the quick-reference guide to the ngss
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Willa
rdThe
NSTA
Quic
k-Refe
renc
e G
uide
to the
NG
SS NGSSThe Quick-Reference Guide to the
Mid
dle
Sc
hoo
l
Edited by Ted WillardCopyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
NGSSThe Quick-Reference Guide to the
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
Arlington, Virginia
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
NGSSThe Quick-Reference Guide to the
Arlington, Virginia
Edited by Ted Willard
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
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Copyright © 2015 by the National Science Teachers Association.All rights reserved. Printed in the United States of America.18 17 16 15 4 3 2 1
NSTA is committed to publishing material that promotes the best in inquiry-based science education. However, conditions of actual use may vary, and the safety procedures and practices described in this book are intended to serve only as a guide. Additional precautionary measures may be required. NSTA and the authors do not warrant or represent that the procedures and practices in this book meet any safety code or standard of federal, state, or local regulations. NSTA and the authors disclaim any liability for personal injury or damage to property arising out of or relating to the use of this book, including any of the recommendations, instructions, or materials contained therein.
Permissions
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Library of Congress Cataloging-in-Publication DataWillard, Ted. The NSTA quick-reference guide to the NGSS, middle school / edited by Ted Willard. pages cm ISBN 978-1-941316-12-2—ISBN 978-1-941316-88-7 (electronic) 1. Science—Study and teaching (Middle school)—Standards—United States. I. National Science Teachers Association. II. Title. Q183.3.A1W56 2014 507.1’273—dc23 2014033838
Cataloging-in-Publication Data for the e-book are also available from the Library of Congress.
This book contains excerpts from National Research Council (NRC). 2012. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press. Reprinted with permission.
The Next Generation Science Standards (“NGSS”) were developed by twenty-six states, in collaboration with the National Research Council, the National Science Teachers Association, and the American Association for the Advancement of Science in a process managed by Achieve, Inc. The NGSS are copyright © 2013 Achieve, Inc. All rights reserved.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
CONTENTS
Introduction ................................................................................... vii
Acknowledgments ......................................................................... ix
Chapter 1: Basics of NGSS ............................................................ 1• Three Dimensions of the Next Generation Science Standards (NGSS) ............................ 2
• Science and Engineering Practices .................................................................................. 4
1. Asking Questions and Defining Problems..................................................................... 4
2. Developing and Using Models ...................................................................................... 6
3. Planning and Conducting Investigations ...................................................................... 9
4. Analyzing and Interpreting Data ................................................................................. 11
5. Using Mathematics and Computational Thinking ....................................................... 13
6. Constructing Explanations and Designing Solutions .................................................. 16
7. Engaging in Argument From Evidence ....................................................................... 20
8. Obtaining, Evaluating, and Communicating Information ............................................ 23
• Crosscutting Concepts .................................................................................................... 26
1. Patterns ....................................................................................................................... 26
2. Cause and Effect: Mechanism and Prediction ............................................................ 28
3. Scale, Proportion, and Quantity .................................................................................. 30
4. Systems and System Models ...................................................................................... 32
5. Energy and Matter: Flow, Cycles, and Conservation .................................................. 35
6. Structure and Function ................................................................................................ 37
7. Stability and Change ................................................................................................... 39
• A Look at the Next Generation Science Standards ......................................................... 42
• Inside the NGSS Box ....................................................................................................... 43
• NGSS Organized by Topic .............................................................................................. 44
• NGSS Organized by Disciplinary Core Ideas ................................................................. 45
• Commonalities Among the Practices in Science, Mathematics. and English Language Arts (ELA) .......................................................................................... 46
Chapter 2: K–12 Progressions ..................................................... 49• Science and Engineering Practices ................................................................................ 50
• Crosscutting Concepts .................................................................................................... 58
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
• Disciplinary Core Ideas in Physical Science ................................................................... 61
• Disciplinary Core Ideas in Life Science ........................................................................... 68
• Disciplinary Core Ideas in Earth and Space Science ..................................................... 75
• Disciplinary Core Ideas in Engineering Design ............................................................... 80
• Connections to the Nature of Science ............................................................................. 82
• Connections to Engineering, Technology, and Applications of Science ......................... 85
Chapter 3: Focus on Middle School ............................................ 87• Science and Engineering Practices ................................................................................ 88
• Crosscutting Concepts and Connections to Engineering, Technology, and Applications of Science ................................................................................................... 91
• Connections to the Nature of Science ............................................................................. 93
• Performance Expectations and Disciplinary Core Ideas for Physical Science ............... 94
• Performance Expectations and Disciplinary Core Ideas for Life Science .................... 100
• Performance Expectations and Disciplinary Core Ideas for Earth and Space Science .............................................................................................. 105
• Performance Expectations and Disciplinary Core Ideas for Engineering Design ........ 110
CONTENTS
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
viiThe NSTA Quick-Reference Guide to the NGSS, Middle School
INTRODUCTION
Since the release of the first draft of the Next Generation Science Standards (NGSS), NSTA has been at the forefront in promoting the standards and helping science educators become familiar with and learn to navigate this exciting but complex document. When the final version was released and states began adopting the standards, NSTA started to develop resources that would assist educators with their implementation, including web seminars, virtual conferences, sessions and forums at conferences, books, and the NGSS@NSTA Hub (http://ngss.nsta.org)—a digital destination focus-ing on all things NGSS.
