Created
Mar 27, 2024 9:33 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.
🔬
What should students learn? (Disciplinary Core Ideas)
All living things are made up of cells, which is the most basic unit of life.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
🧠
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.
🔬
What should students learn? (Disciplinary Core Ideas)
Each cell has parts with specific functions that contribute to the overall functioning of the cell.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
🧠
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.
🔬
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.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Support an argument with evidence, data, or a model.
🧠
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.
🔬
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.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Construct an argument with evidence.
🧠
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.
🔬
What should students learn? (Disciplinary Core Ideas)
Environmental and genetic factors influence the growth of organisms.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Conduct an investigation to produce data to serve as the basis for evidence.
🧠
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.
🔬
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.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
🧠
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.
🔬
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.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
🧠
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.
🔬
What should students learn? (Disciplinary Core Ideas)
The body processes and responds to information through a complex network of sensory receptors and nerve impulses.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
🧠
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.
🔬
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.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Construct an argument supported by empirical evidence.
🧠
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.
🔬
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.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Construct an explanation using models or representations.
🧠
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.
🔬
What should students learn? (Disciplinary Core Ideas)
Matter cycles and energy flows through ecosystems, driving the dynamics of the system.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Develop a model to describe phenomena.
🧠
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
Construct an argument supported by empirical evidence that changes in physical or biological components of an ecosystem affect populations.
🔬
What should students learn? (Disciplinary Core Ideas)
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.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Construct an argument supported by empirical evidence.
🧠
How should students think? (Crosscutting Concepts)
In stability and change. Changes in an ecosystem can cause shifts in populations over time.
Clarification Statement:
Students should understand how changes in the physical or biological components of an ecosystem can affect populations.
MS-LS2-5 - Biodiversity and Ecosystem Services Solutions
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
🔬
What should students learn? (Disciplinary Core Ideas)
Biodiversity and the ecosystem services it provides can be preserved through various solutions and strategies.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
🧠
How should students think? (Crosscutting Concepts)
In stability and change. Maintaining the balance of an ecosystem requires constant monitoring and management.
Clarification Statement:
Students should understand the importance of maintaining biodiversity and the various solutions for preserving ecosystem services.
MS-LS3-1 - Mutations - Harmful, Beneficial, or Neutral
Develop and use a model to describe why structural changes to genes can affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
🔬
What should students learn? (Disciplinary Core Ideas)
Changes in the structure of genes can lead to variations in protein production, which can have various effects on an organism's structure and function.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Develop and use a model to describe phenomena.
🧠
How should students think? (Crosscutting Concepts)
In structure and function. Changes at the genetic level can result in changes at the organism level.
Clarification Statement:
Students should understand how mutations can be harmful, beneficial, or neutral to an organism's structure and function.
MS-LS3-2 - Asexual and Sexual Reproduction
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.
🔬
What should students learn? (Disciplinary Core Ideas)
Asexual reproduction produces genetically identical offspring, while sexual reproduction produces offspring with genetic variation.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Develop and use a model to describe phenomena.
🧠
How should students think? (Crosscutting Concepts)
In patterns. The method of reproduction influences the genetic makeup of the offspring.
Clarification Statement:
Students should understand the differences between asexual and sexual reproduction, especially regarding the genetic information of the offspring.
MS-LS4-1 - Fossil Evidence of Common Ancestry and Diversity
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.
🔬
What should students learn? (Disciplinary Core Ideas)
Fossils provide evidence about the types of organisms and environments that existed long ago.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Analyze and interpret data to determine similarities and differences in findings.
🧠
How should students think? (Crosscutting Concepts)
In patterns. Patterns in the fossil record reflect changes in biodiversity through Earth's history.
Clarification Statement:
Students should understand how the fossil record supports the theory of evolution and common ancestry.
MS-LS4-2 - Anatomical Evidence of Evolutionary Relationships
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.
🔬
What should students learn? (Disciplinary Core Ideas)
Anatomical similarities and differences between various organisms give evidence of common ancestry.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Construct an explanation based on valid and reliable evidence obtained from a variety of sources.
🧠
How should students think? (Crosscutting Concepts)
In patterns. Patterns of anatomical similarities and differences between organisms reflect their evolutionary relationships.
Clarification Statement:
Students should understand how to use anatomical evidence to infer evolutionary relationships.
MS-LS4-3 - Embryological Evidence of Common Ancestry
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.
🔬
What should students learn? (Disciplinary Core Ideas)
Embryological development provides evidence of common ancestry among species.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Analyze and interpret data to make sense of phenomena using logical reasoning.
🧠
How should students think? (Crosscutting Concepts)
In patterns. Patterns in embryological development across different species suggest common ancestry and evolutionary relationships.
Clarification Statement:
Students should understand how to use embryological evidence to infer evolutionary relationships.
MS-LS4-4 - Natural Selection
Construct an argument based on evidence that describes how natural selection leads to adaptation of populations.
🔬
What should students learn? (Disciplinary Core Ideas)
Natural selection leads to the adaptation and survival of populations best suited to their environments.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Construct an argument based on empirical evidence.
🧠
How should students think? (Crosscutting Concepts)
In cause and effect. Natural selection causes shifts in population traits over time.
Clarification Statement:
Students should understand the concept of natural selection and how it leads to adaptation.
MS-LS4-5 - Artificial Selection
Gather and synthesize information about the artificial selection of plants and animals that have been bred for specific traits.
🔬
What should students learn? (Disciplinary Core Ideas)
Artificial selection is a process by which humans have modified species over many generations by selecting and breeding individuals with desired traits.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Gather and synthesize information from multiple appropriate sources.
🧠
How should students think? (Crosscutting Concepts)
In structure and function. The traits selected for in artificial selection affect the structure and function of the organism.
Clarification Statement:
Students should understand the concept of artificial selection and how it influences the traits of organisms.
MS-LS4-6 - Adaptation of Populations over Time
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
🔬
What should students learn? (Disciplinary Core Ideas)
Natural selection can lead to changes in traits in a population over time, which can affect the population's survival and reproduction.
🧑🏼🔬
How should students learn it? (Science and Engineering Practices)
Use mathematical representations to support and revise explanations.
🧠
How should students think? (Crosscutting Concepts)
In cause and effect. Changes in traits due to natural selection can cause shifts in population characteristics over time.
Clarification Statement:
Students should understand how natural selection affects the adaptation of populations over time.
