standards study guide for the next generation of science ......science and engineering practices...

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Curriculum Sequences

Standards Study Guide for

the Next Generation of

Science Instruction

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The Next Generation Science Standards were designed to enhance how science is

taught and learned in our nation’s classrooms. Carolina supports this comprehensive set

of standards, and believes that they will prepare today’s students to innovate, lead, and

excel in the STEM careers of the future.

Carolina Knows Educators Have Questions about the Next Generation Science Standards

Carolina’s Pledge to You At Carolina, we are committed to helping educators learn how to read, understand, and

apply the Next Generation Science Standards. We’ve created this tool for administrators

and teachers that helps make the new standards comprehensible and easy to implement

using GEMS® Curriculum Sequences.

Making It Easy To make your journey toward implementing the Next Generation Science Standards

easier, Carolina educators have organized the components of the Next Generation

Science Standards documents into one easy-to-read format to help you better

understand the new standards, deliver more effective implementation, and become

more effective in establishing district support.

Saving You Time This standards study guide connects all the references of the three-dimensional

framework—Core Ideas, Practices, and Crosscutting Concepts—to the units of the

Ocean Sciences Sequences and the Space Science Sequences.

Introduction

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This study guide follows the Topic Arrangement prepared by the Next Generation Science

Standards writing team. We have organized all the appropriately coded information for

each Sequence. To read a study guide, follow the steps below:

1. Select a GEMS Curriculum Sequence.

2. The four columns across the top show the Disciplinary Core Ideas (organized

by topic) and the Crosscutting Concepts (organized by grade level) covered in

the sequence.

3. The last row of the table includes Science and Engineering Practices and

Engineering Design opportunities (organized by grade level) addressed by

the Sequence.

4. The units that address each item follow the descriptions, in red.

Using the Standards Study Guides

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GEMS® Curriculum Sequences Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts

4-ESS2.Earth’s Systems3-LS1.From Molecules to Organisms:

Structures and ProcessesGrade 3

ESS2.B: Plate Tectonics and Large-Scale System Interactions

•Thelocationsofmountainranges,deepoceantrenches,oceanfloorstructures,earthquakes,andvolcanoesoccurinpatterns.Mostearthquakesandvolcanoesoccurinbandsthatareoftenalongtheboundariesbetweencontinentsandoceans.Majormountainchainsforminsidecontinentsorneartheiredges.MapscanhelplocatethedifferentlandandwaterfeatureareasofEarth.(4-ESS2-2)UNIT 1

LS1.B: Growth and Development of Organisms •Reproductionisessentialtothecontinuedexistence

ofeverykindoforganism.Plantsandanimalshaveuniqueanddiverselifecycles.(3-LS1-1)UNIT 2

Cause and Effect •Causeandeffectrelationshipsareroutinely

identifiedandusedtoexplainchange.(3-LS2-1),(3-LS4-3)UNIT 2

Systems and System Models •Asystemcanbedescribedintermsofits

componentsandtheirinteractions.(3-LS4-4)UNITS 2, 3

Connections to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and Technology

•Knowledgeofrelevantscientificconceptsandresearchfindingsisimportantinengineering.(3-LS4-3)UNIT 2

Patterns •Patternsofchangecanbeusedtomakepredictions.

(3-LS1-1)UNIT 2

5-ESS2.Earth’s Systems 3-LS2.Ecosystems: Interactions, Energy, and Dynamics Grade 4

ESS2.A: Earth Materials and Systems•Earth’smajorsystemsarethegeosphere(solidand

moltenrock,soil,andsediments),thehydrosphere(waterandice),theatmosphere(air),andthebiosphere(livingthings,includinghumans).ThesesystemsinteractinmultiplewaystoaffectEarth’ssurfacematerialsandprocesses.Theoceansupportsavarietyofecosystemsandorganisms,shapeslandforms,andinfluencesclimate.Windsandcloudsintheatmosphereinteractwiththelandformstodeterminepatternsofweather.(5-ESS2-1)UNIT 1

ESS2.C: The Roles of Water in Earth’s Surface Processes

•NearlyallofEarth’savailablewaterisintheocean.Mostfreshwaterisinglaciersorunderground;onlyatinyfractionisinstreams,lakes,wetlands,andtheatmosphere.(5-ESS2-2)UNIT 1

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

•Whentheenvironmentchangesinwaysthataffectaplace’sphysicalcharacteristics,temperature,oravailabilityofresources,someorganismssurviveandreproduce,othersmovetonewlocations,yetothersmoveintothetransformedenvironment,andsomedie.(secondaryto3-LS4-4)UNITS 2, 3

Patterns •Patternscanbeusedasevidencetosupportan

explanation.(4-ESS2-2)UNIT 1


componentsandtheirinteractions.(4-LS1-1),(4-LS1-2)UNIT 2


Influence of Engineering, Technology, and Science on Society and the Natural World

•Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,todecreaseknownrisks,andtomeetsocietaldemands.(4-ESS3-2)UNIT 1

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Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts

4-ESS2.Earth’s Systems3-LS1.From Molecules to Organisms:

Structures and ProcessesGrade 3

ESS2.B: Plate Tectonics and Large-Scale System Interactions

•Thelocationsofmountainranges,deepoceantrenches,oceanfloorstructures,earthquakes,andvolcanoesoccurinpatterns.Mostearthquakesandvolcanoesoccurinbandsthatareoftenalongtheboundariesbetweencontinentsandoceans.Majormountainchainsforminsidecontinentsorneartheiredges.MapscanhelplocatethedifferentlandandwaterfeatureareasofEarth.(4-ESS2-2)UNIT 1

LS1.B: Growth and Development of Organisms •Reproductionisessentialtothecontinuedexistence

ofeverykindoforganism.Plantsandanimalshaveuniqueanddiverselifecycles.(3-LS1-1)UNIT 2

Cause and Effect •Causeandeffectrelationshipsareroutinely

identifiedandusedtoexplainchange.(3-LS2-1),(3-LS4-3)UNIT 2


componentsandtheirinteractions.(3-LS4-4)UNITS 2, 3


Interdependence of Science, Engineering, and Technology

•Knowledgeofrelevantscientificconceptsandresearchfindingsisimportantinengineering.(3-LS4-3)UNIT 2

Patterns •Patternsofchangecanbeusedtomakepredictions.

