Standard 9 - Artifact

NGSS:4-ESS2-24-ESS2-14-ESS3-1

4-ESS1-1

Essential Questions:

What patterns of Earth can be observed on a map?

What variables affect erosion?How does our use of resources affect the Earth?How do fossils and rock layers provide evidence of Earth's history?

Students will know (Facts, names, dates, places, information, vocabulary)...Topographical maps, continental boundaries, ocean floor, volcanoes,earthquakes, mountainsErosion, weathering, slope, abrasion, vegetation, gravity, cycle of heatingand cooling, cycles of freezing and thawing, volume of water flowNatural resources can be renewable (i.e. wind, water, and sunlight) and nonrenewable (i.e. fossil fuel, fissile materials) energy resourcesEnvironmental effects such as loss of habitat (dams, surface mining), and airpollution (from burning fossil fuels)Fossils (land and marine), rock layers and formations

Earth Materials: Fossils; Human Use of Natural Resources; Weathering and ErosionConcept Words: patterns; cause and effect

Curriculum: What do we want each student to learn?Benchmarks:Benchmark A:Understand and apply knowledge of properties and uses of earth materials. (Earth & Space)Benchmark B: Understand and apply knowledge of processes and changes on or in the earth's land, oceans, and atmosphere (Earth & Space)Benchmark B: Understand and apply knowledge of environmental stewardship. (Life Science)Benchmark C: Understand and apply knowledge of fossils and the evidence they provide of past life on earth (Earth & Space)

Objectives:Analyze and interpret data from maps to describe patterns of Earth's features. (patterns)Make observations and determine the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. (cause and effect)Explain how earth materials provide many of the resources that humans use and their affect on the environment. (cause and effect)Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landscapes over time.(patterns)

Students will understand that (Big ideas, generalizations, principles, ideasthat transfer across situations)...Maps can be used to identify patterns in Earth's features.Cause and effect relationships are identified, tested, and used to explainweathering and/or erosion.Humans use of resources affect the Earth in positive and negative ways.Fossils and rock layers show patterns of Earth's change over time.

Students will be able to (Skills of the discipline, social skills, productionskills, processes)...

Analyze and interpret data from maps to explain Earth's patterns.Examine cause and effect relationships of weathering and/or erosion byplanning investigations and testing possible solutions.Obtain and combine information from multiple resources to explain causes andeffects of human resource use and environmental change.Use evidence from patterns in rock formations and fossils to explain Earth'schanges over time.

Assessment: How will we know when each student has learned it?Formative Assessment(s):

http://www.nextgenscience.org/4-ess2-2-earths-systems

http://www.nextgenscience.org/4-ess2-1-earths-systems

http://www.nextgenscience.org/4-ess3-1-earth-and-human-activity

http://www.nextgenscience.org/4-ess1-1-earths-place-universe

Anchor/Inquiry Experiences (Interdisciplinary connections):

Instruction: How will we engage students in the unit of study?This section is designed as a working document to guide PLC conversations at the team level. The ideas below may be considered when developing andselecting learning experiences for the unit of study.Student Engagement/Exploration (How might students begin to explore the concept?):Look at a variety of maps and look for patterns, asking questions (e.g. man-made/physical borders of states and countries, depths of oceans, island chains,height of mountains, etc.)

Resources (texts/websites/speakers/etc.):

Other Resources for Investigation:

Opportunities for collaboration/wonder:i.e. speaking and listening, wonder walls, inquiry groups, etc.

NGSS:

4-PSS3-24-PS3-3

3-PS2-33-PS2-44-PS3-15-PS2-1


How can energy be transferred?

How do magnets and electricity affect energy?How could magnets be used to solve problems?How does speed affect energy?How does gravity affect objects?

Students will know (Facts, names, dates, places, information, vocabulary)...

Energy, transfer, sound waves, light, heat, and electric currents

Collision, energy transfer, change in speed

Magnets (i.e. positive, negative, repel, attract), static electricity, magnet variables(i.e. distance, size, orientation), and electromagnetDesign problem (i.e. keeping a latch on a door shut, keeping two moving objectsfrom touching)

Speed, motion, direction, position

Energy; Electricity and Magnetism; GravityConcept Words: energy and matter; cause and effect

Curriculum: What do we want each student to learn?Benchmarks:Benchmark D: Understand and apply knowledge of sound, light, electricity, magnetism, and heat. (Physical Science)Benchmark E: Understand and apply knowledge of how forces are related to an object's motion. (Physical Science)

Objectives:Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (energy andmatter)Ask questions and predict outcomes about the changes in energy that occur when objects collide. (energy and matter)*Ask questions to determine cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other.(cause and effect)*Define a simple design problem that can be solved by applying scientific ideas about magnets. (cause and effect)Use evidence to construct an explanation relating the speed of an object to the energy of that object. (energy and matter)Supports an argument that the gravitational force exerted by Earth on objects is directed down. (cause and effect)

Students will understand that (Big ideas, generalizations, principles, ideasthat transfer across situations)...Energy can be moved from place to place by moving objects or through sound,light, or electric currents.When objects collide, their speed affects energy transfer and changes theobject's motions.Electric and magnetic forces between a pair of objects do not require that theobjects be in contact and variables impact the strength of the force.The force (push and pull) of magnets can be used to solve design problems. The faster a given object is moving, the more energy it possesses.Gravity causes objects to be pulled down towards the center of the Earth.

