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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