(3-LS1-1)UNIT 2

5-ESS2.Earth’s Systems 3-LS2.Ecosystems: Interactions, Energy, and Dynamics Grade 4

ESS2.A: Earth Materials and Systems•Earth’smajorsystemsarethegeosphere(solidand

moltenrock,soil,andsediments),thehydrosphere(waterandice),theatmosphere(air),andthebiosphere(livingthings,includinghumans).ThesesystemsinteractinmultiplewaystoaffectEarth’ssurfacematerialsandprocesses.Theoceansupportsavarietyofecosystemsandorganisms,shapeslandforms,andinfluencesclimate.Windsandcloudsintheatmosphereinteractwiththelandformstodeterminepatternsofweather.(5-ESS2-1)UNIT 1


•NearlyallofEarth’savailablewaterisintheocean.Mostfreshwaterisinglaciersorunderground;onlyatinyfractionisinstreams,lakes,wetlands,andtheatmosphere.(5-ESS2-2)UNIT 1

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

•Whentheenvironmentchangesinwaysthataffectaplace’sphysicalcharacteristics,temperature,oravailabilityofresources,someorganismssurviveandreproduce,othersmovetonewlocations,yetothersmoveintothetransformedenvironment,andsomedie.(secondaryto3-LS4-4)UNITS 2, 3

Patterns •Patternscanbeusedasevidencetosupportan

explanation.(4-ESS2-2)UNIT 1


componentsandtheirinteractions.(4-LS1-1),(4-LS1-2)UNIT 2




Ocean Sciences Sequence, Grades 3–5

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5-ESS3.Earth and Human Activity 3-LS4.Biological Evolution: Unity and Diversity Grade 5

ESS3.C: Human Impacts on Earth Systems •Humanactivitiesinagriculture,industry,and

everydaylifehavehadmajoreffectsontheland,vegetation,streams,ocean,air,andevenouterspace.ButindividualsandcommunitiesaredoingthingstohelpprotectEarth’sresourcesandenvironments.(5-ESS3-1)UNIT 3

LS4.C: Adaptation •Foranyparticularenvironment,somekindsof

organismssurvivewell,somesurvivelesswell,andsomecannotsurviveatall.(3-LS4-3)UNIT 2

LS4.D: Biodiversity and Humans •Populationsliveinavarietyofhabitats,andchange

inthosehabitatsaffectstheorganismslivingthere.(3-LS4-4)UNITS 2, 3


componentsandtheirinteractions.(5-LS2-1)UNIT 2;(5-ESS2-1),(5-ESS2-2)UNIT 3

Energy and Matter •Matteristransportedinto,outof,andwithin

systems.(5-LS1-1)UNIT 2

Connections to Nature of Science

Science Addresses Questions About the Natural and Material World

•Sciencefindingsarelimitedtoquestionsthatcanbeansweredwithempiricalevidence.(5-ESS3-1)UNIT 1



4-LS1.From Molecules to Organisms: Structures and Processes

LS1.A: Structure and Function •Plantsandanimalshavebothinternalandexternal

structuresthatservevariousfunctionsingrowth,survival,behavior,andreproduction.(4-LS1-1)UNIT 2


LS1.C: Organization for Matter and Energy Flow in Organisms

•Foodprovidesanimalswiththematerialstheyneedforbodyrepairandgrowthandtheenergytheyneedtomaintainbodywarmthandformotion.(secondaryto5-PS3-1)UNIT 2

•Plantsacquiretheirmaterialforgrowthchieflyfromairandwater.(5-LS1-1)UNIT 2

Science and Engineering Practices Grade 3



Engineering Design Grades 3–5

Analyzing and Interpreting Data UNIT 2

Engaging in Argument from Evidence UNITS 2, 3


Engaging in Argument from Evidence UNIT 2

Using Mathematics and Computational Thinking UNIT 2

Developing and Using Models UNIT 2


Obtaining, Evaluating, and Communicating Information UNIT 3

Constructing Explanations and Designing Solutions UNIT 3


Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena UNIT 2

ETS1.B: Developing Possible Solutions •Atwhateverstage,communicatingwithpeersabout

proposedsolutionsisanimportantpartofthedesignprocess,andsharedideascanleadtoimproveddesigns.(3-5-ETS1-2)



•Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,todecreaseknownrisks,andtomeetsocietaldemands.(3-5-ETS-2)UNIT 3

GEMS® Curriculum Sequences

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5-ESS3.Earth and Human Activity 3-LS4.Biological Evolution: Unity and Diversity Grade 5

ESS3.C: Human Impacts on Earth Systems •Humanactivitiesinagriculture,industry,and

everydaylifehavehadmajoreffectsontheland,vegetation,streams,ocean,air,andevenouterspace.ButindividualsandcommunitiesaredoingthingstohelpprotectEarth’sresourcesandenvironments.(5-ESS3-1)UNIT 3

LS4.C: Adaptation •Foranyparticularenvironment,somekindsof

organismssurvivewell,somesurvivelesswell,andsomecannotsurviveatall.(3-LS4-3)UNIT 2

LS4.D: Biodiversity and Humans •Populationsliveinavarietyofhabitats,andchange

inthosehabitatsaffectstheorganismslivingthere.(3-LS4-4)UNITS 2, 3


componentsandtheirinteractions.(5-LS2-1)UNIT 2;(5-ESS2-1),(5-ESS2-2)UNIT 3

Energy and Matter •Matteristransportedinto,outof,andwithin

systems.(5-LS1-1)UNIT 2



•Sciencefindingsarelimitedtoquestionsthatcanbeansweredwithempiricalevidence.(5-ESS3-1)UNIT 1




LS1.A: Structure and Function •Plantsandanimalshavebothinternalandexternal

structuresthatservevariousfunctionsingrowth,survival,behavior,andreproduction.(4-LS1-1)UNIT 2



•Foodprovidesanimalswiththematerialstheyneedforbodyrepairandgrowthandtheenergytheyneedtomaintainbodywarmthandformotion.(secondaryto5-PS3-1)UNIT 2

•Plantsacquiretheirmaterialforgrowthchieflyfromairandwater.(5-LS1-1)UNIT 2




Engineering Design Grades 3–5


Engaging in Argument from Evidence UNITS 2, 3









Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena UNIT 2

ETS1.B: Developing Possible Solutions •Atwhateverstage,communicatingwithpeersabout

proposedsolutionsisanimportantpartofthedesignprocess,andsharedideascanleadtoimproveddesigns.(3-5-ETS1-2)



•Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,todecreaseknownrisks,andtomeetsocietaldemands.(3-5-ETS-2)UNIT 3

Ocean Sciences Sequence, Grades 3–5 continued

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MS-ESS1.Earth’s Place In The UniverseMS-LS1.From Molecules to Organisms:

Structures and ProcessesMS-PS1.Matter and Its Interactions Crosscutting Concepts

ESS1.C: The History of Planet Earth •Thegeologictimescaleinterpretedfromrock

strataprovidesawaytoorganizeEarth’shistory.Analysesofrockstrataandthefossilrecordprovideonlyrelativedates,notanabsolutescale.(MS-ESS1-4)**UNIT 3


