or state).
Assessment boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.
Read more...
MS-ESS1-3 | Scale of the Solar System
Analyze and interpret data to determine scale properties of objects in the solar system.
Clarification statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among
solar system objects. Examples of scale properties could include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data could include statistical information, drawings and photographs, and models.
Assessment boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.
Read more...
MS. History of Earth
MS-ESS1-4 | Geologic Timescale
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.
Clarification statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events or evidence could include very recent events or evidence (such as the last Ice Age or the earliest fossils of Homo sapiens) to very old events or evidence (such as the formation of Earth or the earliest evidence of life). Examples of evidence could include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.
Assessment boundary: Assessment does not include recalling the names of specific periods or epochs and events within them, radiometric dating using half-lives, and defining index fossils.
Read more...
MS-ESS2-2 | Earth's Dynamic Surface
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying temporal and spatial scales.
Clarification statement: Emphasis is on how processes change Earth’s surface at temporal and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events.
Examples of geoscience processes could include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.
Read more...
MS-ESS2-3 | Plate Tectonics
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor
structures to provide evidence of the past plate motions.
Clarification statement: Examples of data could include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).
Assessment boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.
Read more...
MS. Earth's System
MS-ESS2-1 | The Rock Cycle
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this
process.
Clarification statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.
Assessment boundary: Assessment does not include the specific identification and naming of minerals and rocks but could include the general classification of rocks as igneous, metamorphic, or sedimentary.
Read more...
MS-ESS2-4 | The Water Cycle
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.
Clarification statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models could include conceptual or physical models.
Assessment boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.
Read more...
MS-ESS3-1 | Distribution of Earth's Resources
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 geologic processes.
Clarification statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes could include petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
Read more...
MS. Weather and Climate
MS-ESS2-5 | Weather and Air Masses
Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
Clarification statement: Emphasis is on how air flows from regions of high pressure to low pressure, the complex interactions at air mass boundaries, and the movements of air masses affect weather (defined by temperature, pressure, humidity, precipitation, and wind at a fixed location and time). Emphasis is on how weather can be predicted within probabilistic ranges. Data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).
Assessment boundary: Assessment includes the application of weather data systems but does not include recalling the names of cloud types, weather symbols used on weather maps, the reported diagrams from weather stations, or the interrelationship of weather variables.
Read more...
MS-ESS2-6 | Global Circulation and Climate
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.
Clarification statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis is on the sunlight-driven latitudinal banding causing differences in density that create convection currents in the atmosphere, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the coastlines of continents. Examples of models could include diagrams, maps and globes, or digital representations.
Assessment boundary: Assessment does not include the dynamics of the Coriolis effect.
Read more...
MS-ESS3-5 | Global Warming
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Clarification statement: Examples of factors could include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence could include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.
Read more...
MS. Human Impacts
MS-ESS3-2 | Natural Hazards
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the
development of technologies to mitigate their effects.
Clarification statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards could include those resulting from interior processes (such as earthquakes and volcanic eruptions) and surface processes (such as mass wasting and tsunamis), or from severe weather events (such as blizzards, hurricanes, tornadoes, floods, and droughts). Examples of data could include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies could include global technologies (such as satellite images to monitor hurricanes or forest fires) or local technologies (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).
Read more...
MS-ESS3-3 | Human Impact
Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
Clarification statement: Examples of the design process could include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts could include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).
Read more...
MS-ESS3-4 | Effects of Population Increase
Construct an argument supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth’s systems.
Clarification statement: Examples of evidence could include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts could include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.
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Engineering Design
MS-ETS1-1
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.
MS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3
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.
MS-ETS1-4
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.