2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.5-PS1-2
1. Support an argument that the gravitational force exerted by Earth on objects is directed down.5-PS2-1 2. 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
3. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.5-ESS2-2
4. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.5-ESS2-1
5. MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
6-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
6-PS3-4. Plan an investigation to determinethe 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.
6-PS3–5. 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.
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.5-ESS1-1 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. 5-ESS1-2
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
MS-ESS3–5.Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Students who demonstrate understanding can: MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 5-ESS3-1
MS Engineering Design Students who demonstrate understanding can: MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
PHOTOSYNTHESIS AND RESPIRATION Matter and Energy Cycles
Support an argument that plants get the materials they need for growth chiefly from air and water.5-LS1-1 Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth)was once energy from the sun.5-PS3-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.5-LS2-1
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.
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.
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. 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
Students who demonstrate understanding can: 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
MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms 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