•Plants,algae(includingphytoplankton),andmanymicroorganismsusetheenergyfromlighttomakesugars(food)fromcarbondioxidefromtheatmosphereandwaterthroughtheprocessofphotosynthesis,whichalsoreleasesoxygen.Thesesugarscanbeusedimmediatelyorstoredforgrowthorlateruse.(MS-LS1-6)UNIT 2

•Withinindividualorganisms,foodmovesthroughaseriesofchemicalreactionsinwhichitisbrokendownandrearrangedtoformnewmolecules,tosupportgrowth,ortoreleaseenergy.(MS-LS1-7)UNIT 2

PS1.A: Structure and Properties of Matter •Substancesaremadefromdifferenttypesofatoms,

whichcombinewithoneanotherinvariousways.Atomsformmoleculesthatrangeinsizefromtwotothousandsofatoms.(MS-PS1-1)**UNIT 1

•Gasesandliquidsaremadeofmoleculesorinertatomsthataremovingaboutrelativetoeachother.(MS-PS1-4)UNITS 1, 2

•Inaliquid,themoleculesareconstantlyincontactwithothers;inagas,theyarewidelyspacedexceptwhentheyhappentocollide.Inasolid,atomsarecloselyspacedandmayvibrateinpositionbutdonotchangerelativelocations.(MS-PS1-4)UNIT 1

•Eachpuresubstancehascharacteristicphysicalandchemicalproperties(foranybulkquantityundergivenconditions)thatcanbeusedtoidentifyit.(MS-PS1-2),(MS-PS1-3)**UNIT 2

•Thechangesofstatethatoccurwithvariationsintemperatureorpressurecanbedescribedandpredictedusingthesemodelsofmatter.(MS-PS1-4)UNIT 1

PS1.B: Chemical Reactions** •Substancesreactchemicallyincharacteristicways.

Inachemicalprocess,theatomsthatmakeuptheoriginalsubstancesareregroupedintodifferentmolecules,andthesenewsubstanceshavedifferentpropertiesfromthoseofthereactants.(MS-PS1-2),(MS-PS1-3),(MS-PS1-5)UNIT 2

•Thetotalnumberofeachtypeofatomisconserved,andthusthemassdoesnotchange.(MS-PS1-5)UNIT 2

•Somechemicalreactionsreleaseenergy,othersstoreenergy.(MS-PS1-6)UNIT 2

Patterns •Macroscopicpatternsarerelatedtothenatureof

microscopicandatomic-levelstructure.UNIT 1•Graphs,charts,andimagescanbeusedtoidentify

patternsindata.UNITS 1, 2, 3•Patternscanbeusedtoidentifycauseandeffect

relationships.UNITS 2, 3•Patternsinratesofchangeandothernumerical

relationshipscanprovideinformationaboutnaturalandhumandesignedsystems.UNITS 2, 3

Cause and Effect •Causeandeffectrelationshipsmaybeusedto

predictphenomenainnaturalordesignedsystems.UNITS 1, 2, 3

Scale, Proportion, and Quantity •Time,space,andenergyphenomenacanbeobserved

atvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.UNITS 1, 2, 3

Energy and Matter •Energymaytakedifferentforms(e.g.energyinfields,

thermalenergy,energyofmotion).**UNIT 1•Thetransferofenergycanbetrackedasenergyflows

throughadesignedornaturalsystem.UNIT 1•Matterisconservedbecauseatomsareconservedin

physicalandchemicalprocesses.UNIT 2•Withinanaturalsystem,thetransferofenergydrives

themotionand/orcyclingofmatter.UNITS 1, 2, 3

Systems and System Models •Modelscanbeusedtorepresentsystemsandtheir

interactions—suchasinputs,processesandoutputs—andenergyandmatterflowswithinsystems.UNITS 1, 2, 3

•Systemsmayinteractwithothersystems;theymayhavesub-systemsandbeapartoflargercomplexsystems.UNITS 1, 2, 3

Structure and Function •Complexandmicroscopicstructuresandsystems

canbevisualized,modeled,andusedtodescribehowtheirfunctiondependsontherelationshipsamongitsparts,thereforecomplexnaturalanddesignedstructures/systemscanbeanalyzedtodeterminehowtheyfunction.UNITS 1, 2, 3

•Structurescanbedesignedtoserveparticularfunctions.UNIT 3


** Introduces some aspects of the Performance Expectations as well as the Practices and the Disciplinary Core Ideas

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Ocean Sciences Sequence, Grades 6–8


MS-ESS1.Earth’s Place In The UniverseMS-LS1.From Molecules to Organisms:

Structures and ProcessesMS-PS1.Matter and Its Interactions Crosscutting Concepts

ESS1.C: The History of Planet Earth •Thegeologictimescaleinterpretedfromrock

strataprovidesawaytoorganizeEarth’shistory.Analysesofrockstrataandthefossilrecordprovideonlyrelativedates,notanabsolutescale.(MS-ESS1-4)**UNIT 3


•Plants,algae(includingphytoplankton),andmanymicroorganismsusetheenergyfromlighttomakesugars(food)fromcarbondioxidefromtheatmosphereandwaterthroughtheprocessofphotosynthesis,whichalsoreleasesoxygen.Thesesugarscanbeusedimmediatelyorstoredforgrowthorlateruse.(MS-LS1-6)UNIT 2

•Withinindividualorganisms,foodmovesthroughaseriesofchemicalreactionsinwhichitisbrokendownandrearrangedtoformnewmolecules,tosupportgrowth,ortoreleaseenergy.(MS-LS1-7)UNIT 2

PS1.A: Structure and Properties of Matter •Substancesaremadefromdifferenttypesofatoms,

whichcombinewithoneanotherinvariousways.Atomsformmoleculesthatrangeinsizefromtwotothousandsofatoms.(MS-PS1-1)**UNIT 1

•Gasesandliquidsaremadeofmoleculesorinertatomsthataremovingaboutrelativetoeachother.(MS-PS1-4)UNITS 1, 2

•Inaliquid,themoleculesareconstantlyincontactwithothers;inagas,theyarewidelyspacedexceptwhentheyhappentocollide.Inasolid,atomsarecloselyspacedandmayvibrateinpositionbutdonotchangerelativelocations.(MS-PS1-4)UNIT 1

•Eachpuresubstancehascharacteristicphysicalandchemicalproperties(foranybulkquantityundergivenconditions)thatcanbeusedtoidentifyit.(MS-PS1-2),(MS-PS1-3)**UNIT 2

•Thechangesofstatethatoccurwithvariationsintemperatureorpressurecanbedescribedandpredictedusingthesemodelsofmatter.(MS-PS1-4)UNIT 1

PS1.B: Chemical Reactions** •Substancesreactchemicallyincharacteristicways.

