Download Next Generation Science Standards

Middle School (6-8) Science
for Digital White Boards
Correlations to
Next Generation
Science Standards
OnBoard Academics, Inc.
Telephone: 1 800 596 3175
12 Court Street
Newburyport MA 01950
www.onboardacademics.com
FAX: 888 316 6257
Contents
Scope and Sequence……………………………….
Page 3
State Correlations……………………………………
Page 11
Page 2 of 33
Middle School (6-8) Science for Digital White Boards
Scope & Sequence
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Matter and Its Interactions
SMP-101
States of Matter
Students will:
 recognize and identify the properties of solids, gases and liquids in terms of
their shape, volume and mass,
 observe and understand why solids have a fixed shape but liquids and gases
do not.
SMP-102
Atoms and Molecules
Students will:
 identify the structure of an atom,
 differentiate between atoms and molecules,
 look at common examples and models of both.
SMP-103
Elements and Compounds
Students will:
 identify and compare elements and compounds,
 recognize that compounds are formed when atoms of one type of element
bond with atoms of another type of element,
 understand how to read chemical formulas,
 learn how to model compounds.
SMP-104
Characteristic Properties of
Matter
Students will:
 recognize that all substances have characteristic properties which are
independent of the sample amount,
 understand that characteristic properties can be used to identify particular
substances,
 examine several common characteristic properties of matter.
SMP-105
Heat Transfer and Heating
Curves
Students will:
 understand that heat is a form of energy and that energy can cause motion,
 understand that heat moves from a warmer to a cooler substance,
 recognize that heat energy moves through some substances more easily than
through others,
 understand that heat energy can cause changes in matter,
 observe how the temperature of a substance changes as heat energy is
added or removed,
 be able to explain what is happening at a molecular level as a substance is
heated and the substance changes its phase.
SMP-106
Physical Changes and
Chemical Reactions
Students will:
 understand chemical reactions,
 differentiate between chemical reactions and physical changes.
Page 3 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Matter and Its Interactions (cont’d)
SMP-107
More Physical Changes and
Chemical Reactions
Students will:
 compare and contrast physical changes and chemical reactions,
 observe that mass stays the same during both physical changes and chemical
reactions,
 be able to show that the number and types of atoms remains the same
during chemical reactions even though the atoms are bonded in new ways,
 observe come common signs that show that a chemical reaction has
occurred.
SMP-108
The Law of Conservation of
Mass
Students will:
 review mass,
 understand and apply the laws of conservation of mass.
SMP-109
Elements of the Periodic
Table
Students will:
 understand what an element is,
 understand how elements are organized in the periodic table,
 identify the symbol, the atomic number and the atomic mass of elements in
the periodic table,
 recognize the characteristics of some common elements.
SMP-110
Atomic Structure and the
Periodic Table
Students will:
 review the periodic table,
 understand that atoms are comprised of electrically charge subatomic
particles (protons, neutrons, electrons),
 understand what an isotope is,
 understand that all isotopes of a particular element share the same number
of protons in each atom but differ in the number of neutrons,
 calculate the number of neutrons in an atom,
 learn to model atoms with electrons in different energy levels.
SMP-111
Mixtures and Solubility
Students will:
 compare and contrast homogeneous and heterogeneous mixtures,
 identify the components of a solution,
 identify the solvents and solutes of some common solutions,
 explore saturation and the effect of temperature on solubility.
SMP-112
Chemical Bonding
Students will:
 understand how elements form chemical bonds, and the role of electrons in
bonding,
 understand why atoms are stable and unstable,
 identify properties of elements in the periodic table,
 model the formation of covalent bonds.
SMP-113
Acids and Bases
Students will:
 compare and contrast the properties of acids and bases,
 identify common examples of acids and bases,
 understand how pH paper can be used to identify acids and bases.
Page 4 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Matter and Its Interactions (cont’d)
SMP-114
The Gas Laws
Students will:
 explore the relationship between temperature, pressure and volume in gases,
 investigate and understand Charles’ Law and Boyle’s Law.
SMP-115
Nuclear Reactions
Students will:
 compare and contrast chemical reactions and nuclear reactions,
 identify and describe fusion and fission,
 understand forms of radioactive decay.
Motion and Stability: Forces and Interactions
SMP-201
Force and Motion
Students will:
 recognize that a change in speed and direction is caused by a force,
 understand that a force is a push or a pull motion,
 recognize that the greater the force, the greater the change,
 recognize that the more massive an object is, the smaller the change,
 recognize that some things move too slowly or too quickly to observe.
SMP-202
Force and Friction
Students will:
 understand what friction is and how it can affect motion,
 explore how balanced and unbalanced forces affect an object’s motion,
 examine example of friction in everyday life,
 understand when friction is useful,
 explore ways that friction can be reduced.
SMP-203
Newton’s Three Laws of
Motion
Students will understand and explore Newton’s three laws of motion.
SMP-204
Graphing Motion
Students will:
 learn to graph motion,
 interpret motion graphs of distance vs. time, velocity vs. time, and
acceleration vs. time.
SMP-205
Gravity
Students will:
 understand that all objects exert a gravitational pull on each other,
 understand that the mass of an object and its proximity to another object will
increase the strength of gravitational pull,
 understand the role gravity plays on Earth,
 understand that other planets have different gravities,
 understand that without air resistance, objects of different masses will fall to
Earth at the same speed,
 understand that all objects have a center of gravity,
 be introduced to the concept of acceleration due to gravity.
SMP-206
Magnets
Students will recognize magnets and learn to describe the poles, properties and
uses of magnets.
SMP-207
Circuits
Students will:
 understand the elements needed to create an electric circuit,
 identify the different features of series and parallel circuits.
Page 5 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Motion and Stability: Forces and Interactions (cont’d)
SMP-208
Electromagnets
Students will:
 discover how to create electromagnets,
 how the strength of an electromagnet can be altered by changing elements
such as the number of coils or the strength of the electric current,
 recognize how electromagnets differ from permanent magnets,
 identify examples of where electromagnets are used in daily life.
SMP-209
Static Electricity and
Lightning
Students will:
 understand that static electricity occurs because objects gain or lose
electrons, usually as a result of objects being rubbed together,
 understand how electrons in neutrally charged objects are attracted or
repelled by positively and negatively charged objects,
 understand what happens when magnets of unlike charges (positive,
negative, or neutral) come into contact with each other,
 describe why electrostatic shocks and lightning occur.
SMP-210
Voltage, Current and
Resistance
Students will:
 define and compare and contrast voltage, current and resistance,
 experiment with the relationship between electrical quantities,
 understand and make calculations using Ohm’s law.
SMP-211
Buoyancy
Students will:
 define buoyancy,
 explore the concepts behind Archimedes’ principle,
 investigate how and why the shape of an object can determine whether it
floats or sinks.
