Organization: Pearson Education
Product Name: Elevate Science Modules
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Curriculum Standards:


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) - MS-LS4-C-1
Use mathematical representations to describe and/or support scientific conclusions and design solutions. - MS-SEP-5.b
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. - PS-MS-PS2-1
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. - PS-MS-PS2-2
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) - MS-PS3-C-1
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. - PS-MS-LS3-2
Phenomena that can be observed at one scale may not be observable at another scale. - 6-8-CCC-3.e
Analyze data from investigations 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. - 6.E.3
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. - PS-MS-PS2-5
Develop a prototype to generate data for repeated investigations and modify a proposed object, tool, or process such that an optimal design can be achieved. - 6.E.4
Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. - 6-8-CCC-3.c
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. - PS-MS-LS3-1
Identify the criteria and constraints of a design 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. - 6.E.1
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. - PS-MS-PS2-3
Evaluate competing design solutions using a systematic process to identify how well they meet the criteria and constraints of the problem. - 6.E.2
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. - PS-MS-PS2-4
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. - 6-8-CCC-3.a
A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (MS-PS4-1) - MS-PS4-A-1
A sound wave needs a medium through which it is transmitted. (MS-PS4-2) - MS-PS4-A-2
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) - MS-ESS2-B-1
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) - MS-LS1-A-3
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) - MS-LS1-A-2
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) - MS-LS1-A-1
Science disciplines share common rules of obtaining and evaluating empirical evidence. - MGS-NoS-2.b
Science knowledge is based upon logical and conceptual connections between evidence and explanations. - MGS-NoS-2.a
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) - MS-LS4-B-1
Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. - 6-8-CCC-2.a
Construct, use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. - MGS-SEP-7.c
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria - MGS-SEP-7.e
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. - PS-MS-ESS3-2
Analyze and interpret data to provide evidence for phenomena. - MS-SEP-4.d
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) - MS-LS4-D-1
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. - PS-MS-ESS3-3
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. - PS-MS-ESS3-4
Analyze and interpret data to determine similarities and differences in findings. - MS-SEP-4.g
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. - PS-MS-ESS3-5
Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. - MS-SEP-4.a
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) - MS-PS3-D-1
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. - PS-MS-PS1-2
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) - MS-PS3-D-2
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. - PS-MS-PS1-3
Develop models to describe the atomic composition of simple molecules and extended structures. - PS-MS-PS1-1
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. - PS-MS-LS4-5
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. - PS-MS-LS4-6
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. - PS-MS-ESS3-1
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. - PS-MS-LS4-3
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. - PS-MS-LS4-4
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. - PS-MS-LS4-1
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. - PS-MS-LS4-2
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. - PS-MS-PS1-6
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. - PS-MS-PS1-4
Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. - 6-8-CCC-2.c
Cause and effect relationships may be used to predict phenomena in natural systems. - 6-8-CCC-2.b
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. - PS-MS-PS1-5
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) - MS-ESS2-C-2
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) - MS-ESS2-C-1
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) - MS-PS4-B-1
Research and describe the functions and relationships between various cell types, tissues, and organs in the immune system, circulatory system and digestive system of the human body. - 7.LS.4
Compare and contrast the form and function of the organelles found in plant and animal cells. - 7.LS.5
Create a model to show how the cells in multicellular organisms repeatedly divide to make more cells for growth and repair as a result of mitosis. Explain how mitosis is related to cancer. - 7.LS.2
However, because light can travel through space, it cannot be a matter wave, like sound or water waves. (MS-PS4-2) - MS-PS4-B-4
Explain how cells develop through differentiation into specialized tissues and organs in multicellular organisms. - 7.LS.3
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) - MS-PS4-B-2
Investigate and observe cells in living organisms and collect evidence showing that living things are made of cells. Compare and provide examples of prokaryotic and eukaryotic organisms. Identify the characteristics of living things. - 7.LS.1
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) - MS-PS4-B-3
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. - PS-MS-ETS1-1
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. - PS-MS-ETS1-2
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) - MS-ESS3-A-1
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. - PS-MS-ETS1-3
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. - PS-MS-ETS1-4
Research how human consumption of finite natural resources (i.e. coal, oil, natural gas, and clean water) and human activities have had an impact on the environment (i.e. causes of air, water, soil, light, and noise pollution). - 8.ESS.3
Create a diagram or carry out a simulation to describe how water is cycled through the earth's crust, atmosphere and oceans. Explain how the water cycle is driven by energy from the sun and the force of gravity. - 8.ESS.2
