MS-PS1: Matter and its Interactions

MS-PS1-1: Students who demonstrate understanding can: Develop models to describe the atomic composition of simple molecules and extended structures.

Chemical and Physical Changes

MS-PS1-2: Students who demonstrate understanding can: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Chemical Changes
Chemical and Physical Changes

MS-PS1-4: Students who demonstrate understanding can: 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.

Boyle's Law and Charles's Law
Phase Changes
Phases of Water
Temperature and Particle Motion

MS-PS1-5: Students who demonstrate understanding can: 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.

Chemical Changes
Chemical Equations
Chemical and Physical Changes

MS-PS1-6: Students who demonstrate understanding can: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

Feel the Heat

MS-PS2: Motion and Stability: Forces and Interactions

MS-PS2-1: Students who demonstrate understanding can: Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

Crumple Zones

MS-PS2-2: Students who demonstrate understanding can: 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.

Crumple Zones
Fan Cart Physics
Force and Fan Carts

MS-PS2-3: Students who demonstrate understanding can: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

Charge Launcher
Magnetic Induction

MS-PS2-4: Students who demonstrate understanding can: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

Gravitational Force
Gravity Pitch
Weight and Mass

MS-PS2-5: Students who demonstrate understanding can: 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.

Charge Launcher
Electromagnetic Induction
Magnetic Induction
Magnetism

MS-PS3: Energy

MS-PS3-1: Students who demonstrate understanding can: 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.

Energy of a Pendulum
Roller Coaster Physics
Sled Wars

MS-PS3-2: Students who demonstrate understanding can: 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.

Energy Conversion in a System
Energy of a Pendulum
Potential Energy on Shelves
Roller Coaster Physics
Sled Wars
Trebuchet

MS-PS3-3: Students who demonstrate understanding can: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

Feel the Heat

MS-PS3-4: Students who demonstrate understanding can: 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.

Calorimetry Lab
Energy Conversion in a System
Feel the Heat
Heat Transfer by Conduction
Phase Changes

MS-PS3-5: Students who demonstrate understanding can: 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.

Energy Conversion in a System
Sled Wars

MS-PS4: Waves and Their Applications in Technologies for Information Transfer

MS-PS4-1: Students who demonstrate understanding can: 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.

Waves

MS-PS4-2: Students who demonstrate understanding can: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Basic Prism
Color Absorption
Earthquakes 1 - Recording Station
Eyes and Vision 1 - Seeing Color
Heat Absorption
Laser Reflection
Refraction
Ripple Tank
Waves

MS-LS1: From Molecules to Organisms: Structures and Processes

MS-LS1-1: Students who demonstrate understanding can: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Cell Types

MS-LS1-2: Students who demonstrate understanding can: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Cell Energy Cycle
Cell Structure
Cell Types
Osmosis
Paramecium Homeostasis

MS-LS1-3: Students who demonstrate understanding can: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Cell Types
Circulatory System
Digestive System
Frog Dissection
Muscles and Bones
Senses

MS-LS1-4: Students who demonstrate understanding can: 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.

Flower Pollination
Honeybee Hive
Pollination: Flower to Fruit
Fruit Production
Heredity and Traits

MS-LS1-5: Students who demonstrate understanding can: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Fast Plants^® 1 - Growth and Genetics
Germination
Growing Plants
Inheritance
Measuring Trees
Seed Germination
Heredity and Traits

MS-LS1-6: Students who demonstrate understanding can: 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.

Cell Energy Cycle
Photosynthesis Lab
Plants and Snails

MS-LS1-7: Students who demonstrate understanding can: 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.

Cell Energy Cycle
Digestive System

MS-LS1-8: Students who demonstrate understanding can: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

Eyes and Vision 2 - Focusing Light
Eyes and Vision 3 - Sensing Light
Senses
Sight vs. Sound Reactions
Animal Group Behavior

MS-LS2: Ecosystems: Interactions, Energy, and Dynamics

MS-LS2-1: Students who demonstrate understanding can: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Forest Ecosystem
Pond Ecosystem
Prairie Ecosystem
Rainfall and Bird Beaks
Rainfall and Bird Beaks - Metric
Ecosystems

MS-LS2-2: Students who demonstrate understanding can: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Forest Ecosystem
Pond Ecosystem
Prairie Ecosystem
Animal Group Behavior
Ecosystems
Fruit Production

MS-LS2-3: Students who demonstrate understanding can: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Carbon Cycle
Coral Reefs 1 - Abiotic Factors
Food Chain
Forest Ecosystem
Pond Ecosystem
Prairie Ecosystem
Ecosystems

MS-LS2-4: Students who demonstrate understanding can: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Forest Ecosystem
Pond Ecosystem
Prairie Ecosystem
Rabbit Population by Season
Rainfall and Bird Beaks
Rainfall and Bird Beaks - Metric
Ecosystems
Fruit Production

MS-LS2-5: Students who demonstrate understanding can: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

GMOs and the Environment
Fruit Production

MS-LS3: Heredity: Inheritance and Variation of Traits

MS-LS3-1: Students who demonstrate understanding can: 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.