Inachemicalprocess,theatomsthatmakeuptheoriginalsubstancesareregroupedintodifferentmolecules,andthesenewsubstanceshavedifferentpropertiesfromthoseofthereactants.(MS-PS1-2),(MS-PS1-3),(MS-PS1-5)UNIT 2

•Thetotalnumberofeachtypeofatomisconserved,andthusthemassdoesnotchange.(MS-PS1-5)UNIT 2

•Somechemicalreactionsreleaseenergy,othersstoreenergy.(MS-PS1-6)UNIT 2

Patterns •Macroscopicpatternsarerelatedtothenatureof

microscopicandatomic-levelstructure.UNIT 1•Graphs,charts,andimagescanbeusedtoidentify

patternsindata.UNITS 1, 2, 3•Patternscanbeusedtoidentifycauseandeffect

relationships.UNITS 2, 3•Patternsinratesofchangeandothernumerical

relationshipscanprovideinformationaboutnaturalandhumandesignedsystems.UNITS 2, 3

Cause and Effect •Causeandeffectrelationshipsmaybeusedto

predictphenomenainnaturalordesignedsystems.UNITS 1, 2, 3

Scale, Proportion, and Quantity •Time,space,andenergyphenomenacanbeobserved

atvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.UNITS 1, 2, 3

Energy and Matter •Energymaytakedifferentforms(e.g.energyinfields,

thermalenergy,energyofmotion).**UNIT 1•Thetransferofenergycanbetrackedasenergyflows

throughadesignedornaturalsystem.UNIT 1•Matterisconservedbecauseatomsareconservedin

physicalandchemicalprocesses.UNIT 2•Withinanaturalsystem,thetransferofenergydrives

themotionand/orcyclingofmatter.UNITS 1, 2, 3

Systems and System Models •Modelscanbeusedtorepresentsystemsandtheir

interactions—suchasinputs,processesandoutputs—andenergyandmatterflowswithinsystems.UNITS 1, 2, 3

•Systemsmayinteractwithothersystems;theymayhavesub-systemsandbeapartoflargercomplexsystems.UNITS 1, 2, 3

Structure and Function •Complexandmicroscopicstructuresandsystems

canbevisualized,modeled,andusedtodescribehowtheirfunctiondependsontherelationshipsamongitsparts,thereforecomplexnaturalanddesignedstructures/systemscanbeanalyzedtodeterminehowtheyfunction.UNITS 1, 2, 3

•Structurescanbedesignedtoserveparticularfunctions.UNIT 3

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MS-ESS2.Earth’s Systems MS-LS2.Ecosystems: Interactions, Energy, and Dynamics MS-PS3.Energy Crosscutting Concepts

ESS2.A: Earth’s Materials and Systems •AllEarthprocessesaretheresultofenergyflowing

andmattercyclingwithinandamongtheplanet’ssystems.ThisenergyisderivedfromthesunandEarth’shotinterior.TheenergythatflowsandmatterthatcyclesproducechemicalandphysicalchangesinEarth’smaterialsandlivingorganisms.(MS-ESS2-1)UNITS 2, 3

•Theplanet’ssystemsinteractoverscalesthatrangefrommicroscopictoglobalinsize,andtheyoperateoverfractionsofasecondtobillionsofyears.TheseinteractionshaveshapedEarth’shistoryandwilldetermineitsfuture.(MS-ESS2-2)UNITS 2, 3


•Watercontinuallycyclesamongland,ocean,andatmosphereviatranspiration,evaporation,condensationandcrystallization,andprecipitation,aswellasdownhillflowsonland.(MS-ESS2-4)UNIT 1

•Thecomplexpatternsofthechangesandthemovementofwaterintheatmosphere,determinedbywinds,landforms,andoceantemperaturesandcurrents,aremajordeterminantsoflocalweatherpatterns.(MS-ESS2-5)UNITS 1, 3

•Globalmovementsofwateranditschangesinformarepropelledbysunlightandgravity.(MS-ESS2-4)UNITS 1, 3

•Variationsindensityduetovariationsintemperatureandsalinitydriveaglobalpatternofinterconnectedoceancurrents.(MS-ESS2-6)UNITS 1, 3

ESS2.D: Weather and Climate •Weatherandclimateareinfluencedbyinteractions

involvingsunlight,theocean,theatmosphere,ice,landforms,andlivingthings.Theseinteractionsvarywithlatitude,altitude,andlocalandregionalgeography,allofwhichcanaffectoceanicandatmosphericflowpatterns.(MS-ESS2-6)UNITS 1, 3

•Becausethesepatternsaresocomplex,weathercanonlybepredictedprobabilistically.(MS-ESS2-5)UNIT 3

•Theoceanexertsamajorinfluenceonweatherandclimatebyabsorbingenergyfromthesun,releasingitovertime,andgloballyredistributingitthroughoceancurrents.(MS-ESS2-6)UNITS 1, 3

LS2.A: Interdependent Relationships in Ecosystems •Organisms,andpopulationsoforganisms,are

dependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors.(MS-LS2-1)UNITS 2, 3

•Growthoforganismsandpopulationincreasesarelimitedbyaccesstoresources.(MS-LS2-1)**UNITS 2, 3

LS2.B: Cycle of Matter and Energy Transfer in Ecosystems

•Foodwebsaremodelsthatdemonstratehowmatterandenergyistransferredbetweenproducers,consumers,anddecomposersasthethreegroupsinteractwithinanecosystem.Transfersofmatterintoandoutofthephysicalenvironmentoccurateverylevel.Decomposersrecyclenutrientsfromdeadplantoranimalmatterbacktothesoilinterrestrialenvironmentsortothewaterinaquaticenvironments.Theatomsthatmakeuptheorganismsinanecosystemarecycledrepeatedlybetweenthelivingandnonlivingpartsoftheecosystem.(MS-LS2-3)UNIT 2

LS2.C Ecosystem Dynamics, Functioning, and Resilience

•Ecosystemsaredynamicinnature;theircharacteristicscanvaryovertime.Disruptionstoanyphysicalorbiologicalcomponentofanecosystemcanleadtoshiftsinallitspopulations.(MS-LS2-4)UNITS 2, 3

PS3.A: Definitions of Energy** •Theterm“heat”asusedineverydaylanguage

refersbothtothermalmotion(themotionofatomsormoleculeswithinasubstance)andradiation(particularlyinfraredandlight).Inscience,heatisusedonlyforthissecondmeaning;itreferstoenergytransferredwhentwoobjectsorsystemsareatdifferenttemperatures.(secondarytoMS-PS1-4)UNIT 1

•Temperatureisnotameasureofenergy;therelationshipbetweenthetemperatureandthetotalenergyofasystemdependsonthetypes,states,andamountsofmatterpresent.(secondarytoMS-PS1-4)UNIT 1