Along the way, NSTA learned that even the simplest of resources, such as a one-page cheat sheet, can be extremely useful. Many of those tools are collected in this volume, including
• a two-page cheat sheet that describes the practices, core ideas, and crosscut-ting concepts that make up the three dimensions described in A Framework for K–12 Science Education;
• an “Inside the NGSS Box” graphic that explains all of the individual sections of text that appear on a page of the NGSS;
• a Venn diagram comparing the practices in NGSS and Common Core State Standards in English language arts and mathematics; and
• matrixes showing how the NGSS are organized by topic and by disciplinary core idea.
We’ve also produced tables to describe the various parts of the standards. For example, the performance expectations describe what every student should know and be able to do by the end of a particular grade or grade span. These expectations are designed to assess the material in the foundation box, which includes
• science and engineering practices;
• disciplinary core ideas;
• crosscutting concepts;
• connections to engineering, technology, and applications of science; and
• connections to nature of science.
While summative assessments are required to focus on a particular combination of these components, curriculum developers and classroom teachers have the free-dom to mix and match these components in a wide variety of ways. In fact, to learn any particular disciplinary core idea or crosscutting concept, students will need to engage in multiple practices in a well-thought-out sequence of learning experiences. The matrixes we developed and include in this book will help educators in their
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
viii National Science Teachers Association
INTRODUCTION
planning. There are two different sets of matrixes. The first set shows the K–12 pro-gression of each of the components in the foundation box (e.g., practices, core ideas, or connection to nature of science). These matrixes will help you understand how what students are expected to know and do in each grade span builds on what they have learned in earlier grades and prepares them for what they are expected to learn in later grades.
The second set of matrixes combines all the materials for a particular grade level together. For example, one of the matrixes focuses only on the science and engineer-ing practices that students need to master in grades K–2.
The materials in this book should be a useful companion to the NGSS. The educa-tors we have shared them with have found it helpful to photocopy particular pages for participants to use in a workshop or for colleagues to use during planning time.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
ixThe NSTA Quick-Reference Guide to the NGSS, Middle School
ACKNOWLEDGMENTS
Production of A Framework for K–12 Science Education and the Next Generation Science Standards involved the work and contributions of thousands of educators, and I thank them for their efforts. Almost every word in this publication is drawn directly from those two documents, but any errors that appear here are mine. In addition I want to thank those educators involved in developing the documents that preceded NGSS, including the Atlas of Science Literacy, National Science Education Standards, Benchmarks for Science Literacy, and Science for All Americans. Finally, I thank the many educators working to make the vision of science literacy for all a reality for their students. This book is for you.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
CHAPTER 2K–12 Progressions
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50 National Science Teachers Association
Chapter 2Sc
ienc
e a
nd E
ngin
eerin
g P
ract
ices
: Ask
ing
Que
stio
ns a
nd D
efin
ing
Pro
ble
ms
A p
ract
ice
of s
cien
ce is
to a
sk a
nd r
efine
que
stio
ns th
at le
ad to
des
crip
tions
and
exp
lana
tions
of h
ow th
e na
tura
l and
des
igne
d w
orld
wor
ks a
nd w
hich
can
be
empi
rical
ly te
sted
. Eng
inee
ring
ques
tions
cla
rify
prob
lem
s to
det
erm
ine
crite
ria fo
r su
cces
sful
sol
utio
ns a
nd id
entif
y co
nstr
aint
s to
sol
ve p
robl
ems
abou
t the
de
sign
ed w
orld
. Bot
h sc
ient
ists
and
eng
inee
rs a
lso
ask
ques
tions
to c
larif
y id
eas.
K–2
Co
nd
ense
d P
ract
ices
3–
5 C
on
den
sed
Pra
ctic
es
6–8
Co
nd
ense
d P
ract
ices
9–
12 C
on
den
sed
Pra
ctic
es
Ask
ing
ques
tions
and
defi
ning
pro
blem
s in
K–2
bui
lds
on p
rior
expe
rienc
es a
nd
prog
ress
es to
sim
ple
desc
riptiv
e qu
estio
ns
that
can
be
test
ed.
Ask
ing
ques
tions
and
defi
ning
pro
blem
s in
3–5
bui
lds
on K
–2 e
xper
ienc
es a
nd
prog
ress
es to
spe
cify
ing
qual
itativ
e re
latio
nshi
ps.