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Genetic Engineering

MS-LS3-2: Students who demonstrate understanding can: 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.

Chicken Genetics
Fast Plants^® 1 - Growth and Genetics
Fast Plants^® 2 - Mystery Parent
Inheritance
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)
Heredity and Traits

MS-LS4: Biological Evolution: Unity and Diversity

MS-LS4-1: Students who demonstrate understanding can: 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.

Human Evolution - Skull Analysis

MS-LS4-2: Students who demonstrate understanding can: 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.

Cladograms
Embryo Development
Human Evolution - Skull Analysis

MS-LS4-3: Students who demonstrate understanding can: 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.

Embryo Development

MS-LS4-4: Students who demonstrate understanding can: 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.

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Natural Selection
Rainfall and Bird Beaks
Rainfall and Bird Beaks - Metric

MS-LS4-5: Students who demonstrate understanding can: Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

Evolution: Natural and Artificial Selection
GMOs and the Environment
Genetic Engineering

MS-LS4-6: Students who demonstrate understanding can: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Natural Selection
Rainfall and Bird Beaks
Rainfall and Bird Beaks - Metric

MS-ESS1: Earth’s Place in the Universe

MS-ESS1-1: Students who demonstrate understanding can: 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.

2D Eclipse
3D Eclipse
Eclipse
Moonrise, Moonset, and Phases
Phases of the Moon
Seasons Around the World
Seasons in 3D
Seasons: Earth, Moon, and Sun
Seasons: Why do we have them?
Summer and Winter

MS-ESS1-2: Students who demonstrate understanding can: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

Gravity Pitch
Solar System
Solar System Explorer

MS-ESS1-3: Students who demonstrate understanding can: Analyze and interpret data to determine scale properties of objects in the solar system.

Solar System
Solar System Explorer
Weight and Mass

MS-ESS2: Earth's Systems

MS-ESS2-1: Students who demonstrate understanding can: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.

Plate Tectonics
Rock Classification
Rock Cycle
Weathering

MS-ESS2-2: Students who demonstrate understanding can: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

Erosion Rates
Plate Tectonics
River Erosion
Rock Cycle
Weathering

MS-ESS2-3: Students who demonstrate understanding can: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

Building Pangaea
Plate Tectonics

MS-ESS2-4: Students who demonstrate understanding can: Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

Water Cycle

MS-ESS2-5: Students who demonstrate understanding can: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

Coastal Winds and Clouds
Coastal Winds and Clouds - Metric
Hurricane Motion
Hurricane Motion - Metric
Weather Maps
Weather Maps - Metric

MS-ESS2-6: Students who demonstrate understanding can: 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.

Convection Cells

MS-ESS3: Earth and Human Activity

MS-ESS3-1: Students who demonstrate understanding can: 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.

Carbon Cycle

MS-ESS3-2: Students who demonstrate understanding can: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Earthquakes 2 - Determination of Epicenter
Hurricane Motion
Hurricane Motion - Metric

MS-ESS3-3: Students who demonstrate understanding can: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

GMOs and the Environment
Water Pollution

MS-ESS3-4: Students who demonstrate understanding can: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

Carbon Cycle

MS-ESS3-5: Students who demonstrate understanding can: Ask questions to clarify evidence of the factors that have caused climate change over the past century.

Carbon Cycle
Greenhouse Effect
Greenhouse Effect - Metric

MS-ETS1: Engineering Design

MS-ETS1-1: Students who demonstrate understanding can: 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.

Crumple Zones
Earthquake-Proof Homes
Feel the Heat
Flood and Storm-Proof Homes
GMOs and the Environment
Genetic Engineering
Pendulum Clock
Trebuchet

MS-ETS1-2: Students who demonstrate understanding can: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Crumple Zones
Digestive System
Earthquake-Proof Homes
Feel the Heat
Flood and Storm-Proof Homes
GMOs and the Environment
Genetic Engineering
Muscles and Bones
Pendulum Clock
Programmable Rover
Trebuchet

MS-ETS1-3: Students who demonstrate understanding can: 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.

Digestive System
Earthquake-Proof Homes
Flood and Storm-Proof Homes
GMOs and the Environment
Genetic Engineering
Trebuchet

MS-ETS1-4: Students who demonstrate understanding can: 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.

Crumple Zones
Feel the Heat
Pendulum Clock
Programmable Rover
Trebuchet