PS3.B: Conservation of Energy and Energy Transfer

•Theamountofenergytransferneededtochangethetemperatureofamattersamplebyagivenamountdependsonthenatureofthematter,thesizeofthesample,andtheenvironment.(MS-PS3-4)**UNIT 1

•Energyisspontaneouslytransferredoutofhotterregionsorobjectsandintocolderones.(MS-PS3-3)UNIT 1

PS3.D: Energy in Chemical Processes and Everyday Life

•Thechemicalreactionbywhichplantsproducecomplexfoodmolecules(sugars)requiresanenergyinput(i.e.,fromsunlight)tooccur.Inthisreaction,carbondioxideandwatercombinetoformcarbon-basedorganicmoleculesandreleaseoxygen.(secondarytoMS-LS1-6)UNIT 2

•Cellularrespirationinplantsandanimalsinvolvechemicalreactionswithoxygenthatreleasestoredenergy.Intheseprocesses,complexmoleculescontainingcarbonreactwithoxygentoproducecarbondioxideandothermaterials.(secondarytoMS-LS1-7)UNIT 2

Stability and Change •Explanationsofstabilityandchangeinnaturalordesigned

systemscanbeconstructedbyexaminingthechangesovertimeandforcesatdifferentscales.UNITS 1, 2, 3

•Smallchangesinonepartofasystemmightcauselargechangesinanotherpart.UNITS 1, 2, 3

•Stabilitymightbedisturbedeitherbysuddeneventsorgradualchangesthataccumulateovertime.UNIT 3

Influence of Science, Engineering, and Technology on Society and the Natural World

•Technologiesextendthemeasurement,exploration,modeling,andcomputationalcapacityofscientificinvestigations.UNITS 1, 2, 3

•Allhumanactivitydrawsonnaturalresourcesandhasbothshortandlong-termconsequences,positiveaswellasnegative,forthehealthofpeopleandthenaturalenvironment.UNITS 2, 3

•Theusesoftechnologiesandanylimitationsontheirusearedrivenbyindividualorsocietalneeds,desires,andvalues;bythefindingsofscientificresearch;andbydifferencesinsuchfactorsasclimate,naturalresources,andeconomicconditions.Thustechnologyvariesfromregiontoregionovertime.UNIT 3


Science is a Human Endeavor •Scientistsandengineersareguidedbyhabitsofmindsuch

asintellectualhonesty,toleranceofambiguity,skepticism,andopennesstonewideas.UNIT 1

•Advancesintechnologyinfluencetheprogressofscienceandsciencehasinfluenceadvancesintechnology.UNIT 3

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

•Scienceassumesthatobjectsandeventsinnaturalsystemsoccurinconsistentpatternsthatareunderstandablethroughmeasurementandobservation.UNITS 1, 2, 3

Interdependence of Science, Engineering, and Technology**

•Engineeringadvanceshaveledtoimportantdiscoveriesinvirtuallyeveryfieldofscienceandscientificdiscoverieshaveledtothedevelopmentofentireindustries.UNIT 3


•Scienceknowledgecandescribeconsequencesofactionsbutdoesnotmakethedecisionssocietytakes.UNIT 3



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MS-ESS2.Earth’s Systems MS-LS2.Ecosystems: Interactions, Energy, and Dynamics MS-PS3.Energy Crosscutting Concepts

ESS2.A: Earth’s Materials and Systems •AllEarthprocessesaretheresultofenergyflowing

andmattercyclingwithinandamongtheplanet’ssystems.ThisenergyisderivedfromthesunandEarth’shotinterior.TheenergythatflowsandmatterthatcyclesproducechemicalandphysicalchangesinEarth’smaterialsandlivingorganisms.(MS-ESS2-1)UNITS 2, 3

•Theplanet’ssystemsinteractoverscalesthatrangefrommicroscopictoglobalinsize,andtheyoperateoverfractionsofasecondtobillionsofyears.TheseinteractionshaveshapedEarth’shistoryandwilldetermineitsfuture.(MS-ESS2-2)UNITS 2, 3


•Watercontinuallycyclesamongland,ocean,andatmosphereviatranspiration,evaporation,condensationandcrystallization,andprecipitation,aswellasdownhillflowsonland.(MS-ESS2-4)UNIT 1

•Thecomplexpatternsofthechangesandthemovementofwaterintheatmosphere,determinedbywinds,landforms,andoceantemperaturesandcurrents,aremajordeterminantsoflocalweatherpatterns.(MS-ESS2-5)UNITS 1, 3

•Globalmovementsofwateranditschangesinformarepropelledbysunlightandgravity.(MS-ESS2-4)UNITS 1, 3

•Variationsindensityduetovariationsintemperatureandsalinitydriveaglobalpatternofinterconnectedoceancurrents.(MS-ESS2-6)UNITS 1, 3

ESS2.D: Weather and Climate •Weatherandclimateareinfluencedbyinteractions

involvingsunlight,theocean,theatmosphere,ice,landforms,andlivingthings.Theseinteractionsvarywithlatitude,altitude,andlocalandregionalgeography,allofwhichcanaffectoceanicandatmosphericflowpatterns.(MS-ESS2-6)UNITS 1, 3

•Becausethesepatternsaresocomplex,weathercanonlybepredictedprobabilistically.(MS-ESS2-5)UNIT 3

•Theoceanexertsamajorinfluenceonweatherandclimatebyabsorbingenergyfromthesun,releasingitovertime,andgloballyredistributingitthroughoceancurrents.(MS-ESS2-6)UNITS 1, 3

LS2.A: Interdependent Relationships in Ecosystems •Organisms,andpopulationsoforganisms,are

dependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors.(MS-LS2-1)UNITS 2, 3

•Growthoforganismsandpopulationincreasesarelimitedbyaccesstoresources.(MS-LS2-1)**UNITS 2, 3

LS2.B: Cycle of Matter and Energy Transfer in Ecosystems

•Foodwebsaremodelsthatdemonstratehowmatterandenergyistransferredbetweenproducers,consumers,anddecomposersasthethreegroupsinteractwithinanecosystem.Transfersofmatterintoandoutofthephysicalenvironmentoccurateverylevel.Decomposersrecyclenutrientsfromdeadplantoranimalmatterbacktothesoilinterrestrialenvironmentsortothewaterinaquaticenvironments.Theatomsthatmakeuptheorganismsinanecosystemarecycledrepeatedlybetweenthelivingandnonlivingpartsoftheecosystem.(MS-LS2-3)UNIT 2

LS2.C Ecosystem Dynamics, Functioning, and Resilience

•Ecosystemsaredynamicinnature;theircharacteristicscanvaryovertime.Disruptionstoanyphysicalorbiologicalcomponentofanecosystemcanleadtoshiftsinallitspopulations.(MS-LS2-4)UNITS 2, 3