Ask
ing
ques
tions
and
defi
ning
pro
blem
s in
6–8
bui
lds
on K
–5 e
xper
ienc
es a
nd
prog
ress
es to
spe
cify
ing
rela
tions
hips
be
twee
n va
riabl
es, c
larif
ying
arg
umen
ts
and
mak
ing
mod
els.
Ask
ing
ques
tions
and
defi
ning
pro
blem
s in
9–1
2 bu
ilds
on K
–8 e
xper
ienc
es a
nd
prog
ress
es to
form
ulat
ing,
refi
ning
, and
ev
alua
ting
empi
rical
ly te
stab
le q
uest
ions
an
d de
sign
pro
blem
s us
ing
mod
els
and
sim
ulat
ions
.
• A
sk q
uest
ions
bas
ed o
n ob
serv
atio
ns to
fin
d m
ore
info
rmat
ion
abou
t the
nat
ural
an
d/or
des
igne
d w
orld
(s).
• A
sk q
uest
ions
abo
ut w
hat w
ould
hap
pen
if a
varia
ble
is c
hang
ed.
• A
sk q
uest
ions
that
aris
e fr
om c
aref
ul
obse
rvat
ion
of p
heno
men
a, m
odel
s, o
r un
expe
cted
res
ults
, to
clar
ify a
nd/o
r se
ek
addi
tiona
l inf
orm
atio
n.
• A
sk q
uest
ions
to id
entif
y an
d/or
cla
rify
evid
ence
and
/or
the
prem
ise(
s) o
f an
argu
men
t.
• A
sk q
uest
ions
to d
eter
min
e re
latio
nshi
ps
betw
een
inde
pend
ent a
nd d
epen
dent
va
riabl
es a
nd r
elat
ions
hips
in m
odel
s.
• A
sk q
uest
ions
to c
larif
y an
d/or
refi
ne a
m
odel
, an
expl
anat
ion,
or
an e
ngin
eerin
g pr
oble
m.
• A
sk q
uest
ions
that
aris
e fr
om c
aref
ul
obse
rvat
ion
of p
heno
men
a, o
r un
expe
cted
res
ults
, to
clar
ify a
nd/o
r se
ek
addi
tiona
l inf
orm
atio
n.
• A
sk q
uest
ions
that
aris
e fr
om e
xam
inin
g m
odel
s or
a th
eory
, to
clar
ify a
nd/o
r se
ek
addi
tiona
l inf
orm
atio
n an
d re
latio
nshi
ps.
• A
sk q
uest
ions
to d
eter
min
e re
latio
nshi
ps, i
nclu
ding
qua
ntita
tive
rela
tions
hips
, bet
wee
n in
depe
nden
t and
de
pend
ent v
aria
bles
.
• A
sk q
uest
ions
to c
larif
y an
d re
fine
a m
odel
, an
expl
anat
ion,
or
an e
ngin
eerin
g pr
oble
m.
• A
sk a
nd/o
r id
entif
y qu
estio
ns th
at c
an b
e an
swer
ed b
y an
inve
stig
atio
n.
• Id
entif
y sc
ient
ific
(tes
tabl
e) a
nd n
on-
scie
ntifi
c (n
on-t
esta
ble)
que
stio
ns.
• A
sk q
uest
ions
that
can
be
inve
stig
ated
an
d pr
edic
t rea
sona
ble
outc
omes
bas
ed
on p
atte
rns
such
as
caus
e-an
d-ef
fect
re
latio
nshi
ps.
• A
sk q
uest
ions
that
requ
ire s
uffic
ient
and
ap
prop
riate
em
piric
al e
vide
nce
to a
nsw
er.
• A
sk q
uest
ions
that
can
be
inve
stig
ated
w
ithin
the
scop
e of
the
clas
sroo
m,
outd
oor
envi
ronm
ent,
and
mus
eum
s an
d ot
her
publ
ic fa
cilit
ies
with
ava
ilabl
e re
sour
ces
and,
whe
n ap
prop
riate
, fra
me
a hy
poth
esis
bas
ed o
n ob
serv
atio
ns a
nd
scie
ntifi
c pr
inci
ples
.
• E
valu
ate
a qu
estio
n to
det
erm
ine
if it
is
test
able
and
rel
evan
t.
• A
sk q
uest
ions
that
can
be
inve
stig
ated
w
ithin
the
scop
e of
the
scho
ol la
bora
tory
, re
sear
ch fa
cilit
ies,
or
field
(e.
g., o
utdo
or
envi
ronm
ent)
with
ava
ilabl
e re
sour
ces
and,
whe
n ap
prop
riate
, fra
me
a hy
poth
esis
bas
ed o
n a
mod
el o
r th
eory
.
• N
/A•
N/A
• A
sk q
uest
ions
that
cha
lleng
e th
e pr
emis
e(s)
of a
n ar
gum
ent o
r th
e in
terp
reta
tion
of a
dat
a se
t.