Students will be able to (Skills of the discipline, social skills, productionskills, processes)...Make observations of energy being transferred by designing investigations toanswer questions or test solutions.Ask questions, make predictions, and investigate the changes in energy whenobjects collide.Ask questions and conduct investigations by changing variables to determinecause and effect relationship of electric or magnetic interactions between twoobjects not in contact with each other.Define a simple design problem that can be solved by applying scientific ideasabout magnets.Use evidence (i.e. measurements, observations, patterns) to show that thefaster an object is moving, the more energy it possesses.

http://www.nextgenscience.org/4-ps3-2-energy


http://www.nextgenscience.org/3-ps2-3-motion-and-stability-forces-and-interactions

http://www.nextgenscience.org/3-ps2-4-motion-and-stability-forces-and-interactions


http://www.nextgenscience.org/5ps2-motion-stability-forces-interactions

Gravitational force


Rube Golberg

Support an argument with evidence, data, or a model that gravity causesobjects to be pulled down towards the center of the Earth.


Instruction: How will we engage students in the unit of study?This section is designed as a working document to guide PLC conversations at the team level. The ideas below may be considered when developing and selectinglearning experiences for the unit of study.Student Engagement/Exploration (How might students begin to explore the concept?):

Resources (texts/websites/speakers/etc.):TeacherBooklet-https://www.dropbox.com/s/i0vuyubwkum6k3o/Inspire%20Science_Training_Book_Jan2015_CustomerEdition%20-%20Copy.pdf?dl=0



NGSS:

5-ESS1-1

5-ESS1-2


Why do some stars appear brighter than others?

What is the evidence of Earth's movement?

Students will know (Facts, names, dates, places, information, vocabulary)...

Scale, proportion, distance

Earth revolves around the sun.Earth rotates on an axis.Certain stars are only visible in particular months/seasons.

Space: StarsConcept Words: patterns; scale, proportion and quantity

Curriculum: What do we want each student to learn?Benchmarks:Benchmark E: Understand and apply knowledge of the properties, movements, and location of objects in our solar system (Earth & Space)

Objectives:Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.(scale, proportion, and quantity)Represent data in graphical displays to reveal patterns of daily changes in length and directions of shadows, day and night, and the seasonalappearance of some stars in the night sky. (patterns)

Students will understand that (Big ideas, generalizations, principles, ideasthat transfer across situations)...Brightness of the sun and other stars is due to their distance from the Earth, nottheir size.

The pattern of Earth's movement affects day and night, daily changes in lengthand direction of shadows, and seasonal appearances of some stars in the nightsky.

Students will be able to (Skills of the discipline, social skills, productionskills, processes)...

Support an argument with evidence, data, or a model that explains thedifferences in the apparent brightness of the sun compared to other stars is dueto their relative distances from Earth.

Represent data in graphical displays to explain how the pattern of Earth'smovement affects day and night, daily changes in length and direction ofshadows, and seasonal appearances of some stars in the night sky.





Instruction: How will we engage students in the unit of study?This section is designed as a working document to guide PLC conversations at the team level. The ideas below may be considered when developing andselecting learning experiences for the unit of study.Student Engagement/Exploration (How might students begin to explore the concept?):

Resources (texts/websites/speakers/etc.):



KDG Science Progress Report Statements Correlating SBOs

Observes patterns through organization, classification and relationships. (patterns) Use and share observations of local weather conditions to describe patterns over time (K-ESS2-1)Understand that seasons of the year, day and night are events that are repeated in regular patterns.Use observations to describe characteristics of living and non-living things.

Investigates and explains causal relationships through mechanisms across contexts.(cause and effect)

Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respondto, severe weather (*ESS3-2)Identify influences that affect personal health and health of others (washing hands, covering mouth, etc.)Analyze data to determine if a design solution works as intended to change the speed or direction of anobject with push or a pull (K-PS2-2)Investigate to compare the effects of different strengths or different directions of pushes and pulls on themotion of an objects (K-PS2-1)

Recognizes how changes in scale, proportion, or quantity affect a system's structure orperformance. (scale, proportion and quantity)

N/A

Examines systems and system models for components and their interactions. (systemsand system models)

N/A

Tracks the transfers of energy and matter within, into, or out of any system. (energy andmatter)

N/A

Analyzes the structure and function of living and nonliving things. (structure andfunction)

Describe how humans have distinct body structures for functions (walking, thinking, holding, seeing andtalking)

Recognizes conditions of stability and change for natural and built systems. (stabilityand change)

N/A

Correlating SBOs

Progress Report Statement Exceeds* Secure Developing BeginningObserves patterns throughorganization, classification andrelationships. (patterns)

Uses patterns within natureand human designs todescribe phenomena.