Energy
SMP-301
Transferring Energy
Students will explore ways in energy can be transformed from one form to
another.
SMP-302
Potential and Kinetic
Energy
Students will:
 identify and describe potential and kinetic energy,
 use formulas to calculate the amount of potential energy within an object
due to gravity, and the amount of kinetic energy in an object in motion.
SMP-303
Heat Transfer and Heating
Curves
Students will:
 understand that heat is a form of energy and that energy can cause motion,
 understand that heat moves from a warmer to a cooler substance,
 recognize that heat energy moves through some substances more easily than
through others,
 understand that heat energy can cause changes in matter,
 observe how the temperature of a substance changes as heat energy is
added or removed,
 be able to explain what is happening at a molecular level as a substance is
heated and the substance changes its phase.
Page 6 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Energy (cont’d)
SMP-304
Specific Heat
Students will:
 understand that the specific heat of a substance is the amount of heat energy
needed to raise the temperature of one gram of that substance by one
degree Celsius,
 understand the specific heat equation,
 understand how the high specific heat of water helps to regulate
temperatures on Earth.
SMP-305
Conductors and Insulators
Students will:
 review the parts of a simple circuit,
 understand the meaning of the conductor and insulator,
 identify whether particular solids and fluids are conductors or insulators using
virtual experiments,
 understand why conductors conduct electricity and insulators do not,
 recognize that good conductors of electricity tend to be good conductors of
heat.
SMP-306
Conduction, Convection
and Radiation
Students will understand and compare the three methods of heat transfer
(conduction, convection and radiation).
Waves and their Application in Technologies for Information Transfer
SMP-401
Sound Waves
Students will:
 understand that sound is a vibration that travels in waves,
 understand frequency and amplitude,
 understand how frequency and amplitude define the pitch and loudness or
softness of a sound,
 recognize how and why frequency and amplitude change the characteristics
of sound waves,
 observe and understand the Doppler effect.
SMP-402
Movement of Light Energy
Students will:
 understand the visible light spectrum,
 explore the ways light can be reflected, refracted and absorbed.
SMP-403
The Electromagnetic
Spectrum
Students will:
 recognize that the electromagnetic spectrum describes a spectrum of
wavelengths such as radio waves, microwaves and x-rays,
 recognize that many types of electromagnetic waves are found in our daily
lives,
 learn that we can only see the part of the spectrum that we call “visible light
spectrum”,
 compare the properties of electromagnetic waves with ocean and sound
waves.
SMP-404
Light and Color
Students will:
 understand the spectrum of colors within light and the relationship between
perceived color and the wavelength of light.
 compare and contrast the mixing of light and paint colors.
 understand additive and subtractive color mixing theory
Page 7 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
From Molecule to Organisms: Structure and Processes
SML-101
Animal Cells
Students will:
 identify the various parts of an animal cell and describe the function of each
part,
 compare and contrast animal and plant cells.
SML-102
Plant Cells
Students will:
 identify the various parts of a plant cell and describe the function of each
part,
 compare and contrast animal and plant cells.
SML-103
The Cell Membrane
Students will:
 review cell parts,
 explore the role of the cell membrane including diffusion, osmosis, active
transport and facilitated diffusion.
SML-104
Single-Celled Organisms
Students will:
 identify various single-celled organisms,
 identify their components and functions,
 explore their ability to complete life’s processes.
SML-105
Bacteria and Viruses
Students will:
 understand the composition and characteristics of bacteria and viruses,
 understand how they may be harmful or helpful to organisms.
SML-106
The Microscope
Students will identify the parts of a microscope, and define the function of each
part.
SML-107
From Cells to Organ
Systems
Students will:
 describe the organization of multi-cellular organisms from cells to organ
systems,
 demonstrate an understanding of cell specialization.
SML-108
The Cardiovascular System
Students will:
 identify and describe the parts of the heart, including the great vessels,
 understand the function of the heart within the cardiovascular system.
SML-109
The Respiratory System
Students will:
 describe the main parts of the respiratory system,
 understand the role of oxygen in the body.
SML-110
The Digestive System
Students will identify and describe the parts of the digestive system and the role
each part plays in the body.
SML-111
The Skeletal and Muscular
System
Students will:
 identify and describe the functions of the skeletal system and its major
bones,
 understand how the muscular system interacts with the skeletal system.
SML-112
The Immune System
Students will:
 explore the three lines of defense of the immune system (physical and
chemical barriers, non-specific immunity and specific immunity),
 understand the role played by white blood cells in protecting the body from
pathogens.
Page 8 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
From Molecule to Organisms: Structure and Processes (cont’d)
SML-113
The Skin
Students will:
 identify the layers of the skin and their characteristics,
 understand how skin protects the body from harmful substances and
organisms,
 learn how skin keeps the body from drying out,
 learn how the skin acts as a sensing organ.
SML-114
The Nervous System
Students will identify and describe the various parts of the nervous system
including the brain, spinal cord, sensory neurons, motor neurons and interneurons.
SML-115
The Brain
Students will identify and describe the various parts of the brain and their
functions.
SML-116
The Eye
Students will:
 understand the function of the eye,
 identify the names and functions of the primary parts of the eye.
SML-117
Plant Parts
Students will identify and describe the various parts of a plant and their main
functions.
SML-118
Plant Tropism
Students will identify and describe the four main types of plant tropism
(geotropism, phototropism, hydrotropism and thigmotropism)
SML-119
Adaptations
Students will:
 understand how adaptations occur,
 understand how adaptations are reinforced in a population over time as a
result of natural selection,
 identify and be able to describe adaptations that allow animal and plant
species to survive and thrive in their various environments,
 learn how to distinguish between structural and behavioral adaptations.
SML-120
Flow of Energy and Matter
through an Ecosystem
Students will:
 identify and understand the roles of producers, consumers and decomposers
in food webs,
 identify and understand the energy and biomass pyramids used the represent
these relationships and the flow of energy and matter through an ecosystem.
SML-121
Photosynthesis
Students will:
 understand how plants make food using water, carbon dioxide and energy
from the Sun (photosynthesis),
 understand the role of chloroplasts and chlorophyll in the “photo” and
“synthesis” parts of photosynthesis,
 learn that oxygen is a waste product of photosynthesis.
SML-122
Respiration and
Fermentation
Students will:
 distinguish between mechanical and cellular respiration,
 describe the process of cellular respiration and fermentation,
 recognize how organisms, including humans, utilize fermentation to create
additional ATP,
 recognize how fermentation is utilized in the production of food and alcohol.
Page 9 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Ecosystems: Interactions, Energy and Dynamics
SML-201
Ecosystems
Students will:
 identify and describe the parts of an ecosystem,
 identify and describe the interaction of biotic and abiotic factors within an
ecosystem,
 identify different types of ecosystems and organisms that inhabit them,
 recognize that ecosystems can be fragile,
 recognize that changes to one element within an ecosystem can affect many
other elements within an ecosystem,
 recognize that newly introduced species can damage the balance of an
ecosystem.