PS3.A: Definitions of Energy** •Theterm“heat”asusedineverydaylanguage

refersbothtothermalmotion(themotionofatomsormoleculeswithinasubstance)andradiation(particularlyinfraredandlight).Inscience,heatisusedonlyforthissecondmeaning;itreferstoenergytransferredwhentwoobjectsorsystemsareatdifferenttemperatures.(secondarytoMS-PS1-4)UNIT 1

•Temperatureisnotameasureofenergy;therelationshipbetweenthetemperatureandthetotalenergyofasystemdependsonthetypes,states,andamountsofmatterpresent.(secondarytoMS-PS1-4)UNIT 1

PS3.B: Conservation of Energy and Energy Transfer

•Theamountofenergytransferneededtochangethetemperatureofamattersamplebyagivenamountdependsonthenatureofthematter,thesizeofthesample,andtheenvironment.(MS-PS3-4)**UNIT 1

•Energyisspontaneouslytransferredoutofhotterregionsorobjectsandintocolderones.(MS-PS3-3)UNIT 1

PS3.D: Energy in Chemical Processes and Everyday Life

•Thechemicalreactionbywhichplantsproducecomplexfoodmolecules(sugars)requiresanenergyinput(i.e.,fromsunlight)tooccur.Inthisreaction,carbondioxideandwatercombinetoformcarbon-basedorganicmoleculesandreleaseoxygen.(secondarytoMS-LS1-6)UNIT 2

•Cellularrespirationinplantsandanimalsinvolvechemicalreactionswithoxygenthatreleasestoredenergy.Intheseprocesses,complexmoleculescontainingcarbonreactwithoxygentoproducecarbondioxideandothermaterials.(secondarytoMS-LS1-7)UNIT 2

Stability and Change •Explanationsofstabilityandchangeinnaturalordesigned

systemscanbeconstructedbyexaminingthechangesovertimeandforcesatdifferentscales.UNITS 1, 2, 3

•Smallchangesinonepartofasystemmightcauselargechangesinanotherpart.UNITS 1, 2, 3

•Stabilitymightbedisturbedeitherbysuddeneventsorgradualchangesthataccumulateovertime.UNIT 3

Influence of Science, Engineering, and Technology on Society and the Natural World

•Technologiesextendthemeasurement,exploration,modeling,andcomputationalcapacityofscientificinvestigations.UNITS 1, 2, 3

•Allhumanactivitydrawsonnaturalresourcesandhasbothshortandlong-termconsequences,positiveaswellasnegative,forthehealthofpeopleandthenaturalenvironment.UNITS 2, 3

•Theusesoftechnologiesandanylimitationsontheirusearedrivenbyindividualorsocietalneeds,desires,andvalues;bythefindingsofscientificresearch;andbydifferencesinsuchfactorsasclimate,naturalresources,andeconomicconditions.Thustechnologyvariesfromregiontoregionovertime.UNIT 3


Science is a Human Endeavor •Scientistsandengineersareguidedbyhabitsofmindsuch

asintellectualhonesty,toleranceofambiguity,skepticism,andopennesstonewideas.UNIT 1

•Advancesintechnologyinfluencetheprogressofscienceandsciencehasinfluenceadvancesintechnology.UNIT 3

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

•Scienceassumesthatobjectsandeventsinnaturalsystemsoccurinconsistentpatternsthatareunderstandablethroughmeasurementandobservation.UNITS 1, 2, 3

Interdependence of Science, Engineering, and Technology**

•Engineeringadvanceshaveledtoimportantdiscoveriesinvirtuallyeveryfieldofscienceandscientificdiscoverieshaveledtothedevelopmentofentireindustries.UNIT 3


•Scienceknowledgecandescribeconsequencesofactionsbutdoesnotmakethedecisionssocietytakes.UNIT 3

12


MS-ESS3.Earth and Human Activity MS-PS4.Waves and Their Applications in Technologies

for Information Transfer

ESS3.A: Natural Resources •HumansdependonEarth’sland,ocean,atmosphere,and

biosphereformanydifferentresources.Minerals,freshwater,andbiosphereresourcesarelimited,andmanyarenotrenewableorreplaceableoverhumanlifetimes.Theseresourcesaredistributedunevenlyaroundtheplanetasaresultofpastgeologicprocesses.(MS-ESS3-1)UNITS 2, 3

ESS3.C: Human Impacts on Earth Systems•Humanactivitieshavesignificantlyalteredthebiosphere,

sometimesdamagingordestroyingnaturalhabitatsandcausingtheextinctionofotherspecies.ButchangestoEarth’senvironmentscanhavedifferentimpacts(negativeandpositive)fordifferentlivingthings.(MS-ESS3-3)UNIT 3

•Typicallyashumanpopulationsandper-capitaconsumptionofnaturalresourcesincrease,sodothenegativeimpactsonEarthunlesstheactivitiesandtechnologiesinvolvedareengineeredotherwise.(MS-ESS3-3),(MS-ESS3-4)UNIT 3

ESS3.D: Global Climate Change•Humanactivities,suchasthereleaseofgreenhousegases

fromburningfossilfuels,aremajorfactorsinthecurrentriseinEarth’smeansurfacetemperature(globalwarming).Reducingthelevelofclimatechangeandreducinghumanvulnerabilitytowhateverclimatechangesdooccurdependontheunderstandingofclimatescience,engineeringcapabilities,andotherkindsofknowledge,suchasunderstandingofhumanbehaviorandonapplyingthatknowledgewiselyindecisionsandactivities.(MS-ESS3-5)UNIT 3

PS4.B: Electromagnetic Radiation•Whenlightshinesonanobject,itisreflected,

absorbed,ortransmittedthroughtheobject,dependingontheobject’smaterialandthefrequency(color)ofthelight.(MS-PS4-2)UNIT 3

Science and Engineering Practices Engineering Design

Developing and Using Models UNITS 1, 2, 3

Analyzing and Interpreting Data UNITS 1, 2, 3

Obtaining, Evaluating, and Communicating Information UNITS 1, 2, 3

Planning and Carrying Out Investigations UNITS 1, 2, 3

Constructing Explanations and Designing Solutions UNITS 1, 2, 3

Engaging in Argument from Evidence UNITS 1, 2, 3

Asking Questions and Defining Problems UNIT 2, 3



Scientific Knowledge is Based on Empirical Evidence UNITS 1, 2, 3

ETS1.A: Defining and Delimiting Engineering Problems•Themorepreciselyadesigntask’scriteriaandconstraintscanbedefined,themorelikelyitisthatthedesigned

solutionwillbesuccessful.Specificationofconstraintsincludesconsiderationofscientificprinciplesandotherrelevantknowledgethatarelikelytolimitpossiblesolutions.(MS-ETS1-1)UNIT 3