• A
sk a
nd/o
r ev
alua
te q
uest
ions
that
ch
alle
nge
the
prem
ise(
s) o
f an
argu
men
t, th
e in
terp
reta
tion
of a
dat
a se
t, or
the
suita
bilit
y of
the
desi
gn.
• D
efine
a s
impl
e pr
oble
m th
at c
an b
e so
lved
thro
ugh
the
deve
lopm
ent o
f a
new
or
impr
oved
obj
ect o
r to
ol.
• U
se p
rior
know
ledg
e to
des
crib
e pr
oble
ms
that
can
be
solv
ed.
• D
efine
a s
impl
e de
sign
pro
blem
that
can
be
sol
ved
thro
ugh
the
deve
lopm
ent o
f an
obj
ect,
tool
, pro
cess
, or
syst
em a
nd
incl
udes
sev
eral
crit
eria
for
succ
ess
and
cons
trai
nts
on m
ater
ials
, tim
e, o
r co
st.
• D
efine
a d
esig
n pr
oble
m th
at c
an b
e so
lved
thro
ugh
the
deve
lopm
ent o
f an
obje
ct, t
ool,
proc
ess,
or
syst
em a
nd
incl
udes
mul
tiple
crit
eria
and
con
stra
ints
, in
clud
ing
scie
ntifi
c kn
owle
dge
that
may
lim
it po
ssib
le s
olut
ions
.
• D
efine
a d
esig
n pr
oble
m th
at in
volv
es
the
deve
lopm
ent o
f a p
roce
ss o
r sy
stem
w
ith in
tera
ctin
g co
mpo
nent
s an
d cr
iteria
and
con
stra
ints
that
may
incl
ude
soci
al, t
echn
ical
, and
/or
envi
ronm
enta
l co
nsid
erat
ions
.
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
51The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Scie
nce
and
Eng
inee
ring
Pra
ctic
es: D
evel
opin
g a
nd U
sing
Mod
els
A p
ract
ice
of b
oth
scie
nce
and
engi
neer
ing
is to
use
and
con
stru
ct m
odel
s as
hel
pful
tool
s fo
r re
pres
entin
g id
eas
and
expl
anat
ions
. The
se to
ols
incl
ude
diag
ram
s,
draw
ings
, phy
sica
l rep
licas
, mat
hem
atic
al r
epre
sent
atio
ns, a
nalo
gies
, and
com
pute
r si
mul
atio
ns. M
odel
ing
tool
s ar
e us
ed to
dev
elop
que
stio
ns, p
redi
ctio
ns, a
nd
expl
anat
ions
; ana
lyze
and
iden
tify
flaw
s in
sys
tem
s; a
nd c
omm
unic
ate
idea
s. M
odel
s ar
e us
ed to
bui
ld a
nd r
evis
e sc
ient
ific
expl
anat
ions
and
pro
pose
d en
gine
ered
sy
stem
s. M
easu
rem
ents
and
obs
erva
tions
are
use
d to
rev
ise
mod
els
and
desi
gns.
K–2
Co
nd
ense
d P
ract
ices
3–
5 C
on
den
sed
Pra
ctic
es
6–8
Co
nd
ense
d P
ract
ices
9–
12 C
on
den
sed
Pra
ctic
es
Mod
elin
g in
K–2
bui
lds
on p
rior
expe
rienc
es
and
prog
ress
es to
incl
ude
usin
g an
d de
velo
ping
mod
els
(e.g
., di
agra
m, d
raw
ing,
ph
ysic
al r
eplic
a, d
iora
ma,
dra
mat
izat
ion,
or
stor
yboa
rd)
that
rep
rese
nt c
oncr
ete
even
ts
or d
esig
n so
lutio
ns.
Mod
elin
g in
3–5
bui
lds
on K
–2 e
xper
ienc
es
and
prog
ress
es to
bui
ldin
g an
d re
visi
ng
sim
ple
mod
els
and
usin
g m
odel
s to
re
pres
ent e
vent
s an
d de
sign
sol
utio
ns.
Mod
elin
g in
6–8
bui
lds
on K
–5 e
xper
ienc
es
and
prog
ress
es to
dev
elop
ing,
usi
ng, a
nd
revi
sing
mod
els
to d
escr
ibe,
test
, and
pr
edic
t mor
e ab
stra
ct p
heno
men
a an
d de
sign
sys
tem
s.
Mod
elin
g in
9–1
2 bu
ilds
on K
–8
expe
rienc
es a
nd p
rogr
esse
s to
usi
ng,
synt
hesi
zing
, and
dev
elop
ing
mod
els
to
pred
ict a
nd s
how
rel
atio
nshi
ps a
mon
g va
riabl
es b
etw
een
syst
ems
and
thei
r co
mpo
nent
s in
the
natu
ral a
nd d
esig
ned
wor
ld(s
).
