| ScienceFreedom.org | ||||||
| Utah “SEEd” Standards April 2015 Draft and NGSS | ||||||
| Side by Side comparison of grades 6 – 8 | ||||||
| See for your self: Is this proposal primarily a “Utah science educators” and a Utah grown, Utah values product (click) | ||||||
| or is it | ||||||
| The NGSS, a national science standard, of materialistic values, which our USOE officials promised they would no adopt? (click) | ||||||
| Environmental Related Potential Concerns (Green Background) | ||||||
| Darwinian Evolution Related Potential Concerns (Salmon Background) | ||||||
| Potential both Environmental and Darwinian Evolution Related Potential Concerns (Blue Background) | ||||||
| Concerning details are often found at the NGSS link and also | ||||||
| See “NGSS-Issues-in-Utah.html” for some notes on why these are concerns. | ||||||
| ? = Potential Issue | ||||||
| K = oK | ||||||
| ↓ | ||||||
| Sixth Grade | ||||||
| NGSS | ||||||
| Utah | © Copyright 2013 Achieve, Inc. All rights reserved. | Notes | ||||
| Index | Performance Expectation | Index | Performance Expectation | NGSS LINK / Utah Root Question | ||
| → | → | ? | → | → | → | Utah Root Question 1: How does energy affect the structure and behavior of matter? |
| 6.1.1 | Develop models to describe the atomic composition of simple molecules and extended structures. | MS-PS1-1. | Develop models to describe the atomic composition of simple molecules and extended structures. | http://nextgenscience.org/ms-ps1-1-matter-and-its-interactions | ||
| 6.1.2 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. | MS-PS1-4. | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. | http://nextgenscience.org/ms-ps1-4-matter-and-its-interactions | ||
| 6.1.3 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | MS-PS3-1. | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | http://nextgenscience.org/ms-ps3-1-energy | ||
| 6.1.4 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. | MS-PS3-3. | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. | http://nextgenscience.org/ms-ps3-3-energy | ||
| 6.1.5 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | ? | MS-ETS1-1. | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | See why 6.1.5 Issue | http://nextgenscience.org/ms-ets1-1-engineering-design |
| 6.1.6 | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | MS-ETS1-3 | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | http://nextgenscience.org/ms-ets1-3-engineering-design | ||
| 6.1.7 | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. | MS-PS3-4. | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. | http://nextgenscience.org/ms-ps3-4-energy | ||
| → | → | ? | → | → | → | Utah Root Question 2: How do energy and matter move in patterns that affect Earth’s weather and climate? |
| 6.2.1 | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. | MS-ESS2-4. | Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. | http://nextgenscience.org/ms-ess2-4-earths-systems | ||
| 6.2.2 | Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. | MS-ESS2-5. | Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. | http://nextgenscience.org/ms-ess2-5-earths-systems | ||
| 6.2.3 | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. | MS-ESS2-6. | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. | http://nextgenscience.org/ms-ess2-6-earths-systems | ||
| 6.2.4 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. | ? | MS-ESS3-5. | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. | See why 6.2.4 issue | http://nextgenscience.org/ms-ess3-5-earth-and-human-activity |
| → | → | ? | → | → | → | Utah Root Question 3: How does the availability of energy and matter affect stability and change in ecosystems? |
| 6.3.1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. | MS-LS2-1. | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. | http://www.nextgenscience.org/ms-ls2-1-ecosystems-interactions-energy-and-dynamics | ||
| 6.3.2 | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | ? | MS-LS2-2. | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | See why issue | http://www.nextgenscience.org/ms-ls2-2-ecosystems-interactions-energy-and-dynamics |
| 6.3.3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | ? | MS-LS2-3. | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | See why issue | http://www.nextgenscience.org/ms-ls2-3-ecosystems-interactions-energy-and-dynamics |
| 6.3.4 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | ? | MS-LS2-4. | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | See why issue | http://www.nextgenscience.org/ms-ls2-4-ecosystems-interactions-energy-and-dynamics |
| 6.3.5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. | ? | MS-LS2-5. | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. | See why issue | http://www.nextgenscience.org/ms-ls2-5-ecosystems-interactions-energy-and-dynamics |
| 6.3.6 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | MS-ETS1-2. | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | http://www.nextgenscience.org/ms-ets1-2-engineering-design | ||
| → | → | ? | → | → | → | Utah Root Question 4: How can the use of matter and energy affect Earth’s systems? |
| 6.4.1 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. | ? | MS-ESS3-3. | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. | See why issue | http://nextgenscience.org/ms-ess3-3-earth-and-human-activity |
| 6.4.2 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | MS-ETS1-4. | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | http://nextgenscience.org/ms-ets1-4-engineering-design | ||
| 6.4.3 | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. | ? | MS-ESS3-4. | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. | See why issue | http://nextgenscience.org/ms-ess3-4-earth-and-human-activity |
| Seventh Grade | ||||||
| NGSS | ||||||
| Utah | © Copyright 2013 Achieve, Inc. All rights reserved. | Notes | ||||
| Index | Performance Expectation | Index | Performance Expectation | NGSS LINK / Utah Root Question | ||
| → | → | ? | → | → | → | Utah Root Question 1:How does the structure and behaviors of an organism affect its ability to grow, survive, and reproduce? |
| 7.1.1 | 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. | ? | MS-LS1-4. | 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. | See why issue | http://nextgenscience.org/ms-ls1-4-molecules-organisms-structures-and-processes |