Observes and describespatterns within nature andhuman designs.

Observes and describespatterns within nature orhuman designs.

Identifies patterns within natureor human designs.

Investigates and explains causalrelationships through mechanismsacross contexts. (cause and effect)

Investigates and explainscause and effect relationshipsacross contexts.

Justifies cause and effectrelationships.

Identifies cause and effectrelationships.

Identifies cause and effectrelationships with teachersupport.

Recognizes how changes in scale,proportion, or quantity affect a system'sstructure or performance. (scale,proportion and quantity)

N/A N/A N/A N/A

Examines systems and system modelsfor components and their interactions.(systems and system models)

N/A N/A N/A N/A

Tracks the transfers of energy andmatter within, into, or out of any system.(energy and matter)

N/A N/A N/A N/A

Analyzes the structure and function ofliving and nonliving things. (structureand function)

Applies understanding ofstructures and function as itrelates to plants and animals.

Describes the relationshipbetween structures and theirfunctions.

Identifies structures and theirfunctions.

Identifies structures orfunctions.

Recognizes conditions of stability andchange for natural and built systems.(stability and change)

N/A N/A N/A N/A

ScienceKdg Progress Report Rubric

The asterisk (*) denotes one possible way a student could demonstrate enrichment or extension that would be designated as Exceeds Standard.

1st Grade Science Progress Report Statements Correlating SBOs

Observes patterns through organization, classification and relationships. (patterns) Observe and describe how plants and animals resemble their parents.* (LS3-1) (patterns)Sort materials (solids/liquids) according to their properties. (patterns)Identify the properties of solids and liquids. (patterns)Observe, describe and predict seasonal patterns of sunrise/sunset and phases of the moon.(patterns)


Plan and conduct investigations to provide evidence that vibrating materials can make soundand that sound can make materials vibrate. (cause and effect)Plan and conduct an investigation to determine the effect of placing objects made with differentmaterials in the path of a beam of light. (cause and effect)Observe how materials can be changed from one state to another. (cause and effect)Determine the effect of sunlight on the Earth's surface. (PS3-1) (cause and effect)


N/A


N/A


Recognize that Earth materials consist of solids, liquids and gases. (energy and matter)


Explain the function of the parts of a plant. (structure and function)

Explain how plants and/or animals survive, grow, and meet their needs. (LS1-1) (structure andfunction)


N/A

Correlating SBOs


Observes patterns withinnature and human madedesigns to describephenomena (happenings) andguide classification.

Observes patterns within natureand human made designs todescribe phenomena(happenings).

Observes and describespatterns within nature andhuman made designs.

Observes or describes patternswithin nature or man madedesigns.


Designs, investigates andexplains cause and effectrelationships across contexts.

Investigates and explains causeand effect relationships acrosscontexts.

Identify and explain causeand effect relationshipsacross contexts.

Identify cause and effectrelationships across contexts.


N/A N/A N/A N/A


N/A N/A N/A N/A


Relate understanding ofstates of matter to a largersystem or process.

Explore and describe how statesof matter change due to outsideinfluences/factors.

Describe matter according tophysical properties.

Classify objects according tostates of matter.


Alter structures of an object toimprove function.

Compare and contrast structuresand functions of similar objects.

Describe the relationshipbetween structure andfunction.

Describe a function of astructure.


N/A N/A N/A N/A

Science1st Grade Progress Report Rubric


2nd Grade Science Progress Report Statements Correlating SBOs

Observes patterns through organization, classification and relationships. (patterns) Obtain information to identify where water is found on Earth and that it can be solid or liquid.(ES2-3)Plan and conduct an investigation to describe and classify different kinds of materials by theirobservable properties. (PS1-1)Make observations and/or measurements of an object's motion to provide evidence that apattern can be used to predict future motion. (3-PS2-2)Describe the major stages in the life cycles of animals/insects.Make observations of plants and animals to compare the diversity of life in different habitats.(LS4-1)


Describe how humans change environments in ways that can be either beneficial or detrimentalto themselves or other organisms.Plan and conduct an investigation to provide evidence of the effects of balanced andunbalanced forces on the motion of an object. (3-PS2-1)Describe how an object's movement can be changed based on the properties of the materialsinvolved.Describe how humans depend on their natural and constructed environments.