• D
istin
guis
h be
twee
n a
mod
el a
nd th
e ac
tual
obj
ect,
proc
ess ,
and
/or
even
ts th
e m
odel
rep
rese
nts.
• C
ompa
re m
odel
s to
iden
tify
com
mon
fe
atur
es a
nd d
iffer
ence
s.
• Id
entif
y lim
itatio
ns o
f mod
els.
•
Eva
luat
e lim
itatio
ns o
f a m
odel
f or
a pr
opos
ed o
bjec
t or
tool
. •
Eva
luat
e m
erits
and
lim
it atio
ns o
f tw
o di
ffere
nt m
odel
s of
the
sam
e pr
opos
ed
tool
, pro
cess
, mec
hani
sm, o
r sy
stem
in
orde
r to
sel
ect o
r re
vise
a m
odel
that
be
st fi
ts th
e ev
iden
ce o
r de
sign
crit
eria
.
• D
esig
n a
test
of a
mod
el to
asc
erta
in it
s re
liabi
lity.
• D
evel
op a
nd/o
r us
e a
mod
el to
rep
rese
nt
amou
nts,
rel
atio
nshi
ps, r
elat
ive
scal
es
(big
ger,
smal
ler)
, and
/or
patte
rns
in th
e na
tura
l and
des
igne
d w
orld
(s).
• C
olla
bora
tivel
y de
velo
p an
d/or
rev
ise
a m
odel
bas
ed o
n ev
iden
ce th
at s
how
s th
e re
latio
nshi
ps a
mon
g va
riabl
es fo
r fr
eque
nt a
nd r
egul
ar o
ccur
ring
even
ts.
• D
evel
op a
mod
el u
sing
an
anal
ogy,
e x
ampl
e, o
r ab
stra
ct r
epre
sent
atio
n to
de
scrib
e a
scie
ntifi
c pr
inci
ple
or d
esig
n so
lutio
n.
• D
evel
op a
nd/o
r us
e m
odel
s to
des
crib
e an
d/or
pre
dict
phe
nom
ena.
• D
evel
op o
r m
odify
a m
odel
—ba
sed
on
evid
ence
—to
mat
ch w
hat h
appe
ns if
a
varia
ble
or c
ompo
nent
of a
sys
tem
is
chan
ged.
• U
se a
nd/o
r de
velo
p a
mod
el o
f sim
ple
syst
ems
with
unc
erta
in a
nd le
ss
pred
icta
ble
fact
ors.
• D
evel
op a
nd/o
r re
vise
a m
odel
to s
how
th
e re
latio
nshi
ps a
mon
g va
riabl
es,
incl
udin
g th
ose
that
are
not
obs
erva
ble
but p
redi
ct o
bser
vabl
e ph
enom
ena.
• D
evel
op a
nd/o
r us
e a
mod
el to
pr e
dict
an
d/or
des
crib
e ph
enom
ena.
• D
evel
op a
mod
el to
des
crib
e un
obse
rvab
le m
echa
nism
s.
• D
evel
op, r
evis
e, a
nd/o
r us
e a
mod
el
base
d on
evi
denc
e to
illu
stra
te a
nd/
or p
redi
ct th
e re
latio
nshi
ps b
etw
een
syst
ems
or b
etw
een
com
pone
nts
of a
sy
stem
.
• D
evel
op a
nd/o
r us
e m
ultip
le ty
pes
of
mod
els
to p
rovi
de m
echa
nist
ic a
ccou
nts
and/
or p
redi
ct p
heno
men
a, a
nd m
ove
flexi
bly
betw
een
mod
el ty
pes
base
d on
m
erits
and
lim
itatio
ns.
• D
evel
op a
sim
ple
mod
el b
ased
on
evid
ence
t o r
epre
sent
a p
ropo
sed
obje
ct
or to
ol.
• D
evel
op a
dia
gram
or
sim
ple
phys
ical
pr
otot
ype
to c
onve
y a
prop
osed
obj
ect,
tool
, or
proc
ess.
• U
se a
mod
el to
test
cau
se-a
nd-e
ffect
re
latio
nshi
ps o
r in
tera
ctio
ns c
once
rnin
g th
e fu
nctio
ning
of a
nat
ural
or
desi
gned
sy
stem
.
• D
evel
op a
nd/o
r us
e a
mod
el to
gen
erat
e da
ta to
test
idea
s ab
out p
heno
men
a in
na
tura
l or
desi
gned
sys
tem
s, in
clud
ing
thos
e re
pres
entin
g in
puts
and
out
puts
, an
d th
ose
at u
nobs
erva
ble
scal
es.
• D
evel
op a
com
plex
mod
el th
at a
llow
s fo
r m
anip
ulat
ion
and
test
ing
of a
pro
pose
d pr
oces
s or
sys
tem
.