ETS1.B: Developing Possible Solutions•Therearesystematicprocessesforevaluatingsolutionswithrespecttohowwelltheymeetthecriteriaand

constraintsofaproblem.(MS-ETS1-2)UNIT 3•Modelsofallkindsareimportantfortestingsolutions.(MS-ETS1-4)**UNIT 3



13



MS-ESS3.Earth and Human Activity MS-PS4.Waves and Their Applications in Technologies

for Information Transfer

ESS3.A: Natural Resources •HumansdependonEarth’sland,ocean,atmosphere,and

biosphereformanydifferentresources.Minerals,freshwater,andbiosphereresourcesarelimited,andmanyarenotrenewableorreplaceableoverhumanlifetimes.Theseresourcesaredistributedunevenlyaroundtheplanetasaresultofpastgeologicprocesses.(MS-ESS3-1)UNITS 2, 3

ESS3.C: Human Impacts on Earth Systems•Humanactivitieshavesignificantlyalteredthebiosphere,

sometimesdamagingordestroyingnaturalhabitatsandcausingtheextinctionofotherspecies.ButchangestoEarth’senvironmentscanhavedifferentimpacts(negativeandpositive)fordifferentlivingthings.(MS-ESS3-3)UNIT 3

•Typicallyashumanpopulationsandper-capitaconsumptionofnaturalresourcesincrease,sodothenegativeimpactsonEarthunlesstheactivitiesandtechnologiesinvolvedareengineeredotherwise.(MS-ESS3-3),(MS-ESS3-4)UNIT 3

ESS3.D: Global Climate Change•Humanactivities,suchasthereleaseofgreenhousegases

fromburningfossilfuels,aremajorfactorsinthecurrentriseinEarth’smeansurfacetemperature(globalwarming).Reducingthelevelofclimatechangeandreducinghumanvulnerabilitytowhateverclimatechangesdooccurdependontheunderstandingofclimatescience,engineeringcapabilities,andotherkindsofknowledge,suchasunderstandingofhumanbehaviorandonapplyingthatknowledgewiselyindecisionsandactivities.(MS-ESS3-5)UNIT 3

PS4.B: Electromagnetic Radiation•Whenlightshinesonanobject,itisreflected,

absorbed,ortransmittedthroughtheobject,dependingontheobject’smaterialandthefrequency(color)ofthelight.(MS-PS4-2)UNIT 3




Obtaining, Evaluating, and Communicating Information UNITS 1, 2, 3

Planning and Carrying Out Investigations UNITS 1, 2, 3



Asking Questions and Defining Problems UNIT 2, 3



Scientific Knowledge is Based on Empirical Evidence UNITS 1, 2, 3

ETS1.A: Defining and Delimiting Engineering Problems•Themorepreciselyadesigntask’scriteriaandconstraintscanbedefined,themorelikelyitisthatthedesigned

solutionwillbesuccessful.Specificationofconstraintsincludesconsiderationofscientificprinciplesandotherrelevantknowledgethatarelikelytolimitpossiblesolutions.(MS-ETS1-1)UNIT 3

ETS1.B: Developing Possible Solutions•Therearesystematicprocessesforevaluatingsolutionswithrespecttohowwelltheymeetthecriteriaand

constraintsofaproblem.(MS-ETS1-2)UNIT 3•Modelsofallkindsareimportantfortestingsolutions.(MS-ETS1-4)**UNIT 3

14


5-ESS1.Earth’s Place in the Universe4-PS4.Waves and Their Applications in Technologies

for Information TransferGrade 3

ESS1.A: The Universe and Its Stars •Thesunisastarthatappearslargerand

brighterthanotherstarsbecauseitiscloser.StarsrangegreatlyintheirdistancefromEarth.(5-ESS1-1)UNIT 1

ESS1.B: Earth and the Solar System•TheorbitsofEartharoundthesunandof

themoonaroundEarth,togetherwiththerotationofEarthaboutanaxisbetweenitsNorthandSouthpoles,causeobservablepatterns.Theseincludedayandnight;dailychangesinthelengthanddirectionofshadows;anddifferentpositionsofthesun,moon,andstarsatdifferenttimesoftheday,month,andyear.(5-ESS1-2)UNIT 3

PS4.B: The Universe and Its Stars •Anobjectcanbeseenwhenlightreflectedfromitssurfaceenters

theeyes.(4-PS4-2)UNIT 4

MS-ESS1.Earth’s Place in the Universe 5-PS2.Motion and Stability: Forces and Interactions Grade 4

ESS1.A: The Universe and Its Stars•Patternsoftheapparentmotionofthe

sun,themoon,andstarsintheskycanbeobserved,described,predicted,andexplainedwithmodels.(MS-ESS1-1)UNITS 3, 4

PS2.B: Types of Interactions •ThegravitationalforceofEarthactingonanobjectnearEarth’s

surfacepullsthatobjecttowardtheplanet’scenter.(5-PS2-1)UNIT 2

Patterns UNIT 4

Systems and System Models UNIT 4

Cause and Effect: Mechanism and Explanation UNIT 4

Grade 5

Patterns UNITS 1, 2, 3

Scale, Proportion, and Quantity UNIT 1

Systems and System Models UNITS 1, 2, 3

Cause and Effect: Mechanism and Explanation UNITS 2, 3

Stability and Change UNIT 3

Science and Engineering PracticesGrade 3



Engineering DesignGrades 3–5

Asking Questions and Defining Problems UNIT 4


Planning and Carrying Out Investigations UNIT 4





Asking Questions and Defining Problems UNITS 1, 2, 3


Planning and Carrying Out Investigations UNITS 1, 2


Using Mathematics and Computational Thinking UNITS 1, 2, 3



Obtaining, Evaluating, and Communicating Information UNITS 1, 2


15

Space Science Sequence, Grades 3–5


5-ESS1.Earth’s Place in the Universe4-PS4.Waves and Their Applications in Technologies

for Information TransferGrade 3

ESS1.A: The Universe and Its Stars •Thesunisastarthatappearslargerand

brighterthanotherstarsbecauseitiscloser.StarsrangegreatlyintheirdistancefromEarth.(5-ESS1-1)UNIT 1

ESS1.B: Earth and the Solar System•TheorbitsofEartharoundthesunandof

themoonaroundEarth,togetherwiththerotationofEarthaboutanaxisbetweenitsNorthandSouthpoles,causeobservablepatterns.Theseincludedayandnight;dailychangesinthelengthanddirectionofshadows;anddifferentpositionsofthesun,moon,andstarsatdifferenttimesoftheday,month,andyear.(5-ESS1-2)UNIT 3

PS4.B: The Universe and Its Stars •Anobjectcanbeseenwhenlightreflectedfromitssurfaceenters

theeyes.(4-PS4-2)UNIT 4

MS-ESS1.Earth’s Place in the Universe 5-PS2.Motion and Stability: Forces and Interactions Grade 4