SML-202
Biotic and Abiotic Factors
Students will:
 understand the meaning of biotic and abiotic,
 identify and compare biotic and abiotic factors within an ecosystem.
SML-203
Ecosystem Changes and
Populations
Students will:
 explore what causes an ecosystem to change (such as physical conditions,
interactions among organisms, human actions, volcanic eruptions, ice
storms),
 explore the effects these changes may have on populations,
 explore why some species become extinct and why others do not.
SML-204
Symbiosis
Students will:
 understand that organisms interact,
 understand that one or all organisms may benefit from the interaction, or
one or more organisms may be harmed by the interaction,
 understand mutualism, commensalism, and parasitism, and be able to give
examples of each relationship.
SML-205
Flow of Energy and Matter
through an Ecosystem
Students will:
 identify and understand the roles of producers, consumers and decomposers
in food webs,
 identify and understand how energy and biomass pyramids are used to
represent the relationship between food web components as well as the flow
of energy and matter through an ecosystem.
SML-206
Photosynthesis
Students will:
 understand how plants make food using water, carbon dioxide and energy
from the Sun (photosynthesis),
 understand the role of chloroplasts and chlorophyll in the “photo” and
“synthesis” parts of photosynthesis,
 learn that oxygen is a waste produce of photosynthesis.
SML-207
Respiration and
Fermentation
Students will:
 distinguish between mechanical and cellular respiration,
 describe the process of cellular respiration and fermentation,
 recognize how organisms, including humans, utilize fermentation to create
additional ATP,
 recognize how fermentation is utilized in the product of food and alcohol.
Page 10 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Ecosystems: Interactions, Energy and Dynamics (cont’d)
SML-208
The Carbon Cycle
Students will:
 recognize that carbon is an abundant element on Earth,
 recognize that carbon is key to the live processes of all living things,
 understand how carbon moves in a continuous cycle from the atmosphere to
living and non-living things, and then back to the atmosphere.
SML-209
The Nitrogen Cycle
Students will:
 recognize that nitrogen is an essential element in the life processes of all
living things,
 understand that nitrogen is an abundant element in the atmosphere,
 understand that nitrogen must be fixed before it can be used by plants, and
how nitrogen is fixed,
 understand how nitrogen cycles from the atmosphere to the lithosphere
through the biosphere, and then back to the atmosphere,
 recognize the key role that microscopic organisms play in the nitrogen cycle,
 recognize the impact of human activity on the amount of biologically
available nitrogen.
Heredity: Inheritance and Variation of Traits
SML-301
Sexual vs. Asexual
Reproduction
Students will understand and compare and contrast sexual and asexual
reproduction.
SML-302
Introduction to Heredity
Students will:
 be introduced to heredity through traits and genes, including dominant and
receive alleles,
 use Punnett squares to predict the probability of genetic outcomes in a cross.
SML-303
Mutations
Students will be introduced to gene and chromosome mutations and how
mutations manifest themselves.
SML-304
DNA and RNA
Students will identify and describe the components and functions of DNA and RNA.
SML-305
The Life Cycle of a Cell
Students will understand and describe the stages of cell replication from
interphase through mitosis to cytokinesis.
SML-306
Meiosis and Fertilization
Students will:
 understand the difference between somatic and germ cells,
 understand the process of meiosis and fertilization.
SML-307
Biotechnology
Students will:
 identify and describe cloning, genetic engineering, artificial selection,
 identify and describe the use and results of each of these technologies.
SML-308
Genetics
Students will explore the concepts and vocabulary of basic genetics, including
genes, alleles, phenotypes, genotypes, incomplete dominance, multiple alleles, codominance, and polygenic inheritance.
Page 11 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Biological Evolution: Unity and Diversity
SML-401
Earth’s History through
Rocks, Fossils, and Tree
Rings
Students will learn how rocks, fossils, and Tree Rings help us to understand—and
provide a timeline for—Earth’s history.
SML-402
Population Changes and
Extinction
Students will:
 understand that extinction is a mismatch of adaptation of environment,
 describe the causes of population changes and extinction (natural, climate,
human activity, introduction of invasive species),
 review some examples of extinct species.
SML-403
Adaptation
Students will:
 understand how adaptations occur,
 understand how adaptations are reinforced in a population over time as a
result of natural selection,
 identify and be able to describe adaptations that allow animal and plant
species to survive and thrive in their various environments,
 learn how to distinguish between structural and behavioral adaptations.
SML-404
Natural Selection
Students will:
 learn about Charles Darwin and his research,
 understand that natural selection is the slow process by which organisms
best adapted to their environment survive and reproduce.
SML-405
Evolution
Students will understand the theory of evolution and recognize evidence of
evolution.
SML-406
Biotechnology
Students will:
 identify and describe cloning, genetic engineering, artificial selection,
 identify and describe the use and results of each of these technologies.
SML-407
Plant Classification:
Dichotomous Key
Students will be introduced to dichotomous keys and how to use these keys to
identify and classify plants.
SML-408
Biological Classification
Students will:
 categorize organisms into recognized kingdoms,
 understand the characteristics of each kingdom,
 understand the concept of biological taxonomy,
 distinguish between a species, a variety, a hybrid and a sub-species.
Earth’s Place in the Universe
SME-101
The Solar System
Students will:
 identify the parts of the solar system,
 identify different celestial bodies,
 examine the scale of the solar system,
 understand how gravity and inertia keep bodies in orbit.
SME-102
Moon Phases
Students will:
 identify the various moon phases and the time periods in which they occur,
 understand the relationship between tides and the moon phases.
Page 12 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Earth’s Place in the Universe (cont’d)
SME-103
Eclipses
Students will:
 recognize and describe lunar and solar eclipses,
 understand why lunar and solar eclipses occur.
SME-104
Seasons and the Earth’s
Tilt
Students will understand Earth’s revolution and tilt and how these relate to
seasons.
SME-105
Gravity
Students will:
 understand that all objects exert a gravitational pull on each other,
 understand that the mass of an object and its proximity to another object will
increase the strength of gravitational pull,
 understand the role gravity plays on Earth,
 understand that other planets have different gravities,
 understand that without air resistance, objects of different masses will fall to
Earth at the same speed,
 understand that all objects have a center of gravity,
 be introduced to the concept of acceleration due to gravity.
SME-106
Stars and Galaxies
Students will:
 learn how stars are formed,
 learn about the process of nuclear fusion that occurs within a star,
 identify the stages of a star’s life cycle,
 recognize that our sun is one of approximately 100 billion stars in our galaxy,
 classify galaxies according to their shape.