| 7.1.2 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. | MS-LS1-1. | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. | http://nextgenscience.org/ms-ls1-1-molecules-organisms-structures-and-processes | ||
| 7.1.3 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | ? | MS-LS1-5. | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | See why issue | http://nextgenscience.org/ms-ls1-5-molecules-organisms-structures-and-processes |
| 7.1.4 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism | ? | MS-LS3-1. | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | See why issue | http://nextgenscience.org/ms-ls3-1-heredity-inheritance-and-variation-traits |
| 7.1.5 | 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. | ? | MS-LS3-2. | 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. | See why issue | http://nextgenscience.org/ms-ls3-2-heredity-inheritance-and-variation-traits |
| 7.1.6 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. | ? | MS-LS4-4. | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. | See why issue | http://nextgenscience.org/ms-ls4-4-biological-evolution-unity-and-diversity |
| 7.1.7 | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. | ? | MS-LS4-5. | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. | See why issue | http://nextgenscience.org/ms-ls4-5-biological-evolution-unity-and-diversity |
| → | → | ? | → | → | → | Utah Root Question 2: What patterns can be observed as evidence to support changes in species over time? |
| 7.2.1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. | ? | MS-LS4-1. | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. | See why issue | http://nextgenscience.org/ms-ls4-1-biological-evolution-unity-and-diversity |
| 7.2.2 | Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. | ? | MS-LS4-3. | Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. | See why issue | http://nextgenscience.org/ms-ls4-3-biological-evolution-unity-and-diversity |
| 7.2.3 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | ? | MS-LS4-6. | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | See why issue | http://nextgenscience.org/ms-ls4-6-biological-evolution-unity-and-diversity |
| 7.2.4 | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | ? | MS-LS4-2. | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | See why issue | http://nextgenscience.org/ms-ls4-2-biological-evolution-unity-and-diversity |
| → | → | ? | → | → | → | Utah Root Question 3: How does the cycling of matter and energy affect Earth's evolution over time? |
| 7.3.1 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. | ? | MS-ESS1-4. | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. | See why issue | http://nextgenscience.org/ms-ess1-4-earths-place-universe |
| 7.3.2 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. | ? | MS-ESS2-1. | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. | See why issue | http://nextgenscience.org/ms-ess2-1-earths-systems |
| 7.3.3 | Construct an explanation based on evidence for how processes have changed Earth's surface at varying time and spatial scales. | ? | MS-ESS2-2. | Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. | word diff | http://nextgenscience.org/ms-ess2-2-earths-systems |
| 7.3.4 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of plate motions. | ? | MS-ESS2-3. | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. | word diff | http://nextgenscience.org/ms-ess2-3-earths-systems |
| → | → | K | → | → | → | Utah Root Question 4: How does gravity influence the structure, organization, and motion of objects in space? |
| 7.4.1 | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. | MS-ESS1-1. | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. | http://www.nextgenscience.org/ms-ess1-1-earths-place-universe | ||
| 7.4.2 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | MS-ETS1-2. | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | http://www.nextgenscience.org/ms-ets1-2-engineering-design | ||
| 7.4.3 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | MS-ETS1-1. | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | http://nextgenscience.org/ms-ets1-1-engineering-design | ||
| 7.4.4 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. | MS-ESS1-2. | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. | http://www.nextgenscience.org/ms-ess1-2-earths-place-universe | ||
| 7.4.5 | Analyze and interpret data to determine scale properties of objects in the solar system. | MS-ESS1-3. | Analyze and interpret data to determine scale properties of objects in the solar system. | http://nextgenscience.org/ms-ess1-3-earths-place-universe | ||
| → | → | K | → | → | → | Utah Root Question 5: How do forces interact with matter? |
| 7.5.1 | Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. | MS-PS2-1. | Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. | http://nextgenscience.org/ms-ps2-1-motion-and-stability-forces-and-interactions | ||
| 7.5.2 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | MS-ETS1-4. | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | http://nextgenscience.org/ms-ets1-4-engineering-design | ||
| 7.5.3 | 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. | MS-PS2-2. | 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. | http://nextgenscience.org/ms-ps2-2-motion-and-stability-forces-and-interactions | ||
| 7.5.4 | Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. | MS-PS2-3. | Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. | http://nextgenscience.org/ms-ps2-3-motion-and-stability-forces-and-interactions | ||
| 7.5.5 | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | MS-ETS1-3. | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | http://nextgenscience.org/ms-ets1-3-engineering-design | ||
| 7.5.6 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. | MS-PS2-4. | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. | http://nextgenscience.org/ms-ps2-4-motion-and-stability-forces-and-interactions | ||
| 7.5.7 | Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact | MS-PS2-5. | Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. | http://nextgenscience.org/ms-ps2-5-motion-and-stability-forces-and-interactions | ||
| Eighth Grade | ||||||
| NGSS | ||||||
| Utah | © Copyright 2013 Achieve, Inc. All rights reserved. | Notes | ||||
| Index | Performance Expectation | Index | Performance Expectation | NGSS LINK / Utah Root Question | ||