N/A


NA


Construct an evidence-based account of how an object made of a small set of pieces can bedisassembled and made into a new object. (PS1-3)


NA


Use information from several sources to provide evidence that Earth events can occur quicklyor slowly. (ES1-1)Compare multiple solutions designed to slow or prevent wind or water from changing the shapeof the land. (ES2-1)

x


Use similarities anddifferences within patterns tosort and classify naturalobjects, as well as identifypatterns related to cycles.

Identify similarities anddifferences between naturalobjects and between humandesigns as well as observingpatterns related to cycles.

Observes patterns withinnature and human designs todescribe phenomena. Observes and describes

patterns within nature andhuman designs.


Designs, investigates, andexplains cause and effectrelationships across contextswith evidence to explain thechange.

Designs, investigates andexplains cause and effectrelationships across contexts.

Investigates and explainscause and effect relationshipsacross contexts.

Understands cause and effectrelationships.


N/A N/A N/A N/A


N/A N/A N/A N/A


Describe how energy can betransferrred in various waysbetween objects.

Explains how objects can bedisassembled, made into otherobjects, or changed.

Explains how objects can bedisassembled.

Can identify some smaller partsof an object.


N/A N/A N/A N/A


Measure change over time toshow how slowly or rapidly itoccurs.

Communicates how things staythe same while other thingschange slowly or rapidly withinnatural and built systems.

Observes and discusses howthings stay the same whileother things change.

Observes how things stay thesame and how things change.

Science2nd Grade Progress Report Rubric


3rd Grade Science Progress Report Statements Correlating SBOs

Observes patterns through organization, classification and relationships. (patterns) Represent data in tables and graphical displays to describe typical weather conditions expectedduring a particular season. (patterns)Obtain and combine information to describe climates in different regions of the world. (patterns)Analyze and interpret data to provide evidence that animals have traits inherited from parentsand that variation of these traits exists in a group of similar organisms. (3-LS3-1) (patterns)


Make a claim about the merit of a solution that reduces the impacts of a weather-relatedhazard. (cause and effect) ESS3-1Analyze behaviors that influence health and body systems. (cause and effect)Construct an argument that some animals form groups that help members survive. (3-LS2-1)(cause and effect)Use evidence to support the explanation that traits can be influenced by the environment. (3-LS3-2) (cause and effect)Use evidence to construct an explanation for how the variations in characteristics amongindividuals of the same species may provide advantages in surviving, finding mates, andreproducing. (LS4-2) (cause and effect)Understand that materials can exist in different states (solid, liquid, and gas) and can bechanged from one state to another by heating or cooling. (cause and effect)


N/A


Advocate for personal, family, and community health. (systems and system models)

Make a claim about the merit of a solution to a problem caused when the environment changesand the types of animals that live there may change. (LS4-4) (systems and system models)Understand the human organism has systems that interact with each other (circulatory,respiratory, digestive, musculoskeletal, etc.)


N/A


N/A


N/A

Correlating SBOs


Analyze and interpret data forevidence to identify patterns

Use similarities and differenceswithin patterns to sort andclassify natural objects, as wellas identify patterns related tocycles.

Identify similarities anddifferences in order to sortand classify natural objects aswell as patterns related tocycles.

Observes patterns in order toidentify similarities anddifferences of natural objects


Design and conductinvestigations wherecomponents (cause) arechanged to create differentresults (effects).

Designs, investigates, andexplains cause and effectrelationships across contextswith evidence.

Investigates, and explainscause and effect relationshipsacross contexts withevidence.

Identifies cause and effectrelationships across contextswith evidence.


N/A N/A N/A N/A


Construct a model thatdemonstrates interactionsbetween individualcomponents of systems.

Investigates and explainsinteractions betweencomponents of systems.

Identifies interactions betweencomponents of systems.

Identify the components of asystem


N/A N/A N/A N/A


N/A N/A N/A N/A


N/A N/A N/A N/A

Science3rd Grade Progress Report Rubric


4th Grade Science Progress Report Statements Correlating SBOs

Observes patterns through organization, classification and relationships. (patterns) Analyze and interpret data from maps to describe patterns of Earth's features. (ESS2-2)(patterns)Identify evidence from patterns in rock formations and fossils in rock layers to support anexplanation for changes in landscapes over time. (ESS1-1) (patterns)Represent data in graphical displays to reveal patterns of daily changes in length and directionsof shadows, day and night, and the seasonal appearance of some stars in the night sky. (5-ESS1-2) (patterns)


Make observations and determine the effects of weathering or the rate of erosion by water, ice,wind, or vegetation. (ESS2-1) (cause and effect)Explain how earth materials provide many of the resources that humans use and their affect onthe environment. (ESS3-1) (cause and effect)*Ask questions to determine cause and effect relationship of electric or magnetic interactionsbetween two objects not in contact with each other. (3-PS2-3) (cause and effect)*Define a simple design problem that can be solved by applying scientific ideas about magnets.(3-PS2-4) (cause and effect)Supports an argument that the gravitational force exerted by Earth on objects is directed down.(PS2-1) (cause and effect)