SME-107
The Scale of the Universe
Students will:
 examine the scale of the universe,
 express the scale of the universe using scientific notation,
 identify and describe the layers of Earth in terms of the characteristics,
composition, temperature and size of each layer,
 understand where, how and why plate movement occurs.
SME-108
Earth’s History Through
Rocks and Fossils
Students will learn how rocks and fossils help us to understand—and provide a
timeline for—Earth’s history.
SME-109
Weather Off Earth
Students will:
 understand the key factors that determine a planet’s weather,
 describe the weather conditions (or climate) of planets in the solar system.
SME-110
The Big Bang and
Expanding Universe
Students will:
 explore evidence for the Big Bang theory including evidence that the universe
is expanding,
 understand that distant galaxies are moving further away due to the
expansion of the universe.
SME-111
Black Holes and Other
Stellar Objects
Students will:
 understand the life cycle of a star,
 understand how white dwarfs, neutron stars and black holes are formed from
stars of different masses.
Page 13 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Earth’s Systems
SME-201
The Rock Cycle
Students will:
 understand how igneous, sedimentary and metamorphic rocks are formed,
 identify examples of each type of rock,
 understand and describe the process by which rock can cycle through each of
the three types of rock (the rock cycle)
SME-202
Earth’s Layers and Plates
Students will:
 identify and describe the layers of Earth in terms of the characteristics,
composition, temperature and size of each layer,
 understand where, how and why plate movement occurs.
SME-203
Plate Tectonics
Students will:
 understand plate tectonic theory,
 understand how continental drift has resulted in the current formation of
Earth’s continents,
 understand the three main types of plate boundaries (divergent, convergent,
and transform),
 understand how plate boundaries cause the formation of mountains,
volcanoes and rifts,
 understand how plate boundaries can cause earthquakes.
SME-204
Volcanoes
Students will:
 understand why, how and where volcanoes occur,
 distinguish between composite, shield and cinder cone volcanoes,
 identify and label the main parts of a volcano.
SME-205
Earthquakes
Students will:
 understand what causes an earthquake, and where earthquakes occur,
 understand how earthquakes are measured,
 discover the connections between earthquakes, volcanoes and tectonic plate
boundaries using a map of Earth.
SME-206
The Changing Earth
Students will recognize that Earth’s surface is constantly changing due to the
effects of events such as erosion, weathering, volcanoes, and earthquakes.
SME-207
The Water Cycle
Students will:
 describe how water cycles between each of Earth’s spheres,
 recognize that the water cycle is driven by energy from the Sun,
 understand that phase changes (e.g., the change from a liquid to a gas) occur
at different points within the water cycle when heat energy is gained or lost,
 understand how the water cycle purifies water, and distributes water and
essential minerals to Earth’s ecosystems.
SME-208
Earth’s Atmosphere
Students will:
 identify the layers of Earth’s atmosphere,
 understand the key characteristics of the layers and their importance to life
on Earth.
Page 14 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Earth’s Systems (cont’d)
SME-209
Wind Currents and
Weather Patterns
Students will:
 understand that wind is the result of unequal heating of Earth’s surface as air
moves from areas of high to low pressure,
 understand how winds and the Coriolis effect influence global circulation
patterns and climate.
SME-210
The Earth System
Students will:
 identify and describe Earth’s four main spheres (lithosphere, hydrosphere,
atmosphere and biosphere),
 understand that Earth system science describes the study of these spheres as
part of an integrated Earth system,
 recognize that Earth system science helps scientists to understand the way in
which events in one sphere are caused by—or impact--other spheres,
 explore examples of events which demonstrate these interdependencies.
Earth and Human Activity
SME-301
Renewable and NonRenewable Energy
Students will:
 compare and contrast renewable and non-renewable energy,
 learn what fossil fuels are and how they are formed,
 study how electricity can be generated from a variety of energy sources,
 examine the benefits and drawbacks of different energy sources.
SME-302
Water and Water Pollution
Students will:
 identify water distribution on Earth,
 identify various pollutants and their impact on water sources,
 explore ways to prevent water pollution,
 explore solutions to water pollution.
SME-303
Hurricanes
Students will:
 understand how hurricanes form,
 understand when and where hurricanes occur in the world,
 understand the scale that is used to measure hurricanes.
SME-304
Volcanoes
Students will:
 understand why, how and where volcanoes occur,
 distinguish between composite, shield and cinder cone volcanoes,
 identify and label the main parts of a volcano.
SME-305
Earthquakes
Students will:
 understand what causes an earthquake,
 understand where earthquakes occur,
 understand how an earthquake’s strength is measured,
 make connections between earthquakes, volcanoes and tectonic plate
boundary locations on a map of Earth.
SME-306
Landslides
Students will:
 understand the causes and effects of landslides,
 explore ways to prevent and protect against landslides.
Page 15 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
Earth and Human Activity (cont’d)
SME-307
Human Impacts on Earth’s
Ecosystems
Students will:
 explore how human activities have altered ecosystems, sometimes causing
the extinction of living things,
 explore how changes to the environment have different impacts on different
living things.
SME-308
Climate
Students will:
 differentiate between weather and climate,
 identify the five major types of climate in the world,
 understand how elevation, latitude, ocean currents, wind and topography
help to determine a region’s climate.
SME-309
The Greenhouse Effect and
Climate Change
Students will:
 understand the greenhouse effect and how it helps to sustain life on Earth,
 understand the potential impact of human-generated increases in
greenhouse gases on Earth’s climate as well as on animal and plant life,
 understand what activities contribute to increases in the emission of
greenhouse gases,
 explore ways to reduce greenhouse emissions.
SME-310
Calculating a Carbon
Footprint
Students will:
 understand what a carbon footprint is,
 learn how to calculate their own carbon footprint,
 explore ways to reduce a carbon footprint,
 complete a carbon emissions calculator.
SME-311
Reduce, Reuse and Recycle
Students will:
 explore and understand why it is important to reduce, reuse and recycle
materials,
 explore the effects of pollution on Earth and living organisms,
 identify ways to reduce, reuse and recycle materials in their everyday lives.
MS Engineering Design
SDM-001
New MS Engineering
Design Lesson
Coming soon!
SDM-002
New MS Engineering
Design Lesson
Coming soon!
SDM-003
New MS Engineering
Design Lesson
Coming soon!
SDM-004
Work and Simple Machines
Students will:
 understand the scientific definition of work,
 recognize that work is equal to force multiplied by distance,
 review the six types of simple machines and understand how machines help
to simplify work,
 be introduced to mechanical advantage,
 will calculate the mechanical advantage of a number of machines.
Page 16 of 33
Middle School (Grades 6-8)
Code
Title
Learning Objectives
MS Engineering Design (cont’d)
SDM-005
Bridges
Students will:
 identify and describe the main characteristics of arch, beam and suspension
bridges,
 recognize some of the world’s most notable bridges.