Research global temperatures over the past century. Compare and contrast data in relation to the theory of climate change. - 8.ESS.1
Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2- 6) - MS-ESS2-C-5
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) - MS-ESS2-C-4
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4) - MS-ESS2-C-3
Patterns in rates of change and other numerical relationships can provide information about natural systems. - 6-8-CCC-1.b
Macroscopic patterns are related to the nature of microscopic and atomic-level structure. - 6-8-CCC-1.a
Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. - MGS-SEP-8.b
Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. - MGS-SEP-8.c
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. - PS-MS-ESS2-3
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) - MS-ETS1-C-2
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) - MS-ETS1-C-1
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. - PS-MS-ESS2-4
Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. - PS-MS-ESS2-5
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. - PS-MS-ESS2-6
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) - MS-LS2-A-2
A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) - MS-PS3-A-4
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1) - MS-LS2-A-1
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) - MS-PS3-A-5
Describe the role of photosynthesis in the flow of energy in food chains, energy pyramids, and food webs. Create diagrams to show how the energy in animals' food used for bodily processes was once energy from the sun. - 6.LS.2
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) - MS-LS2-A-4
Investigate and describe how homeostasis is maintained as living things seek out their basic needs of food, water, shelter, space, and air. - 6.LS.1
Growth of organisms and population increases are limited by access to resources. (MS-LS2-1) - MS-LS2-A-3
Investigate and use data to explain how changes in biotic and abiotic components in a given habitat can be beneficial or detrimental to native plants and animals. - 6.LS.4
Describe specific relationships (predator/prey, consumer/producer, parasite/host) and symbiotic relationships between organisms. Construct an explanation that predicts why patterns of interactions develop between organisms in an ecosystem. - 6.LS.3
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 MSPS1- 4) - MS-PS3-A-1
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. - PS-MS-ESS2-1
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) - MS-PS3-A-2
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. - PS-MS-ESS2-2
Research invasive species and discuss their impact on ecosystems. - 6.LS.5
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) - MS-PS3-A-3
Identify and investigate the properties of minerals. Identify and classify a variety of rocks based on physical characteristics from their origin, and explain how they are related using the rock cycle. (i.e. Sedimentary, igneous, and metamorphic rocks) - 7.ESS.1
Construct a model or scale drawing (digitally or on paper), based on evidence from rock strata and fossil records, for how the geologic time scale is used to organize Earth’s 4.6 billion-year-old history. - 7.ESS.2
Using simulations or demonstrations, explain continental drift theory and how lithospheric (tectonic) plates have been and still are in constant motion resulting in the creation of landforms on the Earth's surface over time. - 7.ESS.3
Construct an explanation, based on evidence found in and around Indiana, for how large scale physical processes, such as Karst topography and glaciation, have shaped the land. - 7.ESS.4
Construct a model, diagram, or scale drawing of the interior layers of the Earth. Identify and compare the compositional (chemical) layers to the mechanical (physical) layers of the Earth’s interior including magnetic properties. - 7.ESS.5
Research common synthetic materials (i.e. plastics, composites, polyester, and alloys) to gain an understanding that synthetic materials do come from natural resources and have an impact on society. - 7.ESS.6
Graphs and charts can be used to identify patterns in data. - 6-8-CCC-1.d
Describe the positive and negative environmental impacts of obtaining and utilizing various renewable and nonrenewable energy resources in Indiana. Determine which energy resources are the most beneficial and efficient. - 7.ESS.7
Patterns can be used to identify cause and effect relationships. - 6-8-CCC-1.c
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) - MS-LS1-C-2
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) - MS-LS1-C-1
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) - MS-ESS1-B-2
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) - MS-ESS1-B-1
The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2) - MS-ESS1-B-3
Science knowledge can describe consequences of actions but does not necessarily prescribe the decisions that society takes. - MGS-NoS-8.c
Illustrate with diagrams (drawings) how atoms are arranged in simple molecules. Distinguish between atoms, elements, molecules, and compounds. - 8.PS.2
Create models to represent the arrangement and charges of subatomic particles in an atom (protons, neutrons and electrons). Understand the significance that the currently 118 known chemical elements combine to form all the matter in the universe. - 8.PS.1
Identify organizational patterns (radius, atomic number, atomic mass, properties and radioactivity) on the Periodic Table. - 8.PS.4
Use basic information provided for an element (atomic mass, atomic number, symbol, and name) to determine its place on the Periodic Table. Use this information to find the number of protons, neutrons, and electrons in an atom. - 8.PS.3
Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. - MS-SEP-6.f
Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. - MS-SEP-6.g
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. - PS-MS-ESS1-4
Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. - MS-SEP-6.c
Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. - MS-SEP-6.d
Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. - MS-SEP-6.a
Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3) - MS-PS3-B-3
Draw, construct models, or use animations to differentiate between atoms, elements, molecules, and compounds. - 7.PS.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. - PS-MS-ESS1-1
Describe the properties of solids, liquids, and gases. Develop models that predict and describe changes in particle motion, density, temperature, and state of a pure substance when thermal energy is added or removed. - 7.PS.2