• D
evel
op a
nd/o
r us
e a
mod
el (
incl
udin
g m
athe
mat
ical
and
com
puta
tiona
l) to
ge
nera
te d
ata
to s
uppo
rt e
xpla
natio
ns,
pred
ict p
heno
men
a, a
naly
ze s
yste
ms,
an
d/or
sol
ve p
robl
ems.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
52 National Science Teachers Association
Chapter 2Sc
ienc
e a
nd E
ngin
eerin
g P
ract
ices
: Pla
nnin
g a
nd C
arry
ing
Out
Inve
stig
atio
ns
Sci
entis
ts a
nd e
ngin
eers
pla
n an
d ca
rry
out i
nves
tigat
ions
in th
e fie
ld o
r la
bora
tory
, wor
king
col
labo
rativ
ely
as w
ell a
s in
divi
dual
ly. T
heir
inve
stig
atio
ns a
re s
yste
mat
ic
and
requ
ire c
larif
ying
wha
t cou
nts
as d
ata
and
iden
tifyi
ng v
aria
bles
or
para
met
ers.
Eng
inee
ring
inve
stig
atio
ns id
entif
y th
e ef
fect
iven
ess,
effi
cien
cy, a
nd d
urab
ility
of
desi
gns
unde
r di
ffere
nt c
ondi
tions
.
K–2
Co
nd
ense
d P
ract
ices
3–
5 C
on
den
sed
Pra
ctic
es
6–8
Co
nd
ense
d P
ract
ices
9–
12 C
on
den
sed
Pra
ctic
es
Pla
nnin
g an
d ca
rryi
ng o
ut in
vest
igat
ions
to
ans
wer
que
stio
ns o
r te
st s
olut
ions
to
pro
blem
s in
K–2
bui
lds
on p
rior
expe
rienc
es a
nd p
rogr
esse
s to
sim
ple
inve
stig
atio
ns, b
ased
on
fair
test
s, w
hich
pr
ovid
e da
ta to
sup
port
exp
lana
tions
or
desi
gn s
olut
ions
.
Pla
nnin
g an
d ca
rryi
ng o
ut in
vest
igat
ions
to
ans
wer
que
stio
ns o
r te
st s
olut
ions
to
prob
lem
s in
3–5
bui
lds
on K
–2 e
xper
ienc
es
and
prog
ress
es to
incl
ude
inve
stig
atio
ns
that
con
trol
var
iabl
es a
nd p
rovi
de e
vide
nce
to s
uppo
rt e
xpla
natio
ns o
r de
sign
sol
utio
ns.
Pla
nnin
g an
d ca
rryi
ng o
ut in
vest
igat
ions
in
6–8
bui
lds
on K
–5 e
xper
ienc
es a
nd
prog
ress
es to
incl
ude
inve
stig
atio
ns
that
use
mul
tiple
var
iabl
es a
nd p
rovi
de
evid
ence
to s
uppo
rt e
xpla
natio
ns o
r so
lutio
ns.
Pla
nnin
g an
d ca
rryi
ng o
ut in
vest
igat
ions
in
9–1
2 bu
ilds
on K
–8 e
xper
ienc
es a
nd
prog
ress
es to
incl
ude
inve
stig
atio
ns th
at
prov
ide
evid
ence
for
and
test
con
cept
ual,
mat
hem
atic
al, p
hysi
cal,
and
empi
rical
m
odel
s.
• W
ith g
uida
nce,
pla
n an
d co
nduc
t an
inve
stig
atio
n in
col
labo
ratio
n w
ith p
eers
(f
or K
).
• P
lan
and
cond
uct a
n in
vest
igat
ion
colla
bora
tivel
y to
pro
duce
dat
a to
ser
ve
as th
e ba
sis
for
evid
ence
to a
nsw
er a
qu
estio
n.
• P
lan
and
cond
uct a
n in
vest
igat
ion
colla
bora
tivel
y to
pro
duce
dat
a to
ser
ve
as th
e ba
sis
for
evid
ence
, usi
ng fa
ir te
sts
in w
hich
var
iabl
es a
re c
ontr
olle
d an
d th
e nu
mbe
r of
tria
ls c
onsi
dere
d.
• P
lan
an in
vest
igat
ion
indi
vidu
ally
and
co
llabo
rativ
ely,
and
in th
e de
sign
iden
tify
inde
pend
ent a
nd d
epen
dent
var
iabl
es
and
cont
rols
, wha
t too
ls a
re n
eede
d to
do
the
gath
erin
g, h
ow m
easu
rem
ents
w
ill b
e re
cord
ed, a
nd h
ow m
any
data
are
ne
eded
to s
uppo
rt a
cla
im.
• C
ondu
ct a
n in
vest
igat
ion
and/
or e
valu
ate
and/
or r
evis
e th
e ex
perim
enta
l des
ign
to p
rodu
ce d
ata
to s
erve
as
the
basi
s fo
r ev
iden
ce th
at m
eet t
he g
oals
of t
he
inve
stig
atio
n.