Support an argument that differences in the apparent brightness of the sun compared to otherstars is due to their relative distances from Earth. (5-ESS1-1) (scale, proportion, and quantity)


N/A


Make observations to provide evidence that energy can be transferred from place to place bysound, light, heat, and electric currents. (PS3-2) (energy and matter)Ask questions and predict outcomes about the changes in energy that occur when objectscollide. (PS3-3) (energy and matter)Use evidence to construct an explanation relating the speed of an object to the energy of thatobject. (PS3-1) (energy and matter)


N/A


N/A

Correlating SBOs

Progress Report Statement Exceeds* Secure Developing BeginningObserves patterns throughorganization, classification, andrelationships. (patterns)

Use patterns to identify causeand effect relationships anduse graphs and charts toidentify patterns in data.

Use observable data andevidence to make predictions tosupport explanations forchanges.

Analyze and interpret data forevidence to identify patterns(of change over time).

Recognize patterns to notechange over time.


Design and conductinvestigations wherecomponents are changed andpredict the outcome of thoseinvestigations. Construct anargument to support thatprediction.

Design and conductinvestigations wherecomponents (causes) arechanged to create differentresults (effects).

Designs, investigates, andexplains cause and effectrelationships across contextswith evidence.

Designs, investigates, andexplains cause and effectrelationships across contexts.


Analyze natural objects andobservable phenomena usingstandard units to measureand describe physicalquantities on a large andsmall scale.

Compare/Contrast naturalobjects and observablephenomena using standard unitsto measure and describephysical quantities on a largeand small scale.

Identify natural objects andobservable phenomena usingstandard units to measureand describe physicalquantities on a large andsmall scale.

Identify natural objects andobservable phenomena.


N/A N/A N/A N/A


Manipulate variables todemonstrate and explain howenergy can be transferred

Demonstrate and explain howenergy can be transferred invarious ways and betweenobjects.

Explain how energy can betransferred in various waysbetween objects.

Recognize the transfer ofenergy between objects.


N/A N/A N/A N/A


N/A N/A N/A N/A

Science4th Grade Progress Report Rubric


5th Grade Science Progress Report Statements Correlating SBOs

Observes patterns through organization, classification and relationships. (patterns) N/A


Conduct an investigation to determine whether the mixing of two or more substances results innew substances. (PS1-4) (cause and effect)


Make observations and measurements to identify materials based on their properties. (5-PS1-3)(scale, proportion and quantity)Measure and graph quantities to provide evidence that regardless of the type of change thatoccurs when heating, cooling, or mixing substances, the total mass of matter is conserved.(PS1-2) (scale, proportion and quantity)Describe and graph the amounts and percentages of water and fresh water in variousreservoirs to provide evidence about the distribution of water on earth. (ESS2-2) (scale,proportion and quantity)


Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere,and/or atmosphere interact. (ESS2-1) (systems and system models)Develop a model to describe the movement of matter among plants, animals, decomposers,and the environment. (LS2-1) (Emphasis is on the idea that matter that is not food is changedby plants into matter that is food) (systems and system models)Obtain and combine information about ways individual communities use science ideas toprotect the Earth's resources and environment. (ESS3-1) (system and system models)


Understand that when something is broken into parts, those parts still have the same totalmass. (energy and matter)Use models to describe that energy in animals' food (used for body repair, growth, motion, andto maintain body warmth) was once energy from the sun. (PS3-1) (energy and matter)Support an argument that plants get the materials they need for growth chiefly from air andwater. (LS-1-1) (Emphasis is on the idea that plant matter comes mostly from air and water, notfrom the soil.) (energy and matter)


N/A


Identify ways humans can the change the environment in ways that can be either beneficial ordetrimental to themselves or organisms.(IC)(stability and change)

Correlating SBOs


N/A N/A N/A N/A


Justify and defend youranalysis of the cause andeffect relationship outcome.

Analyze and create multiplehypothesis by designing andconducting investigations wherecomponents (cause) arechanged to create differentresults (effects).

Design and conductinvestigations with multiplehypothesis wherecomponents (cause) arechanged to create differentresults (effects).

Conducts investigations wherecomponents (cause) arechanged to create differentresults (effects).


Create a scale model ofnatural objects andobservable phenomena.

Analyze natural objects andobservable phenomena usingstandard units to measure anddescribe physical quantities ona large and small scale.

Identify natural objects andobservable phenomena usingstandard units to measureand describe physicalquantities on a large andsmall scale.

Identify natural objects andobservable phenomena usingstandard units to measure anddescribe physical quantities ona small scale.


Assess and evaluate how achange in a system'scomponents can affect theirinteractions

Construct a model thatdemonstrates interactionsbetween individual componentsof systems.

Identify the components of asystem and explain how theyinteract in a system

Identify the components of asystem.