Page 17 of 33
Middle School (6-8) Science for Digital White Boards Correlations
MS-PS1 Matter and Its Interactions
NGSS
Reference
Standard Description
Correlation
Performance Expectations
MS-PS1-1
Develop models to describe the atomic composition of simple molecules and extended structures.
SMP-102
SMP-103
MS-PS1-2
Analyze and interpret data on the properties of substances before and after the substances interact to
determine if a chemical reaction has occurred.
SMP-106
SMP-107
MS-PS1-3
Gather and make sense of information to describe that synthetic materials come from natural resources
and impact society.
MS-PS1-4
Develop a model that predicts and describes changes in particle motion, temperature, and state of a
pure substance when thermal energy is added or removed.
SMP-105
MS-PS1-5
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.
SMP-108
MS-PS1-6
Undertake a design project to construct, test, and modify a device that either releases or absorbs
thermal energy by chemical processes.
SDM-001
Disciplinary Core Ideas
PS1.A
Structure and Properties of Matter
 Substances are made from different types of atoms, which combine with one another in
various ways. Atoms form molecules that range in size from two to thousands of atoms
(MS-PS1-1)
 Each pure substance has characteristic physical and chemical properties (for any bulk
quantity under given conditions) that can be used to identify it. (MS-PS1-2),
(MS-PS1-3)
 Gases and liquids are made of molecules or inert atoms that are moving about relative to each
other. (MS-PS1-4)
 In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced
except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in
position but do not change relative locations. (MS-PS1-4)
SMP-101
SMP-102
SMP-103
SMP-104
PS2.B
Chemical Reactions
 Substances react chemically in characteristic ways. In a chemical process, the atoms that
make up the original substances are regrouped into different molecules, and these new
substances have different properties from those of the reactants.
(MS-PS1-2),(MS-PS1-3),(MS-PS1-5)
 The total number of each type of atom is conserved, and thus the mass does not change.
(MS-PS1-5)
 Some chemical reactions release energy, others store energy. (MS-PS1-6)
SMP-106
SMP-107
SMP-108
Page 18 of 33
MS-PS1 Matter and Its Interactions (cont’d)
NGSS
Reference
Standard Description
Correlation
PS3.C
Definitions of Energy
 The term “heat” as used in everyday language refers both to thermal energy (the motion of
atoms or molecules within a substance) and the transfer of that thermal energy from one
object to another. In science, heat is used only for this second meaning; it refers to the energy
transferred due to the temperature difference between two objects. (secondary to MS-PS1-4)
 The temperature of a system is proportional to the average internal kinetic energy and
potential energy per atom or molecule (whichever is the appropriate building block for the
system’s material). The details of that relationship depend on the type of atom or molecule
and the interactions among the atoms in the material. Temperature is not a direct measure of
a system's total thermal energy. The total thermal energy (sometimes called the total internal
energy) of a system depends jointly on the temperature, the total number of atoms in the
system, and the state of the material. (secondary to MS-PS1-4)
SMP-105
ETS1.B
Developing Possible Solutions
 A solution needs to be tested, and then modified on the basis of the test results, in order to
improve it. (secondary to MS-PS1-6)
SDM-001
ETS1.C
Optimizing the Design Solutions
 Although one design may not perform the best across all tests, identifying the characteristics
of the design that performed the best in each test can provide useful information for the
redesign process—that is, some of the characteristics may be incorporated into the new
design. (secondary to MS-PS1-6)
 The iterative process of testing the most promising solutions and modifying what is proposed
on the basis of the test results leads to greater refinement and ultimately to an optimal
solution. (secondary to MS-PS1-6)
SDM-001
Page 19 of 33
MS-PS2 Motion and Stability: Forces and Interactions
NGSS
Reference
Standard Description
Correlation
Performance Expectations
MS-PS1-1
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding
objects.
SMP-203
MS-PS1-2
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of
the forces on the object and the mass of the object.
SMP-201
SMP-202
SMP-203
MS-PS1-3
Ask questions about data to determine the factors that affect the strength of electric and magnetic
forces.
SMP-206
SMP-207
SMP-208
SMP-209
SMP-210
MS-PS1-4
Construct and present arguments using evidence to support the claim that gravitational interactions
are attractive and depend on the masses of interacting objects.
SMP-205
MS-PS1-5
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.
SMP-205
SMP-206
SMP-208
SMP-209
SMD-001
Disciplinary Core Ideas
PS2.A
Forces and Motion
 For any pair of interacting objects, the force exerted by the first object on the second object is
equal in strength to the force that the second object exerts on the first, but in the opposite
direction (Newton’s third law). (MS-PS2-1)
 The motion of an object is determined by the sum of the forces acting on it; if the total force on
the object is not zero, its motion will change. The greater the mass of the object, the greater
the force needed to achieve the same change in motion. For any given object, a larger force
causes a larger change in motion. (MS-PS2-2)
 All positions of objects and the directions of forces and motions must be described in an
arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share
information with other people, these choices must also be shared. (MS- PS2-2)
SMP-201
SMP-202
SMP-203
PS2.B
Types of Interactions
 Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes
depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the
distances between the interacting objects. (MS-PS2-3)
 Gravitational forces are always attractive. There is a gravitational force between any two
masses, but it is very small except when one or both of the objects have large mass—e.g., Earth
and the sun. (MS-PS2-4)
 Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields
that extend through space and can be mapped by their effect on a test object (a charged
object, or a ball, respectively). (MS-PS2-5)
SMP-205
SMP-206
SMP-208
SMP-209
Page 20 of 33
MS-PS3 Energy
NGSS
Reference
Standard Description
Correlation
Performance Expectations
MS-P31-1
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.
SMP-301
SMP-302
MS-P31-2
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.
SMP-301
SMP-302
MS-P31-3
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes
thermal energy transfer.
SMD-002
SMP-304
SMP-305
SMP-306
MS-P31-4
Plan an investigation to determine the relationships among the energy transferred, the type of
matter, the mass, and the change in the average kinetic energy of the particles as measured by the
temperature of the sample.
SMP-303
SMP-304
MS-P31-5
Construct, use, and present arguments to support the claim that when the kinetic energy of an object
changes, energy is transferred to or from the object.
SMP-301
SMP-302
SMP-303
SMP-304
Disciplinary Core Ideas
PS3.A
Definitions of Energy
 Motion energy is properly called kinetic energy; it is proportional to the mass of the moving
object and grows with the square of its speed. (MS-PS3-1)
 A system of objects may also contain stored (potential) energy, depending on their
relative positions. (MS-PS3-2)
 Temperature is a measure of the average kinetic energy of particles of matter. The relationship
between the temperature and the total energy of a system depends on the types, states, and
amounts of matter present. (MS-PS3-3),(MS-PS3-4)
SMP-301
SMP-302
SMP-303
SMP-304
PS3.A
Conservation of Energy and Energy Transfer
 When the motion energy of an object changes, there is inevitably some other change in energy
at the same time. (MS-PS3-5)
 The amount of energy transfer needed to change the temperature of a matter sample by a
given amount depends on the nature of the matter, the size of the sample, and the
environment. (MS-PS3-4)
 Energy is spontaneously transferred out of hotter regions or objects and into colder ones.