• P
lan
an in
vest
igat
ion
or te
st a
des
ign
indi
vidu
ally
and
col
labo
rativ
ely
to p
rodu
ce
data
to s
erve
as
the
basi
s fo
r ev
iden
ce
as p
art o
f bui
ldin
g an
d re
visi
ng m
odel
s,
supp
ortin
g ex
plan
atio
ns fo
r ph
enom
ena,
or
test
ing
solu
tions
to p
robl
ems.
Con
side
r po
ssib
le v
aria
bles
or
effe
cts
and
eval
uate
th
e co
nfou
ndin
g in
vest
igat
ion’
s de
sign
to
ensu
re v
aria
bles
are
con
trolle
d.
• P
lan
and
cond
uct a
n in
vest
igat
ion
indi
vidu
ally
and
col
labo
rativ
ely
to
prod
uce
data
to s
erve
as
the
basi
s fo
r ev
iden
ce, a
nd in
the
desi
gn d
ecid
e on
type
s, h
ow m
uch,
and
acc
urac
y of
dat
a ne
eded
to p
rodu
ce r
elia
ble
mea
sure
men
ts a
nd c
onsi
der
limita
tions
on
the
prec
isio
n of
the
data
(e.
g.,
num
ber
of tr
ials
, cos
t, ris
k, ti
me)
; refi
ne
the
desi
gn a
ccor
ding
ly.
• P
lan
and
cond
uct a
n in
vest
igat
ion
or
test
a d
esig
n so
lutio
n in
a s
afe
and
ethi
cal m
anne
r in
clud
ing
cons
ider
atio
ns
of e
nviro
nmen
tal,
soci
al, a
nd p
erso
nal
impa
cts.
• E
valu
ate
diffe
rent
way
s of
obs
ervi
ng
and/
or m
easu
ring
a ph
enom
enon
to
dete
rmin
e w
hich
way
can
ans
wer
a
ques
tion.
• E
valu
ate
appr
opria
te m
etho
ds a
nd/o
r to
ols
for
colle
ctin
g da
ta.
• E
valu
ate
the
accu
racy
of v
ario
us
met
hods
for
colle
ctin
g da
ta.
• S
elec
t app
ropr
iate
tool
s to
col
lect
, re
cord
, ana
lyze
, and
eva
luat
e da
ta.
• M
ake
obse
rvat
ions
(fir
stha
nd o
r fr
om
med
ia)
and/
or m
easu
rem
ents
to
colle
ct d
ata
that
can
be
used
to m
ake
com
paris
ons.
• M
ake
obse
rvat
ions
(fir
stha
nd o
r fr
om
med
ia)
and/
or m
easu
rem
ents
of a
pr
opos
ed o
bjec
t or
tool
or
solu
tion
to
dete
rmin
e if
it so
lves
a p
robl
em o
r m
eets
a
goal
.
• M
ake
pred
ictio
ns b
ased
on
prio
r e x
perie
nces
.
• M
ake
obse
rvat
ions
and
/or
mea
sure
men
ts
to p
rodu
ce d
ata
to s
erve
as
the
basi
s fo
r ev
iden
ce fo
r an
exp
lana
tion
of a
ph
enom
enon
or
test
a d
esig
n so
lutio
n.
• M
ake
pred
ictio
ns a
bout
wha
t wou
ld
happ
en if
a v
aria
ble
chan
ges.
• Te
st t
wo
diffe
rent
mod
els
of th
e sa
me
prop
osed
obj
ect,
tool
, or
proc
ess
to
dete
rmin
e w
hich
bet
ter
mee
ts c
riter
ia fo
r su
cces
s.
• C
olle
ct a
nd p
rodu
ce d
ata
to s
erve
as
the
basi
s fo
r ev
iden
ce to
ans
wer
sci
entifi
c qu
estio
ns o
r te
st d
esig
n so
lutio
ns u
nder
a
rang
e of
con
ditio
ns.
• C
olle
ct d
ata
abou
t the
per
form
ance
of a
pr
opos
ed o
bjec
t, to
ol, p
roce
ss, o
r sy
stem
un
der
a ra
nge
of c
ondi
tions
.
• M
ake
dire
ctio
nal h
ypot
hese
s th
at
spec
ify w
hat h
appe
ns to
a d
epen
dent
va
riabl
e w
hen
an in
depe
nden
t var
iabl
e is
m
anip
ulat
ed.
