Science (CA NGSS) Standards
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Showing 11 - 20 of 34 Standards
Standard Identifier: MS-LS1-4
Grade Range:
6–8
Disciplinary Core Idea:
LS1.B: Growth and Development of Organisms
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Life Science
Title: MS-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: 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. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Animals engage in characteristic behaviors that increase the odds of reproduction. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.
Science & Engineering Practices: Engaging in Argument from Evidence Use 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.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. WHST.6–8.1.a–e: Write arguments focused on discipline-specific content.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; HS.LS2.A; HS.LS2.D
Performance Expectation: 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. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Animals engage in characteristic behaviors that increase the odds of reproduction. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.
Science & Engineering Practices: Engaging in Argument from Evidence Use 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.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. WHST.6–8.1.a–e: Write arguments focused on discipline-specific content.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; HS.LS2.A; HS.LS2.D
Standard Identifier: MS-LS1-5
Grade Range:
6–8
Disciplinary Core Idea:
LS1.B: Growth and Development of Organisms
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: MS-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Genetic factors as well as local conditions affect the growth of the adult plant.
Science & Engineering Practices: Constructing Explanations and Designing Solutions 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.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6–8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.SP.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; 3.LS3.A; HS.LS2.A
Performance Expectation: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Genetic factors as well as local conditions affect the growth of the adult plant.
Science & Engineering Practices: Constructing Explanations and Designing Solutions 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.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6–8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.SP.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; 3.LS3.A; HS.LS2.A
Standard Identifier: MS-LS3-2
Grade Range:
6–8
Disciplinary Core Idea:
LS1.B: Growth and Development of Organisms, LS3.A: Inheritance of Traits, LS3.B: Variation of Traits
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Life Science
Title: MS-LS3 Heredity: Inheritance and Variation of Traits
Performance Expectation: 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. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of Traits 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.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.B; HS.LS3.A; HS.LS3.B
Performance Expectation: 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. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of Traits 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.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.B; HS.LS3.A; HS.LS3.B
Standard Identifier: MS-LS4-6
Grade Range:
6–8
Disciplinary Core Idea:
LS4.C: Adaptation
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Life Science
Title: MS-LS4 Biological Evolution: Unity and Diversity
Performance Expectation: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
Disciplinary Core Idea(s):
LS4.C: Adaptation 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.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations to support scientific conclusions and design solutions.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS2.C; MS.LS3.B; MS.ESS1.C Articulation across grade-bands: 3.LS4.C; HS.LS2.A; HS.LS2.C; HS.LS3.B; HS.LS4.B; HS.LS4.C
Performance Expectation: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
Disciplinary Core Idea(s):
LS4.C: Adaptation 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.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations to support scientific conclusions and design solutions.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS2.C; MS.LS3.B; MS.ESS1.C Articulation across grade-bands: 3.LS4.C; HS.LS2.A; HS.LS2.C; HS.LS3.B; HS.LS4.B; HS.LS4.C
Standard Identifier: MS-PS1-2
Grade Range:
6–8
Disciplinary Core Idea:
PS1.A: Structure and Properties of Matter, PS1.B: Chemical Reactions
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Physical Science
Title: MS-PS1 Matter and Its Interactions
Performance Expectation: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: Chemical Reactions 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.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Patterns Macroscopic patterns are related to the nature of microscopic and atomic-level structure.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. 6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems. 6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.D; MS.LS1.C; MS.ESS2.A Articulation across grade-bands: 5.PS1.B; HS.PS1.B
Performance Expectation: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: Chemical Reactions 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.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Patterns Macroscopic patterns are related to the nature of microscopic and atomic-level structure.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. 6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems. 6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.D; MS.LS1.C; MS.ESS2.A Articulation across grade-bands: 5.PS1.B; HS.PS1.B
Standard Identifier: MS-PS1-3
Grade Range:
6–8
Disciplinary Core Idea:
PS1.A: Structure and Properties of Matter, PS1.B: Chemical Reactions
Cross Cutting Concept:
CCC-6: Structure and Function
Science & Engineering Practice:
SEP-8: Obtaining, Evaluating, and Communicating Information
Content Area:
Physical Science
Title: MS-PS1 Matter and Its Interactions
Performance Expectation: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative information.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: Chemical Reactions 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.
Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information 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 now supported by evidence.
Crosscutting Concepts: Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology 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. Influence of Science, Engineering and Technology on Society and the Natural World 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. Thus technology use varies from region to region and over time.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. WHST.6–8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS4.D; MS.ESS3.A; MS.ESS3.C Articulation across grade-bands: HS.PS1.A; HS.LS2.A; HS.LS4.D; HS.ESS3.A
Performance Expectation: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative information.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: Chemical Reactions 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.
Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information 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 now supported by evidence.
Crosscutting Concepts: Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology 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. Influence of Science, Engineering and Technology on Society and the Natural World 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. Thus technology use varies from region to region and over time.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. WHST.6–8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS4.D; MS.ESS3.A; MS.ESS3.C Articulation across grade-bands: HS.PS1.A; HS.LS2.A; HS.LS4.D; HS.ESS3.A
Standard Identifier: MS-PS1-5
Grade Range:
6–8
Disciplinary Core Idea:
PS1.B: Chemical Reactions
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Physical Science
Title: MS-PS1 Matter and Its Interactions
Performance Expectation: 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. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions 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. The total number of each type of atom is conserved, and thus the mass does not change.
Science & Engineering Practices: Developing and Using Models Develop a model to describe unobservable mechanisms. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena.
Crosscutting Concepts: Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS1.C; MS.LS2.B; MS.ESS2.A Articulation across grade-bands: 5.PS1.B; HS.PS1.B
Performance Expectation: 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. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions 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. The total number of each type of atom is conserved, and thus the mass does not change.
Science & Engineering Practices: Developing and Using Models Develop a model to describe unobservable mechanisms. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena.
Crosscutting Concepts: Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS1.C; MS.LS2.B; MS.ESS2.A Articulation across grade-bands: 5.PS1.B; HS.PS1.B
Standard Identifier: MS-PS1-6
Grade Range:
6–8
Disciplinary Core Idea:
PS1.B: Chemical Reactions, ETS1.B: Developing Possible Solutions, ETS1.C: Optimizing the Design Solution
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Physical Science
Title: MS-PS1 Matter and Its Interactions
Performance Expectation: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions Some chemical reactions release energy, others store energy. ETS1.B: Developing Possible Solutions A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (secondary to MS-PS1-6) ETS1.C: Optimizing the Design Solution 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 the characteristics may be incorporated into the new design. (secondary to MS-PS1-6) 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. (secondary to MS-PS1-6)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.
Crosscutting Concepts: Energy and Matter The transfer of energy can be tracked as energy flows through a designed or natural system.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.D Articulation across grade-bands: HS.PS1.A; HS.PS1.B; HS.PS3.A; HS.PS3.B; HS.PS3.D
Performance Expectation: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions Some chemical reactions release energy, others store energy. ETS1.B: Developing Possible Solutions A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (secondary to MS-PS1-6) ETS1.C: Optimizing the Design Solution 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 the characteristics may be incorporated into the new design. (secondary to MS-PS1-6) 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. (secondary to MS-PS1-6)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.
Crosscutting Concepts: Energy and Matter The transfer of energy can be tracked as energy flows through a designed or natural system.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.D Articulation across grade-bands: HS.PS1.A; HS.PS1.B; HS.PS3.A; HS.PS3.B; HS.PS3.D
Standard Identifier: MS-PS2-1
Grade Range:
6–8
Disciplinary Core Idea:
PS2.A: Forces and Motion
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Physical Science
Title: MS-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion 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).
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas or principles to design an object, tool, process or system.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any limitations 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.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.EE.2.a-c: Write, read, and evaluate expressions in which letters stand for numbers. 7.EE.3-4: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.C Articulation across grade-bands: 3.PS2.A; HS.PS2.A
Performance Expectation: Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion 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).
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas or principles to design an object, tool, process or system.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any limitations 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.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.EE.2.a-c: Write, read, and evaluate expressions in which letters stand for numbers. 7.EE.3-4: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.C Articulation across grade-bands: 3.PS2.A; HS.PS2.A
Standard Identifier: MS-PS2-2
Grade Range:
6–8
Disciplinary Core Idea:
PS2.A: Forces and Motion
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Physical Science
Title: MS-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: 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. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion 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. 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.
Science & Engineering Practices: Planning and Carrying Out Investigations 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. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Stability and Change Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.2.a-c: Write, read, and evaluate expressions in which letters stand for numbers. 7.EE.3-4: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.A; MS.PS3.B; MS.ESS2.C Articulation across grade-bands: 3.PS2.A; HS.PS2.A; HS.PS3.B; HS.ESS1.B
Performance Expectation: 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. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion 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. 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.
Science & Engineering Practices: Planning and Carrying Out Investigations 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. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Stability and Change Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.2.a-c: Write, read, and evaluate expressions in which letters stand for numbers. 7.EE.3-4: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.A; MS.PS3.B; MS.ESS2.C Articulation across grade-bands: 3.PS2.A; HS.PS2.A; HS.PS3.B; HS.ESS1.B
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