(MS-PS3-3)
SMP-301
SMP-302
SMP-303
SMP-304
PS3.A
Relationship Between Energy and Forces
 When two objects interact, each one exerts a force on the other that can cause energy to be
transferred to or from the object. (MS-PS3-2)
SMP-203
ETS1.A
Defining and Delimiting an Engineering Problems
 The more precisely a design task’s criteria and constraints can be defined, the more likely it is
that the designed solution will be successful. Specification of constraints includes
consideration of scientific principles and other relevant knowledge that is likely to limit
possible solutions. (secondary to MS-PS3-3)
SMD-002
ETS1.B
Developing Possible Solutions
 A solution needs to be tested, and then modified on the basis of the test results in order to
improve it. There are systematic processes for evaluating solutions with respect to how well
they meet criteria and constraints of a problem. (secondary to MS-PS3-3)
SMD-002
Page 21 of 33
MS-PS4 Waves and Their Applications in Technology for Information Transfer
NGSS
Reference
Standard Description
Correlation
Performance Expectations
MS-PS4-1
Use mathematical representations to describe a simple model for waves that includes how the
amplitude of a wave is related to the energy in a wave.
SMP-401
MS-PS4-2
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through
various materials.
SMP-402
MS-PS4-3
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.
SMD-003
Disciplinary Core Ideas
PS4.A
Wave Properties
 A simple wave has a repeating pattern with a specific wavelength, frequency, and
amplitude. (MS-PS4-1)
 A sound wave needs a medium through which it is transmitted. (MS-PS4-2)
SMP-401
PS4.B
Electromagnetic Radiation
 When light shines on an object, it is reflected, absorbed, or transmitted through the object,
depending on the object’s material and the frequency (color) of the light. (MS-PS4-2)
 The path that light travels can be traced as straight lines, except at surfaces between different
transparent materials (e.g., air and water, air and glass) where the light path bends.
(MS-PS4-2)
 A wave model of light is useful for explaining brightness, color, and the frequency-dependent
bending of light at a surface between media. (MS-PS4-2)
 However, because light can travel through space, it cannot be a matter wave, like sound or
water waves. (MS-PS4-2)
SMP-402
SMP-403
PS4.C
Information Technologies and Instrumentation
 Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit
information. (MS-PS4-3)
SMD-003
Page 22 of 33
MS-LS1 From Molecules to Organisms: Structures and Processes
NGSS
Reference
Standard Description
Correlation
Performance Expectations
MS-LS1-1
Conduct an investigation to provide evidence that living things are made of cells; either one cell or
many different numbers and types of cells.
SML-101
SML-102
SML-103
SML-104
SML-105
MS-LS1-2
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute
to the function.
SML-101
SML-102
SML-103
MS-LS1-3
Use argument supported by evidence for how the body is a system of interacting subsystems composed
of groups of cells.
SML-107
SML-108
SML-109
SML-110
SML-111
SML-112
SML-113
SML-114
SML-115
SML-116
MS-LS1-4
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.
SML-117
SML-118
SML-119
MS-LS1-5
Construct a scientific explanation based on evidence for how environmental and genetic factors
influence the growth of organisms.
SML-119
MS-LS1-6
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of
matter and flow of energy into and out of organisms.
SML-120
SML-121
SML-122
MS-LS1-7
Develop a model to describe how food is rearranged through chemical reactions forming new
molecules that support growth and/or release energy as this matter moves through an organism.
SML-121
SML-122
MS-LS1-8
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to
the brain for immediate behavior or storage as memories.
SML-114
SML-115
Page 23 of 33
MS-LS1 From Molecules to Organisms: Structures and Processes (cont’d)
NGSS
Reference
Standard Description
Correlation
Disciplinary Core Ideas
LS1.A
Structure and Function
 All living things are made up of cells, which is the smallest unit that can be said to be alive. An
organism may consist of one single cell (unicellular) or many different numbers and types of
cells (multicellular). (MS-LS1-1)
 Within cells, special structures are responsible for particular functions, and the cell membrane
forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)
 In multicellular organisms, the body is a system of multiple interacting subsystems. These
subsystems are groups of cells that work together to form tissues and organs that are
specialized for particular body functions. (MS-LS1-3)
SML-101
SML-102
SML-103
SML-104
SML-105
SML-107
SML-108
SML-109
SML-110
SML-111
SML-112
SML-113
SML-114
SML-115
SML-116
SML-117
LS1.B
Growth and Development of Organisms
 Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4)
 Plants reproduce in a variety of ways, sometimes depending on animal behavior and
specialized features for reproduction. (MS-LS1-4)
 Genetic factors as well as local conditions affect the growth of the adult plant. (MS-LS1-5)
SML-117
SML-119
LS1.C
Organization for Matter and Energy Flow in Organisms
 Plants, algae (including phytoplankton), and many microorganisms use the energy from light to
make sugars (food) from carbon dioxide from the atmosphere and water through the process
of photosynthesis, which also releases oxygen. These sugars can be used immediately or
stored for growth or later use. (MS-LS1- 6)
 Within individual organisms, food moves through a series of chemical reactions in which it is
broken down and rearranged to form new molecules, to support growth, or to release
energy. (MS-LS1-7)
SML-120
SML-121
SML-122
LS1.D
Information Processing
 Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical),
transmitting them as signals that travel along nerve cells to the brain. The signals are then
processed in the brain, resulting in immediate behaviors or memories. (MS-LS1- 8)
SML-114
SML-115
PS3.D
Energy in Chemical Processes and Everyday Life
 The chemical reaction by which plants produce complex food molecules (sugars) requires an
energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine
to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6)
 Cellular respiration in plants and animals involve chemical reactions with oxygen that release
stored energy. In these processes, complex molecules containing carbon react with oxygen to
produce carbon dioxide and other materials. (secondary to MS-LS1-7)
SML-120
SML-121
SML-122
Page 24 of 33
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
NGSS
Reference
Standard Description
Correlation
Performance Expectations
MS-LS2-1
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem.
SML-201
SML-203
MS-LS2-2
Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems.
SML-201
SML-203
MS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts
of an ecosystem.