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. - PS-MS-ESS1-2
When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) - MS-PS3-B-1
Investigate the Law of Conservation of Mass by measuring and comparing the mass of a substance before and after a change of state. - 7.PS.3
Analyze and interpret data to determine scale properties of objects in the solar system. - PS-MS-ESS1-3
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) - MS-PS3-B-2
Genetic factors as well as local conditions affect the growth of the adult plant. (MS-LS1-5) - MS-LS1-B-4
Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. (MS-LS1-4) - MS-LS1-B-3
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) - MS-ESS2-A-2
Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4) - MS-LS1-B-2
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) - MS-ESS2-A-1
Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) - MS-LS1-B-1
Investigate Newton’s first law of motion (Law of Inertia) and how different forces (gravity, friction, push and pull) affect the velocity of an object. - 7.PS.4
Investigate Newton’s second law of motion to show the relationship among force, mass and acceleration. - 7.PS.5
Investigate Newton’s third law of motion to show the relationship between action and reaction forces. - 7.PS.6
Construct a device that uses one or more of Newton’s laws of motion. Explain how motion, acceleration, force, and mass are affecting the device. - 7.PS.7
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) - MS-ESS1-C-1
Investigate a process in which energy is transferred from one form to another and provide evidence that the total amount of energy does not change during the transfer when the system is closed. (Law of conservation of energy) - 7.PS.8
Compare and contrast the three types of heat transfer: radiation, convection, and conduction. - 7.PS.9
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) - MS-ESS1-C-2
Advances in technology influence the progress of science and science has influenced advances in technology. - MGS-NoS-7.d
Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism and openness to new ideas. - MGS-NoS-7.c
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) - MS-PS2-A-3
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) - MS-LS3-A-2
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) - MS-LS3-A-1
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) - MS-PS2-A-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) - MS-PS2-A-2
Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions - MS-SEP-1.g
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) - MS-ETS1-A-1
Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. - MS-SEP-1.f
Investigate the properties of light, sound, and other energy waves and how they are reflected, absorbed, and transmitted through materials and space. - 6.PS.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) - MS-LS2-C-2
Describe how potential and kinetic energy can be transferred from one form to another. - 6.PS.3
Ask questions to identify and clarify evidence of an argument. - MS-SEP-1.b
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) - MS-LS2-C-1
Stability might be disturbed either by sudden events or gradual changes that accumulate over time. - 6-8-CCC-7.c
Small changes in one part of a system might cause large changes in another part. - 6-8-CCC-7.b
Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. - 6-8-CCC-7.a
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) - MS-ESS3-D-1
Compare and contrast the Earth, its moon, and other planets in the solar system, including comets and asteroids. (Comparisons should be made in regard to size, surface features, atmospheric characteristics, and the ability to support life.) - 6.ESS.3
Describe the role of gravity and inertia in maintaining the regular and predictable motion of celestial bodies. - 6.ESS.1
Design models to describe how Earth's rotation, revolution, tilt, and interaction with the sun and moon cause seasons, tides, changes in daylight hours, eclipses, and phases of the moon. - 6.ESS.2
Evaluate competing design solutions using a systematic process to identify how well they meet the criteria and constraints of the problem. - 8.E.2
Identify the criteria and constraints of a design 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. - 8.E.1
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. - MGS-NoS-6.a
Compare and contrast physical change vs. chemical change. Analyze the properties of substances before and after substances interact to determine if a chemical reaction has occurred. - 8.PS.6
All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. - STSE-MS-2.a
Investigate the property of density and provide evidence that properties, such as density, do not change for a pure substance. - 8.PS.5
The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. - STSE-MS-2.b
Develop a prototype to generate data for repeated investigations and modify a proposed object, tool, or process such that an optimal design can be achieved. - 8.E.4
Analyze data from investigations 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. - 8.E.3
Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. - STSE-MS-2.d
Balance chemical equations to show how the total number of atoms for each element does not change in chemical reactions and as a result, mass is always conserved in a closed system. (Law of Conservation of Mass.) - 8.PS.7
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) - MS-PS2-B-2
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) - MS-PS2-B-3
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) - MS-PS2-B-1
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) - MS-ETS1-B-3
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) - MS-ETS1-B-2
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) - MS-ETS1-B-1
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) - MS-LS2-B-1
Models of all kinds are important for testing solutions. (MSETS1- 4) - MS-ETS1-B-4
Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. - 6-8-CCC-6.b
Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function. - 6-8-CCC-6.a
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) - MS-LS1-D-1
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) - MS-ESS1-A-1
Describe the motion of an object graphically showing the relationship between time and position. - 6.PS.2
Distinguish between the terms position, distance, and displacement, as well as, the terms speed and velocity. - 6.PS.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) - MS-ESS1-A-2
Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. - STSE-MS-1.a
Investigate how viruses and bacteria affect the human body. - 8.LS.11
Gather and synthesize information about how humans alter organisms genetically through a variety of methods. - 8.LS.10
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) - MS-PS1-A-1
Develop a prototype to generate data for repeated investigations and modify a proposed object, tool, or process such that an optimal design can be achieved. - 7.E.4
Comparison of the embryological development of different species also reveals similarities that show relationships not evident in the fully-formed anatomy. (MS-LS4-3) - MS-LS4-A-4
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) - MS-LS4-A-3
Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. - MS-SEP-3.a
Identify the criteria and constraints of a design 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. - 7.E.1
Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. - MS-SEP-3.b
Evaluate competing design solutions using a systematic process to identify how well they meet the criteria and constraints of the problem. - 7.E.2
Analyze data from investigations 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. - 7.E.3
Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. - MS-SEP-3.d
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. - PS-MS-LS1-8
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. - PS-MS-LS1-6
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. - PS-MS-LS1-7
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. - PS-MS-LS1-4
The transfer of energy can be tracked as energy flows through a designed or natural system. - 6-8-CCC-5.d
Energy may take different forms. - 6-8-CCC-5.c
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. - PS-MS-LS1-5
Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. - 6-8-CCC-5.b
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. - PS-MS-PS4-3
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. - PS-MS-LS1-2
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. - PS-MS-LS1-3
Matter is conserved because atoms are conserved in physical and chemical processes. - 6-8-CCC-5.a
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. - PS-MS-PS4-1
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. - PS-MS-LS1-1
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. - PS-MS-PS4-2
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) - MS-ESS2-D-1
Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) - MS-PS4-C-1
Examine traits of individuals within a species that may give them an advantage or disadvantage to survive and reproduce in stable or changing environment. - 8.LS.9
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) - MS-ESS3-B-1
Differentiate between and provide examples of acquired and genetically inherited traits. - 8.LS.4
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-PS1-3) - MS-PS1-B-1
Create and analyze Punnett squares to calculate the probability of specific traits being passed from parents to offspring using different patterns of inheritance. - 8.LS.3
Laws are regularities or mathematical descriptions of natural phenomena. - MGS-NoS-4.c
The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) - MS-PS1-B-2
Demonstrate how genetic information is transmitted from parent to offspring through chromosomes via the process of meiosis. Explain how living things grow and develop. - 8.LS.2
Some chemical reactions release energy, others store energy. (MS-PS1-6) - MS-PS1-B-3
Compare and contrast the transmission of genetic information in sexual and asexual reproduction. Research organisms that undergo these two types of reproduction. - 8.LS.1
Explore and predict the evolutionary relationships between species looking at the anatomical differences among modern organisms and fossil organisms. - 8.LS.8
Recognize organisms are classified into taxonomic levels according to shared characteristics. Explain how an organism’s scientific name correlates to these shared characteristics. - 8.LS.7
Create models to show how the structures of chromatin, chromosomes, chromatids, genes, alleles and deoxyribonucleic acid (DNA) molecules are related and differ. - 8.LS.6
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) - MS-ESS2-D-3
Explain how factors affecting natural selection (competition, genetic variations, environmental changes, and overproduction) increase or decrease a species’ ability to survive and reproduce. - 8.LS.5
Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5) - MS-ESS2-D-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) - MS-LS3-B-2
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) - MS-LS3-B-1
Develop a model to describe unobservable mechanisms. - MS-SEP-2.f
Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. - MS-SEP-2.g
Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) - MS-LS4-B-2
Develop and/or use a model to describe phenomena. - MS-SEP-2.e
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. - PS-MS-PS3-1
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. - PS-MS-LS2-5
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. - PS-MS-LS2-3
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. - PS-MS-LS2-4
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. - PS-MS-LS2-1
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. - PS-MS-PS3-4
Models can be used to represent systems and their interactions. - 6-8-CCC-4.b
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. - PS-MS-LS2-2
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. - PS-MS-PS3-5
Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. - 6-8-CCC-4.a
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. - PS-MS-PS3-2
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. - PS-MS-PS3-3
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. (MSESS3- 3),(MS-ESS3-4) - MS-ESS3-C-2
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) - MS-ESS3-C-1
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) - MS-LS4-A-2
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) - MS-PS1-A-2
Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) - MS-PS1-A-3
Science findings are frequently revised and/or reinterpreted based on new evidence. - MGS-NoS-3.c
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) - MS-PS1-A-4
Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) - MS-PS1-A-5
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) - MS-PS1-A-6




List of all Files Validated:


imsmanifest.xml
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