Compare and contrast howenergy and matter aretransfered in various cycles.

Constructs a cycle todemonstrate how energy andmatter are transfered in livingthings and non-living things.

Identifies components of acycle to demonstrate howenergy and matter can betransferred in living and non-living things.

Identify where energy andmatter are found.


N/A N/A N/A N/A


Create an action plan givingjustification for each step ofthe action plan connecting tohuman interactions on asystem.

Evaulate the impact of humaninteractions on systems throughdifferent time frames.

Identifies the impact of humaninteractions on systemsthrough different time frames.

Identifies human interactions onsystems.

Science5th Grade Progress Report Rubric

6th Grade Science Progress Report Statements Correlating SBOs PowerSchool Statement

Observes patterns through organization, classification and relationships.(patterns) MS-PS1-2 Analyze and interpret data on the properties of substances before and after thesubstances interact to determine if a chemical interaction has occurred.

Analyzes properties of substances to determine if chemicalinteractions have occured.

MS-LS2-2 Construct an explanation that predicts patterns of interactions among organismsacross multiple ecosystems.

Predicts interactions among organisms across multipleecosystems.

MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophicevents and inform the development of technologies to mitigate their effects. Interprets data on natural hazards to forecast future events.

Investigates and explains causal relationships through mechanisms across contexts.(causality)

MS-PS-1-4 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.

Describes changes in particle motion, temperature, andstate of a substance

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availabilityon organisms and populations of organisms in an ecosystem.

Analyzes the impact of resource availability on organismsand populations.

MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions ofair masses results in changes in weather conditions.

Describes how interactions of air masses result in changesin weather.

MS-ESS3-1. Construct a scientific explaination based on evidence for how the unevendistributions of earth's mineral, energy, and groundwater resources are the result of past andcurrent geoscience processes.

Explains how the distributions of Earth's resources are theresult of geoscience processes.

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing ahuman impact on the environment.

Designs methods for monitoring and minimizing humanimpact on the environment.

MS-ESS3-4. Construct an argument supported by evidence for how increases in humanpopulation and per-capita consumption of natural resources impact Earth's systems.

Defends how increases in population and consumptionimpact Earth's systems.

Recognizes how changes in scale, proportion, or quantity affect a system's structure orperformance. (Scale, Proportion & Quantity)

MS-PS1-1. Develop models to describe the atomic composition of simple molecules andextended structures.

Develops models to describe the atomic composition ofsimple molecules.

Examines systems and system models for components and their interactions.(Systemsand system models)

MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of theEarth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Explains how unequal heating and Earth's rotation causeregional climates.

Tracks the transfers of energy and matter within, into, or out of any system. (Energy andMatter)

MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among livingand nonliving parts of an ecosystem.

Models the cycling of matter and flow of energy within anecosystem.

MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems drivenby energy from the sun and the force of gravity.

Models the Earth's water cycle including solar energy andgravity.

Analyzes the structure and function of living and nonliving things. (Structure andFunction)

MS-PS1-3. Gather and make sense of information to describe that synthetic materials comefrom natural resources and impact society.

Describes how synthetic materials come from naturalresources and impact society.

MS-PS1-5. Develop and use a model to describe how the total number of atoms does notchange in a chemical reaction and thus mass is conserved.

Models how the total number of atoms does not change ina chemical reaction.

MS-PS1-6. Undertake a design project to construct, test, and modify a device that eitherreleases or absorbs themal energy by chemical processes.

Designs a device to release or absorb thermal energy bychemical processes.

Recognizes conditions of stability and change for natural and built systems. (Stabilityand Change)

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical orbiological components of an ecosystem affect populations.

Defends how changes to an ecosystem can affectpopulations.

MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystemservices.

Evaluate competing design solutions for maintainingbiodiversity and ecosystem services.

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in globaltemperatures over the past century.

Investigates factors that have caused the rise in globaltemperatures over the past century.

Correlating SBOs

Progress Report Statement Exceeds* Secure Developing BeginningObserves patterns throughorganization, classification andrelationshps.(patterns)MS-PS1-2 Analyze and interpret dataon the properties of substances beforeand after the substances interact todetermine if a chemical interaction hasoccurred.MS-LS2-2 Construct an explanation thatpredicts patterns of interactions amongorganisms across multiple ecosystems.MS-ESS3-2. Analyze and interpret dataon natural hazards to forecast futurecatastrophic events and inform thedevelopment of technologies to mitigatetheir effects.Investigates and explains causalrelationships through mechanismsacross contexts. (cause and effect)MS-PS-1-4 Develop a model thatpredicts and describes changes inparticle motion, temperature, and stateof a pure substance when thermalenergy is added or removed.MS-LS2-1. Analyze and interpret datato provide evidence for the effects ofresource availability on organisms andpopulations of organisms in anecosystem.MS-ESS2-5. Collect data to provideevidence for how the motions andcomplex interactions of air massesresults in changes in weatherconditions.MS-ESS3-1. Construct a scientificexplaination based on evidence for howthe uneven distributions of earth'smineral, energy, and groundwaterresources are the result of past andcurrent geoscience processes.MS-ESS3-3. Apply scientific principlesto design a method for monitoring andminimizing a human impact on theenvironment.MS-ESS3-4. Construct an argumentsupported by evidence for howincreases in human population and per-capita consumption of natural resourcesimpact Earth's systems.