SML-201
SML-202
SML-203
SML-205
SML-206
SML-207
SML-208
SML-209
MS-LS2-4
Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
SML-201
SML-202
SML-203
SML-205
SML-206
SML-207
SML-208
SML-209
MS-LS2-5
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
SMD-003
Disciplinary Core Ideas
LS2.A
Interdependent Relationships in Ecosystems
 Organisms, and populations of organisms, are dependent on their environmental interactions
both with other living things and with nonliving factors. (MS-LS2-1)
 In any ecosystem, organisms and populations with similar requirements for food, water, oxygen,
or other resources may compete with each other for limited resources, access to which
consequently constrains their growth and reproduction. (MS-LS2- 1)
 Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)
 Similarly, predatory interactions may reduce the number of organisms or eliminate whole
populations of organisms. Mutually beneficial interactions, in contrast, may become so
interdependent that each organism requires the other for survival. Although the species
involved in these competitive, predatory, and mutually beneficial interactions vary across
ecosystems, the patterns of interactions of organisms with their environments, both living and
nonliving, are shared. (MS-LS2-2)
SML-201
SML-202
SML-203
LS2.B
Cycle of Matter and Energy Transfer in Ecosystems
 Food webs are models that demonstrate how matter and energy is transferred between
producers, consumers, and decomposers as the three groups interact within an ecosystem.
Transfers of matter into and out of the physical environment occur at every level.
Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial
environments or to the water in aquatic environments. The atoms that make up the organisms
in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
(MS-LS2-3)
SML-205
SML-206
SML-207
SML-208
SML-209
Page 25 of 33
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics (cont’d)
NGSS
Reference
Standard Description
Correlation
LS2.C
Ecosystem Dynamics, Functioning, and Resilience
 Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any
physical or biological component of an ecosystem can lead to shifts in all its populations.
(MS-LS2-4)
 Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic
ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a
measure of its health. (MS-LS2-5)
SML-201
SML-203
LS2.D
Biodiversity and Humans
 Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines,
as well as ecosystem services that humans rely on—for example, water purification and
recycling. (secondary to MS-LS2-5)
ETS1.B
Developing Possible Solutions
 There are systematic processes for evaluating solutions with respect to how well they meet the
criteria and constraints of a problem. (secondary to MS-LS2-5)
SMD-003
Page 26 of 33
MS-LS3 Heredity: Inheritance and Variation of Traits
NGSS
Reference
Standard Description
Correlation
Performance Expectations
MS-LS3-1
Develop and use a model to describe why structural changes to genes (mutations) located on
chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the
structure and function of the organism.
SML-302
SML-303
SML-304
SML-308
MS-LS3-2
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.
SML-301
Disciplinary Core Ideas
LS1.B
Growth and Development of Organisms
 Organisms reproduce, either sexually or asexually, and transfer their genetic information to
their offspring. (secondary to MS- LS3-2)
SML-301
LS3.A
Inheritance of Traits
 Genes are located in the chromosomes of cells, with each chromosome pair containing two
variants of each of many distinct genes. Each distinct gene chiefly controls the production of
specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes
can result in changes to proteins, which can affect the structures and functions of the organism
and thereby change traits. (MS-LS3-1)
 Variations of inherited traits between parent and offspring arise from genetic differences that
result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2)
SML-302
SML-303
SML-304
SML-308
LS3.B
Variation of Traits
 In sexually reproducing organisms, each parent contributes half of the genes acquired (at
random) by the offspring. Individuals have two of each chromosome and hence two alleles of
each gene, one acquired from each parent. These versions may be identical or may differ from
each other. (MS-LS3-2)
 In addition to variations that arise from sexual reproduction, genetic information can be altered
because of mutations. Though rare, mutations may result in changes to the structure and
function of proteins. Some changes are beneficial, others harmful, and some neutral to the
organism. (MS-LS3-1)
SML-302
SML-303
SML-304
SML-305
SML-306
SML-308
Page 27 of 33
MS-LS4 Biological Evolution: Unity and Diversity
NGSS
Reference
Standard Description
Correlation
Performance Expectations
MS-LS4-1
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.
SML-401
SML-405
MS-LS4-2
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.
SML-403
SML-404
SML-405
MS-LS4-3
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.
SML-405
MS-LS4-4
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.
SML-403
SML-404
SML-405
MS-LS4-5
Gather and synthesize information about the technologies that have changed the way humans
influence the inheritance of desired traits in organisms.
SML-406
MS-LS4-6
Use mathematical representations to support explanations of how natural selection may lead to
increases and decreases of specific traits in populations over time.
SML-404
Disciplinary Core Ideas
LS4.A
Evidence of Common Ancestry and Diversity
 The collection of fossils and their placement in chronological order (e.g., through the location of
the sedimentary layers in which they are found or through radioactive dating) is known as the
fossil record. It documents the existence, diversity, extinction, and change of many life forms
throughout the history of life on Earth. (MS-LS4-1)
 Anatomical similarities and differences between various organisms living today and between
them and organisms in the fossil record, enable the reconstruction of evolutionary history and
the inference of lines of evolutionary descent. (MS-LS4-2)
 Comparison of the embryological development of different species also reveals similarities
that show relationships not evident in the fully-formed anatomy. (MS-LS4-3)
SML-401
SML-405
LS4.A
Natural Selection
 Natural selection leads to the predominance of certain traits in a population, and the
suppression of others. (MS-LS4-4)
 In artificial selection, humans have the capacity to influence certain characteristics of
organisms by selective breeding. One can choose desired parental traits determined by genes,
which are then passed on to offspring. (MS-LS4-5)
SML-404
SML-406
LS4.C
Adaptation
 Adaptation by natural selection acting over generations is one important process by which
species change over time in response to changes in environmental conditions. Traits that
support successful survival and reproduction in the new environment become more common;
those that do not become less common. Thus, the distribution of traits in a population
changes. (MS-LS4-6)
SML-403
SML-404
Page 28 of 33
MS-ESS1 Earth’s Place in the Universe
NGSS
Reference
Standard Description
Correlation
Performance Expectations
MS-ESS1-1
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.
SME-101
SME-102
SME-103
SME-104
MS-ESS1-2
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar
system.
SME-101
SME-105
MS-ESS1-3
Analyze and interpret data to determine scale properties of objects in the solar system.
SME-107
MS-ESS1-4
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.
SME-108
Disciplinary Core Ideas
ESS1.A
The Universe and Its Stars
 Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed,
described, predicted, and explained with models. (MS-ESS1-1)
 Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the
universe. (MS-ESS1-2)
SME-101
SME-102
SME-103
SME-104
SME-106
ESS1.B
Earth and the Solar System
 The solar system consists of the sun and a collection of objects, including planets, their moons,
and asteroids that are held in orbit around the sun by its gravitational pull on them.
(MS-ESS1-2),(MS- ESS1-3)
 This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis
is fixed in direction over the short-term but tilted relative to its orbit around the sun. The
seasons are a result of that tilt and are caused by the differential intensity of sunlight on
different areas of Earth across the year. (MS-ESS1-1)
 The solar system appears to have formed from a disk of dust and gas, drawn together by
gravity. (MS-ESS1-2)
SME-101
SME-102
SME-103
SME-104
SME-106
ESS1.C
The History of Planet Earth
 The geologic time scale interpreted from rock strata provides a way to organize Earth’s history.
Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale.
(MS-ESS1-4)
SME-108
Page 29 of 33
MS-ESS2 Earth’s Systems
NGSS
Reference
Standard Description
Correlation
Performance Expectations
MS-ESS2-1
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this
process.
SME-201
SME-202
MS-ESS2-2
Construct an explanation based on evidence for how geoscience processes have changed Earth’s
surface at varying time and spatial scales.
SME-203
SME-206
MS-ESS2-3
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor
structures to provide evidence of the past plate motions.
SME-203
MS-ESS2-4
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the
sun and the force of gravity.
SME-207
MS-ESS2-5
Collect data to provide evidence for how the motions and complex interactions of air masses results in
changes in weather conditions.
SME-209
MS-ESS2-6
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of
atmospheric and oceanic circulation that determine regional climates.
SME-209
Disciplinary Core Ideas
ESS1.C
The History of Planet Earth
 Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea
floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)
SME-202
SME-203
ESS2.A
Earth’s Materials and Systems
 All Earth processes are the result of energy flowing and matter cycling within and among the
planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that
flows and matter that cycles produce chemical and physical changes in Earth’s materials and
living organisms. (MS-ESS2-1)
 The planet’s systems interact over scales that range from microscopic to global in size, and they
operate over fractions of a second to billions of years. These interactions have shaped Earth’s
history and will determine its future. (MS-ESS2-2)
SME-201
SME-202
SME-203
SME-206
ESS2.B
Plate Tectonics and Large-Scale System Interactions
 Maps of ancient land and water patterns, based on investigations of rocks and fossils, make
clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)
SME-203
ESS2.C
The Roles of Water in Earth’s Surface Processes
 Water continually cycles among land, ocean, and atmosphere via transpiration,
evaporation, condensation and crystallization, and precipitation, as well as downhill flows
on land. (MS-ESS2-4)
 The complex patterns of the changes and the movement of water in the atmosphere,
determined by winds, landforms, and ocean temperatures and currents, are major
determinants of local weather patterns. (MS- ESS2-5)
 Global movements of water and its changes in form are propelled by sunlight and gravity.
(MS-ESS2-4)
 Variations in density due to variations in temperature and salinity drive a global pattern of
interconnected ocean currents. (MS-ESS2-6)
 Water’s movements—both on the land and underground—cause weathering and erosion,
which change the land’s surface features and create underground formations. (MS-ESS2-2)
SME-206
SME-207
SME-209
Page 30 of 33
MS-ESS2 Earth’s Systems (cont’d)
NGSS
Reference
ESS2.D
Standard Description
Correlation
Weather and Climate
 Weather and climate are influenced by interactions involving sunlight, the ocean, the
atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude,
and local and regional geography, all of which can affect oceanic and atmospheric flow
patterns. (MS-ESS2-6)
 Because these patterns are so complex, weather can only be predicted probabilistically.
(MS-ESS2-5)
 The ocean exerts a major influence on weather and climate by absorbing energy from the sun,
releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6)
SME-209
SME-210
SME-308
Page 31 of 33
MS-ESS3 Earth and Human Activity
NGSS
Reference
Standard Description
Correlation
Performance Expectations
MS-ESS3-1
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s
mineral, energy, and groundwater resources are the result of past and current geoscience processes.
SME-301
SME-302
MS-ESS3-2
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the
development of technologies to mitigate their effects.
SME-303
SME-304
SME-305
SME-306
MS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
SMD-003
SME-307
SME-309
SME-310
SME-311
MS-ESS3-4
Construct an argument supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth’s systems.
SME-307
SME-309
SME-310
MS-ESS3-5
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over
the past century.
SME-309
Disciplinary Core Ideas
ESS3.A
Natural Resources
 Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different
resources. Minerals, fresh water, and biosphere resources are limited, and many are not
renewable or replaceable over human lifetimes. These resources are distributed unevenly
around the planet as a result of past geologic processes. (MS-ESS3-1)
SME-301
SME-302
ESS3.B
Natural Hazards
 Mapping the history of natural hazards in a region, combined with an understanding of related
geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2)
SME-303
SME-304
SME-305
SME-306
ESS3.C
Human Impacts on Earth Systems
 Human activities have significantly altered the biosphere, sometimes damaging or destroying
natural habitats and causing the extinction of other species. But changes to Earth’s
environments can have different impacts (negative and positive) for different living things.
(MS-ESS3-3)
 Typically as human populations and per-capita consumption of natural resources increase, so
do the negative impacts on Earth unless the activities and technologies involved are
engineered otherwise. (MS- ESS3-3),(MS-ESS3-4)
SME-307
SME-309
ESS3.D
Global Climate Change
 Human activities, such as the release of greenhouse gases from burning fossil fuels, are major
factors in the current rise in Earth’s mean surface temperature (global warming). Reducing
the level of climate change and reducing human vulnerability to whatever climate changes do
occur depend on the understanding of climate science, engineering capabilities, and other
kinds of knowledge, such as understanding of human behavior and on applying that
knowledge wisely in decisions and activities. (MS-ESS3-5)
SME-309
SME-310
Page 32 of 33
MS-ETS1 Engineering Design
NGSS
Reference
Standard Description
Correlation
Performance Expectations
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.
Coming
Soon!
MS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet
the criteria and constraints of the problem.
Coming
Soon!
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.
Coming
Soon!
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.
Coming
Soon!
Disciplinary Core Ideas
ETS1.A
Defining and Delimiting Engineering Problems
 The more precisely a design task’s criteria and constraints can be defined, the more likely it is
that the designed solution will be successful. Specification of constraints includes consideration
of scientific principles and other relevant knowledge that are likely to limit possible solutions.
(MS-ETS1-1)
Coming
Soon!
ETS1.B
Developing Possible Solutions
 A solution needs to be tested, and then modified on the basis of the test results, in order to
improve it. (MS-ETS1-4)
 There are systematic processes for evaluating solutions with respect to how well they meet
the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3)
 Sometimes parts of different solutions can be combined to create a solution that is better than
any of its predecessors. (MS-ETS1-3)
 Models of all kinds are important for testing solutions. (MS-ETS1-4)
Coming
Soon!
ETS1.C
Optimizing the Design Solution
 Although one design may not perform the best across all tests, identifying the characteristics of
the design that performed the best in each test can provide useful information for the redesign
process—that is, some of those characteristics may be incorporated into the new design.
(MS-ETS1-3)
 The iterative process of testing the most promising solutions and modifying what is proposed on
the basis of the test results leads to greater refinement and ultimately to an optimal solution.
(MS- ETS1-4)
Coming
Soon!
Page 33 of 33