Created
Mar 27, 2024 11:29 PM
Topics
MS-LS1-1 - Cell Theory
Develop a model to describe that the basic structures of all living things are cells; either one cell or many different numbers and types of cells.
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What should students learn? (Disciplinary Core Ideas)
All living things are made up of cells, which is the most basic unit of life.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
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How should students think? (Crosscutting Concepts)
In structure and function. The way in which an organism’s cells are structured determines many of the organism’s capabilities and functions.
Clarification Statement:
Students should understand the basics of cell theory and recognize that all living things are composed of cells.
MS-LS1-2 - Cell Parts and Function
Develop a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
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What should students learn? (Disciplinary Core Ideas)
Each cell has parts with specific functions that contribute to the overall functioning of the cell.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
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How should students think? (Crosscutting Concepts)
In systems and system models. A system can be described in terms of its components and their interactions.
Clarification Statement:
Students should understand the various parts of cells and their functions in maintaining the overall health and function of the cell.
MS-LS1-3 - Interacting Body Systems
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
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What should students learn? (Disciplinary Core Ideas)
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.
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How should students learn it? (Science and Engineering Practices)
Support an argument with evidence, data, or a model.
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How should students think? (Crosscutting Concepts)
In systems and system models. A system can be described in terms of its components and their interactions.
Clarification Statement:
Students should understand how the body is a system of interacting subsystems, all composed of groups of cells working together for specific functions.
MS-LS1-4 - Animal Behaviors and Plant Structures - Reproductive Success
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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What should students learn? (Disciplinary Core Ideas)
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
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How should students learn it? (Science and Engineering Practices)
Construct an argument with evidence.
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How should students think? (Crosscutting Concepts)
In structure and function. The way an organism behaves or its physical attributes directly relate to its ability to survive, grow, and reproduce.
Clarification Statement:
Students should understand the significance of various animal behaviors and plant structures in their reproductive success.
MS-LS1-5 - Environmental and Genetic Growth Factors
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
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What should students learn? (Disciplinary Core Ideas)
Environmental and genetic factors influence the growth of organisms.
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How should students learn it? (Science and Engineering Practices)
Conduct an investigation to produce data to serve as the basis for evidence.
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How should students think? (Crosscutting Concepts)
In cause and effect. The environment and genetic factors cause changes in the growth of an organism.
Clarification Statement:
Students should understand the roles of environmental and genetic factors in the growth of organisms.
MS-LS1-6 - Photosynthesis - Matter Cycling and Energy Flow
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.
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What should students learn? (Disciplinary Core Ideas)
Photosynthesis is a process that converts light energy into chemical energy which is used for the organism's activities or growth.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
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How should students think? (Crosscutting Concepts)
In energy and matter. Matter is conserved because atoms are conserved in physical and chemical processes.
Clarification Statement:
Students should understand the process of photosynthesis and how it contributes to matter cycling and energy flow in organisms.
MS-LS1-7 - Food and Chemical Reactions
Develop a model to describe how food is broken down through chemical reactions into molecules used for growth and energy.
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What should students learn? (Disciplinary Core Ideas)
Chemical reactions in the body break down food into component molecules that are used for energy and growth.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
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How should students think? (Crosscutting Concepts)
In energy and matter. Matter is conserved because atoms are conserved in physical and chemical processes.
Clarification Statement:
Students should understand how the body uses chemical reactions to break down food into useful molecules.
MS-LS1-8 - Information Processing
Develop a model to describe how sensory receptors respond to stimuli (sights, sounds, smells), resulting in nerve impulses being transmitted to the brain where they are interpreted as sight, sound, smell.
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What should students learn? (Disciplinary Core Ideas)
The body processes and responds to information through a complex network of sensory receptors and nerve impulses.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
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How should students think? (Crosscutting Concepts)
In systems and system models. The body's sensory and nervous systems can be described in terms of their components and their interactions.
Clarification Statement:
Students should understand the process of information processing in the body, from sensory reception to brain interpretation.
MS-LS2-1 - Effects of Resource Availability
Construct an argument supported by empirical evidence that changes in an ecosystem's resource availability can affect the number and types of organisms, and that these changes can occur over time scales ranging from hours to centuries.
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What should students learn? (Disciplinary Core Ideas)
Changes in resource availability in an ecosystem can impact the diversity of organisms present over various time scales.
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How should students learn it? (Science and Engineering Practices)
Construct an argument supported by empirical evidence.
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How should students think? (Crosscutting Concepts)
In stability and change. Changes in resource availability can cause shifts in an ecosystem over time.
Clarification Statement:
Students should understand how changes in resource availability can impact ecosystems over different time scales.
MS-LS2-2 - Interdependent Relationships in Ecosystems
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
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What should students learn? (Disciplinary Core Ideas)
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
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How should students learn it? (Science and Engineering Practices)
Construct an explanation using models or representations.
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How should students think? (Crosscutting Concepts)
In patterns. Patterns can be used to identify cause-and-effect relationships.
Clarification Statement:
Students should understand the interdependence of organisms in an ecosystem and how they can predict patterns of interactions.
MS-LS2-3 - Matter Cycling and Energy Flow in Ecosystems
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
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What should students learn? (Disciplinary Core Ideas)
Matter cycles and energy flows through ecosystems, driving the dynamics of the system.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
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How should students think? (Crosscutting Concepts)
In energy and matter. Matter is conserved because atoms are conserved in physical and chemical processes.
Clarification Statement:
Students should understand the process of matter cycling and energy flow in ecosystems.
MS-LS2-4 - Ecosystem Interactions and Dynamics
MS-ESS3-3 - Human Impact on the Environment
Analyze and interpret data to provide evidence for the ways in which human activities have impacted the natural environment.
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What should students learn? (Disciplinary Core Ideas)
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species.
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How should students learn it? (Science and Engineering Practices)
Analyze and interpret data to make sense of phenomena using logical reasoning.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships may be used to predict phenomena in natural systems.
Clarification Statement:
Students should understand the ways in which human activities have impacted the natural environment.
MS-ESS3-4 - Human Consumption of Natural Resources
Develop a model to describe the relationship between the consumption of natural resources by humans and the impact to the environment.
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What should students learn? (Disciplinary Core Ideas)
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
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How should students think? (Crosscutting Concepts)
In systems and system models. A system can be described in terms of its components and their interactions.
Clarification Statement:
Students should understand the relationship between human consumption of natural resources and its impact on the environment.
MS-ESS3-5 - Causes of Global Warming
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
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What should students learn? (Disciplinary Core Ideas)
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).
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How should students learn it? (Science and Engineering Practices)
Construct an argument supported by empirical evidence and scientific reasoning to make a case for a specific explanation or a solution to a problem.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships may be used to predict phenomena in natural systems.
Clarification Statement:
Students should understand how increases in human population and per-capita consumption of natural resources impact Earth's systems, including global warming.