ESS1.A: The Universe and Its Stars•Patternsoftheapparentmotionofthe

sun,themoon,andstarsintheskycanbeobserved,described,predicted,andexplainedwithmodels.(MS-ESS1-1)UNITS 3, 4

PS2.B: Types of Interactions •ThegravitationalforceofEarthactingonanobjectnearEarth’s

surfacepullsthatobjecttowardtheplanet’scenter.(5-PS2-1)UNIT 2

Patterns UNIT 4

Systems and System Models UNIT 4

Cause and Effect: Mechanism and Explanation UNIT 4

Grade 5

Patterns UNITS 1, 2, 3

Scale, Proportion, and Quantity UNIT 1

Systems and System Models UNITS 1, 2, 3

Cause and Effect: Mechanism and Explanation UNITS 2, 3

Stability and Change UNIT 3




Engineering DesignGrades 3–5

Asking Questions and Defining Problems UNIT 4







Asking Questions and Defining Problems UNITS 1, 2, 3


Planning and Carrying Out Investigations UNITS 1, 2





Obtaining, Evaluating, and Communicating Information UNITS 1, 2

16

GEMS® Curriculum Sequences Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts

MS-ESS1.Earth’s Place in the UniverseMS-PS4.Waves and Their Applications in

Technologies for Information TransferCrosscutting Concepts

ESS1.A: The Universe and Its Stars •Patternsoftheapparentmotionofthesun,the

moon,andstarsintheskycanbeobserved,described,predicted,andexplainedwithmodels.(MS-ESS1-1)UNIT 2

•EarthanditssolarsystemarepartoftheMilkyWaygalaxy,whichisoneofmanygalaxiesintheuniverse.(MS-ESS1-2)UNIT 4

ESS1.B: ESS1.B: Earth and the Solar System •Thismodelofthesolarsystemcanexplaineclipses

ofthesunandthemoon.Earth’sspinaxisisfixedindirectionovertheshort-termbuttiltedrelativetoitsorbitaroundthesun.TheseasonsarearesultofthattiltandarecausedbythedifferentialintensityofsunlightondifferentareasofEarthacrosstheyear.(MS-ESS1-1)UNIT 2

•Thesolarsystemconsistsofthesunandacollectionofobjects,includingplanets,theirmoons,andasteroidsthatareheldinorbitaroundthesunbyitsgravitationalpullonthem.(MS-ESS1-2),(MS-ESS1-3)UNIT 3

•Thesolarsystemappearstohaveformedfromadiskofdustandgas,drawntogetherbygravity.(MS-ESS1-2)UNIT 3

PS4.A: Wave Properties •Asimplewavehasarepeatingpatternwitha

specificwavelength,frequency,andamplitude.(MS-PS4-1)UNITS 1, 4

PS4.B: Electromagnetic Radiation •Whenlightshinesonanobject,itisreflected,

absorbed,ortransmittedthroughtheobject,dependingontheobject’smaterialandthefrequency(color)ofthelight.(MS-PS4-2) UNIT 1

•However,becauselightcantravelthroughspace,itcannotbeamatterwave,likesoundorwaterwaves.(MS-PS4-2)UNITS 1, 4

Patterns UNITS 1, 2, 3, 4

Cause and Effect: Mechanism and Explanation UNITS 1, 2, 3, 4

Scale, Proportion, and Quantity UNITS 1, 2, 3, 4

Systems and System Models UNITS 1, 2, 3, 4

Energy and Matter: Flows, Cycles, and Conservation UNITS 1, 2

Stability and Change UNITS 1, 2, 3, 4


Asking Questions and Defining Problems UNITS 1, 2, 3, 4



Analyzing and Interpreting Data UNITS 1, 2, 3, 4


Constructing Explanations and Designing Solutions UNITS 1, 2, 3, 4

Engaging in Argument from Evidence UNITS 1, 2, 3, 4

Obtaining, Evaluating, and Communicating Information UNITS 1, 2, 3, 4

17

Space Science Sequence, Grades 6–8


MS-ESS1.Earth’s Place in the UniverseMS-PS4.Waves and Their Applications in

Technologies for Information TransferCrosscutting Concepts

ESS1.A: The Universe and Its Stars •Patternsoftheapparentmotionofthesun,the

moon,andstarsintheskycanbeobserved,described,predicted,andexplainedwithmodels.(MS-ESS1-1)UNIT 2

•EarthanditssolarsystemarepartoftheMilkyWaygalaxy,whichisoneofmanygalaxiesintheuniverse.(MS-ESS1-2)UNIT 4

ESS1.B: ESS1.B: Earth and the Solar System •Thismodelofthesolarsystemcanexplaineclipses

ofthesunandthemoon.Earth’sspinaxisisfixedindirectionovertheshort-termbuttiltedrelativetoitsorbitaroundthesun.TheseasonsarearesultofthattiltandarecausedbythedifferentialintensityofsunlightondifferentareasofEarthacrosstheyear.(MS-ESS1-1)UNIT 2

•Thesolarsystemconsistsofthesunandacollectionofobjects,includingplanets,theirmoons,andasteroidsthatareheldinorbitaroundthesunbyitsgravitationalpullonthem.(MS-ESS1-2),(MS-ESS1-3)UNIT 3

•Thesolarsystemappearstohaveformedfromadiskofdustandgas,drawntogetherbygravity.(MS-ESS1-2)UNIT 3

PS4.A: Wave Properties •Asimplewavehasarepeatingpatternwitha

specificwavelength,frequency,andamplitude.(MS-PS4-1)UNITS 1, 4

PS4.B: Electromagnetic Radiation •Whenlightshinesonanobject,itisreflected,

absorbed,ortransmittedthroughtheobject,dependingontheobject’smaterialandthefrequency(color)ofthelight.(MS-PS4-2) UNIT 1

•However,becauselightcantravelthroughspace,itcannotbeamatterwave,likesoundorwaterwaves.(MS-PS4-2)UNITS 1, 4

Patterns UNITS 1, 2, 3, 4

Cause and Effect: Mechanism and Explanation UNITS 1, 2, 3, 4

Scale, Proportion, and Quantity UNITS 1, 2, 3, 4

Systems and System Models UNITS 1, 2, 3, 4

Energy and Matter: Flows, Cycles, and Conservation UNITS 1, 2

Stability and Change UNITS 1, 2, 3, 4


Asking Questions and Defining Problems UNITS 1, 2, 3, 4



Analyzing and Interpreting Data UNITS 1, 2, 3, 4


Constructing Explanations and Designing Solutions UNITS 1, 2, 3, 4

Engaging in Argument from Evidence UNITS 1, 2, 3, 4

Obtaining, Evaluating, and Communicating Information UNITS 1, 2, 3, 4

18

NOTES

CCPGE13100102

NOTES

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