Recognizes that macroscopic patterns are related to the nature of microscopic and atomic-level structure.

Recognizes how changes in scale,proportion, or quantity affect a system'sstructure or performance. (Scale,proportion, and quantity)MS-PS1-1. Develop models to describethe atomic composition of simplemolecules and extended structures.Examines systems and system modelsfor components and their interactions.(Systems and system models)MS-ESS2-6. Develop and use a modelto describe how unequal heating androtation of the Earth cause patterns ofatmospheric and oceanic circulationthat determine regional climates.Tracks the transfers of energy andmatter within, into, or out of any system.(Energy and matter)MS-LS2-3. Develop a model to describethe cycling of matter and flow of energyamong living and nonliving parts of anecosystem.MS-ESS2-4. Develop a model todescribe the cycling of water throughEarth's systems driven by energy fromthe sun and the force of gravity.Analyzes the structure and function ofliving and nonliving things. (Structureand Function)MS-PS1-3. Gather and make sense ofinformation to describe that syntheticmaterials come from natural resourcesand impact society.MS-PS1-5. Develop and use a model todescribe how the total number of atomsdoes not change in a chemical reactionand thus mass is conserved.MS-PS1-6. Undertake a design projectto construct, test, and modify a devicethat either releases or absorbs themalenergy by chemical processes.Recognizes conditions of stability andchange for natural and built systems.(Stability and Change) MS-LS2-4. Construct an argumentsupported by empirical evidence thatchanges to physical or biologicalcomponents of an ecosystem affectpopulations.MS-LS2-5. Evaluate competing designsolutions for maintaining biodiversityand ecosystem services.MS-ESS3-5. Ask questions to clarifyevidence of the factors that havecaused the rise in global temperaturesover the past century.


7th Grade Science Progress Report Statements Correlating SBOs PowerSchool Statement

Observes patterns through organization, classification and relationshps.(patterns) MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclicpatterns of lunar phases, eclipses of the sun and moon, and seasons.

Describe the cyclic patterns of lunar phases,eclipses, and seasons.


MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electricand magnetic forces.

Determine the factors that affect the strength ofelectric and magnetic forces.

MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidencethat fields exist between objects exerting forces on each other even though the objects are notin contact.

Provide evidence that fields exist between objectsexerting forces on each other.

MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support anexplanation for how characteristic animal behaviors and specialized plant structures affect theprobablility of successful reproduction of animals and plants respectively.

Determine how animal behaviors and plantstructures affect successful reproduction.

MS-LS1-5: Construct a scientific explanation based on evidence for how environmental andgenetic factors influence the growth of organisms.

Construct an explanation for how environmentaland genetic factors influence the growth.

MS-LS3-2: Develop and use a model to describe why asexual reproduction results in offspringwith identical genetic information and sexual reproduction results in offspring with geneticvariation.

Describe why methods of reproduction result inidentical, or varied, genetic information.

Recognizes how changes in scale, proportion, or quantity affect a system's structure orperformance.

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.

Recognize that organisms are made of (sometimesmany types of) cells (single or multi).

MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solarsystem.

Analyze and interpret data to determine scaleproperties of objects in the solar system.

Examines systems and system models for components and their interactions. MS-PS2-1: Apply Newton's Third Law to design a solution to a problem involving the motion oftwo colliding objects.

Apply Newton's Laws to design a solution to aproblem involving two colliding objects.

MS-PS2-4: Construct and present arguments using evidence to support the claim thatgravitational interactions are attractive and depend on the masses of interacting objects.

Use evidence to prove that gravitationalinteractions attract and depend on mass.

MS-LS1-3: Use argument supported by evidence for how the body is a system of interactingsubsystems composed of groups of cells.

Describe how the body is a system of interactingsubsystems composed of groups of cells.

MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions withingalaxies and the solar system.

Describe the role of gravity in the motions withingalaxies and the solar system.

Tracks the transfers of energy and matter within, into, or out of any system. MS-LS1-6: Construct a scientific explanantion based on evidence for the role of photosythesisin the cycling of matter and flow of energy into and out of organisms.

Describe how photosynthesis cycles matter andenergy in and out of organisms.

MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactionsforming new molecules that supposrt growth and/or release energy as this matter movesthrough an organism.

Describe how chemical reactions form newmolecules that support growth and release energy.