| → | → | ? | → | → | → | Utah Root Question 1: How do matter and energy interact to form the physical world? |
| 8.1.1 | Develop models to describe the atomic composition of simple molecules and extended structures. | MS-PS1-1. | Develop models to describe the atomic composition of simple molecules and extended structures. | http://nextgenscience.org/ms-ps1-1-matter-and-its-interactions | ||
| 8.1.2 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | MS-PS1-2. | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | http://nextgenscience.org/ms-ps1-2-matter-and-its-interactions | ||
| 8.1.3 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. | ? | MS-PS1-3. | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. | See why issue | http://nextgenscience.org/ms-ps1-3-matter-and-its-interactions |
| 8.1.4 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | ? | MS-ETS1-1. | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | See why issue | http://nextgenscience.org/ms-ets1-1-engineering-design |
| 8.1.5 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. | MS-PS1-4. | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. | http://nextgenscience.org/ms-ps1-4-matter-and-its-interactions | ||
| 8.1.6 | 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. | MS-PS1-5. | 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. | http://nextgenscience.org/ms-ps1-5-matter-and-its-interactions | ||
| 8.1.7 | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. | MS-PS1-6. | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* | http://nextgenscience.org/ms-ps1-6-matter-and-its-interactions | ||
| 8.1.8 | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | MS-ETS1-3. | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | http://nextgenscience.org/ms-ets1-3-engineering-design | ||
| → | → | K | → | → | → | Utah Root Question 2: How is energy stored and transferred in physical systems? |
| 8.2.1 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | MS-PS3-1. | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | http://nextgenscience.org/ms-ps3-1-energy | ||
| 8.2.2 | Develop a model to describe that when the arrangement of objects at a distance changes, different amounts of potential energy are stored in the system. | MS-PS3-2. | Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | word diff | http://nextgenscience.org/ms-ps3-2-energy | |
| 8.2.3 | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. | MS-PS3-5. | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. | http://nextgenscience.org/ms-ps3-5-energy | ||
| → | → | → | → | → | Utah Root Question 3: How is energy carried in waves? | |
| 8.3.1 | Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. | MS-PS4-1. | Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. | http://nextgenscience.org/ms-ps4-1-waves-and-their-applications-technologies-information-transfer | ||
| 8.3.2 | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. | MS-PS4-2. | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. | http://nextgenscience.org/ms-ps4-2-waves-and-their-applications-technologies-information-transfer | ||
| 8.3.3 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | MS-ETS1-2. | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | http://nextgenscience.org/ms-ets1-2-engineering-design | ||
| 8.3.4 | Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. | MS-PS4-3. | Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. | http://www.nextgenscience.org/ms-ps4-3-waves-and-their-applications-technologies-information-transfer | ||
| → | → | ? | → | → | → | Utah Root Question 4: How do humans respond to and interact with Earth? |
| 8.4.1 | Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. | ? | MS-ESS3-1. | Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. | See why issue | http://nextgenscience.org/ms-ess3-1-earth-and-human-activity |
| 8.4.2 | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. | MS-ESS3-2. | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. | http://nextgenscience.org/ms-ess3-2-earth-and-human-activity | ||
| 8.4.3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. | ? | MS-ESS3-3. | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. | See why issue | http://nextgenscience.org/ms-ess3-3-earth-and-human-activity |
| 8.4.4 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | MS-ETS1-4. | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | http://nextgenscience.org/ms-ets1-4-engineering-design | ||
| 8.4.5 | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. | ? | MS-ESS3-4. | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. | See why issue | http://www.nextgenscience.org/ms-ess3-4-earth-and-human-activity |
| → | → | K | → | → | → | Utah Root Question 5: How are living things organized? |
| 8.5.1 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. | MS-LS1-1. | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. | http://www.nextgenscience.org/ms-ls1-1-molecules-organisms-structures-and-processes | ||
| 8.5.2 | Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. | MS-LS1-2. | Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. | http://nextgenscience.org/ms-ls1-2-molecules-organisms-structures-and-processes | ||
| 8.5.3 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. | MS-LS1-3. | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. | http://nextgenscience.org/ms-ls1-3-molecules-organisms-structures-and-processes | ||
| → | → | K | → | → | → | Utah Root Question 6: How is life maintained? |
| 8.6.1 | 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. | MS-LS1-4. | 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. | http://www.nextgenscience.org/ms-ls1-4-molecules-organisms-structures-and-processes | ||
| 8.6.2 | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | MS-LS1-6. | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | http://nextgenscience.org/ms-ls1-6-molecules-organisms-structures-and-processes | ||
| 8.6.3 | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. | MS-LS1-7. | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. | http://www.nextgenscience.org/ms-ls1-7-molecules-organisms-structures-and-processes | ||
| 8.6.4 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. | MS-LS1-8. | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. | http://nextgenscience.org/ms-ls1-8-molecules-organisms-structures-and-processes | ||