Analyzes the structure and function of living and nonliving things. MS-LS1-2: Develop and use a model to descibe the function of a cell as a whole and waysparts of cells contribute to the function.

Describe the function of a cell as a whole and theways parts of cells contribute to the function.

MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli bysending messages to the brain for immediate behavior or storage as memories.

Describe how sensory receptors respond to stimuli,send messages, and cause behavior.

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 neutraleffects to the structure and function of the organism.

Describe why structural changes to genes mayaffect structure and function of the organism.

Recognizes conditions of stability and change for natural and built systems. MS-PS2-2: Plan an investigation to provide evidence that the change in an object's motiondepends on the sum of the forces on the object and the mass of the object.

Provide evidence that the change in an object'smotion depends on the forces and mass.

Correlating SBOs

Progress Report Statement Exceeds* Secure Developing BeginningObserves patterns throughorganization, classification andrelationshps.(patterns)Investigates and explains causalrelationships through mechanismsacross contexts. (causality)Recognizes how changes in scale,proportion, or quantity affect a system'sstructure or performance.Examines systems and system modelsfor components and their interactions.Tracks the transfers of energy andmatter within, into, or out of any system.Analyzes the structure and function ofliving and nonliving things.Recognizes conditions of stability andchange for natural and built systems.The asterisk (*) denotes one possible way a student could demonstrate enrichment or extension that would be designated as Exceeds Standard.

8th Grade Science Progress Report Statements Correlating SBOs Progress Report Statement

Observes patterns through organization, classification and relationshps.(patterns) MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how theamplitude of a wave is related to the energy in a wave.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 assumptionthat natural laws operate today as in the past.MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differencesamong modern organisms and between modern and fossil organisms to infer evolutionary relationships.MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryologicaldevelopment across multiple species to identify relationships not evident in the fully formed anatomy.MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, andseafloor structures to provide evidence of the past plate motions.HS-ESS1-5. Evaluate evidence of the past and current movements of continenetal and oceanic crust andthe theory of plate tectonics to explain the ages of crustal rocks.

Investigates and explains causal relationships through mechanisms across contexts. (causality) 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.

MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humansinfluence the inheritance of desired traits in organisms.MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specifictraits in populations over time.


MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kineticenergy to the mass of an object and to the speed of an object.MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type ofmatter, the mass, and the change in the average kinetic energy of the particles as measured by thetemperature of the sample.HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy andmineral resources based on cost-benefit ratios.

Examines systems and system models for components and their interactions. MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distancechanges, different amounts of potential energy are stored in the system.MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changedEarth’s surface at varying time and spatial scales.

Tracks the transfers of energy and matter within, into, or out of any system. MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes ormaximizes thermal energy transfer.*MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of anobject changes, energy is transferred to or from the object.HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter bythermal convection.

Analyzes the structure and function of living and nonliving things. MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmittedthrough various materials.MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitizedsignals are a more reliable way to encode and transmit information than analog signals.

Recognizes conditions of stability and change for natural and built systems. MS-ESS2-1 Develop a model to describe the cycling of Earth's materials and the flow of energy that drivesthis process.HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at differentspatial and temporal scales to form continental and ocean-floor features.

Need to add? MS-ESS1-4 Construct a scientific explanantion based on evidence from rock strata for how thegeologic time scale is used to organize Earths's 4.6 billion year old history.

Correlating SBOs

Progress Report Statement Exceeds* Secure Developing BeginningObserves patterns throughorganization, classification andrelationshps.(patterns)Investigates and explains causalrelationships through mechanismsacross contexts. (causality)Recognizes how changes in scale,proportion, or quantity affect a system'sstructure or performance.Examines systems and system modelsfor components and their interactions.Tracks the transfers of energy andmatter within, into, or out of any system.Analyzes the structure and function ofliving and nonliving things.Recognizes conditions of stability andchange for natural and built systems.The asterisk (*) denotes one possible way a student could demonstrate enrichment or extension that would be designated as Exceeds Standard.

9-12th Grade Science Progress Report Statements Correlating SBOs

Observes patterns through organization, classification and relationships.



Examines systems and system models for components and their interactions.

Tracks the transfers of energy and matter within, into, or out of any system.

Analyzes the structure and function of living and nonliving things.

Recognizes conditions of stability and change for natural and built systems.

Correlating SBOs

Progress Report Statement Exceeds* Secure Developing BeginningObserves patterns throughorganization, classification andrelationships.Investigates and explains causalrelationships through mechanismsacross contexts. (causality)Recognizes how changes in scale,proportion, or quantity affect a system'sstructure or performance.Examines systems and system modelsfor components and their interactions.Tracks the transfers of energy andmatter within, into, or out of any system.Analyzes the structure and function ofliving and nonliving things.Recognizes conditions of stability andchange for natural and built systems.The asterisk (*) denotes one possible way a student could demonstrate enrichment or extension that would be designated as Exceeds Standard.

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