• M
anip
ulat
e va
riabl
es a
nd c
olle
ct d
ata
abou
t a c
ompl
ex m
odel
of a
pro
pose
d pr
oces
s or
sys
tem
to id
entif
y fa
ilure
po
ints
or
impr
ove
perf
orm
ance
rel
ativ
e to
cr
iteria
for
succ
ess
or o
ther
var
iabl
es.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
53The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 ProgressionsSc
ienc
e a
nd E
ngin
eerin
g P
ract
ices
: Ana
lyzin
g a
nd In
terp
retin
g D
ata
S
cien
tific
inve
stig
atio
ns p
rodu
ce d
ata
that
mus
t be
anal
yzed
to d
eriv
e m
eani
ng. B
ecau
se d
ata
patte
rns
and
tren
ds a
re n
ot a
lway
s ob
viou
s, s
cien
tists
use
a r
ange
of
tool
s—in
clud
ing
tabu
latio
n, g
raph
ical
inte
rpre
tatio
n, v
isua
lizat
ion,
and
sta
tistic
al a
naly
sis—
to id
entif
y th
e si
gnifi
cant
feat
ures
and
pat
tern
s in
the
data
. Sci
entis
ts
iden
tify
sour
ces
of e
rror
in th
e in
vest
igat
ions
and
cal
cula
te th
e de
gree
of c
erta
inty
in th
e re
sults
. Mod
ern
tech
nolo
gy m
akes
the
colle
ctio
n of
larg
e da
ta s
ets
muc
h ea
sier
, pro
vidi
ng s
econ
dary
sou
rces
for
anal
ysis
. Eng
inee
ring
inve
stig
atio
ns in
clud
e an
alys
is o
f dat
a co
llect
ed in
the
test
s of
des
igns
. Thi
s al
low
s co
mpa
rison
of
diff
eren
t sol
utio
ns a
nd d
eter
min
es h
ow w
ell e
ach
mee
ts s
peci
fic d
esig
n cr
iteria
—th
at is
, whi
ch d
esig
n be
st s
olve
s th
e pr
oble
m w
ithin
giv
en c
onst
rain
ts. L
ike
scie
ntis
ts, e
ngin
eers
req
uire
a r
ange
of t
ools
to id
entif
y pa
ttern
s w
ithin
dat
a an
d in
terp
ret t
he r
esul
ts. A
dvan
ces
in s
cien
ce m
ake
anal
ysis
of p
ropo
sed
solu
tions
m
ore
effic
ient
and
effe
ctiv
e.
K–2
Co
nd
ense
d P
ract
ices
3–
5 C
on
den
sed
Pra
ctic
es
6–8
Co
nd
ense
d P
ract
ices
9–
12 C
on
den
sed
Pra
ctic
es
Ana
lyzi
ng d
ata
in K
–2 b
uild
s on
prio
r ex
perie
nces
and
pro
gres
ses
to c
olle
ctin
g,
reco
rdin
g, a
nd s
harin
g ob
serv
atio
ns.
Ana
lyzi
ng d
ata
in 3
–5 b
uild
s on
K–2
ex
perie
nces
and
pro
gres
ses
to in
trod
ucin
g qu
antit
ativ
e ap
proa
ches
to c
olle
ctin
g da
ta
and
cond
uctin
g m
ultip
le tr
ials
of q
ualit
ativ
e ob
serv
atio
ns. W
hen
poss
ible
and
feas
ible
, di
gita
l too
ls s
houl
d be
use
d.
Ana
lyzi
ng d
ata
in 6
–8 b
uild
s on
K–5
ex
perie
nces
and
pro
gres
ses
to e
xten
ding
qu
antit
ativ
e an
alys
is to
inve
stig
atio
ns,
dist
ingu
ishi
ng b
etw
een
corr
elat
ion
and
caus
atio
n, a
nd b
asic
sta
tistic
al te
chni
ques
of
dat
a an
d er
ror
anal
ysis
.
Ana
lyzi
ng d
ata
in 9
–12
build
s on
K–8
ex
perie
nces
and
pro
gres
ses
to in
trod
ucin
g m
ore
deta
iled
stat
istic
al a
naly
sis,
the
com
paris
on o
f dat
a se
ts fo
r co
nsis
tenc
y,
and
the
use
of m
odel
s to
gen
erat
e an
d an
alyz
e da
ta.
• R
ecor
d in
for m
atio
n (o
bser
vatio
ns,
thou
ghts
, and
idea
s).
• U
se o
bser
vatio
ns (
first
hand
or
from
m
edia
) to
des
crib
e pa
ttern
s an
d/or
re
latio
nshi
ps in
the
natu
ral a
nd d
esig
ned
wor
ld in
ord
er to
ans
wer
sci
entifi
c qu
estio
ns a
nd s
olve
pro
blem
s.
• C
ompa
re p
redi
ctio
ns (
base
d on
pr
ior
expe
rienc
es)
to w
hat o
ccur
red
(obs
erva
ble
even
ts).
• R
epre
sent
dat
a in
t abl
es a
nd/o
r va
rious
gra
phic
al d
ispl
ays
(bar
gra
phs,
pi
ctog
raph
s, a
nd/o
r pi
e ch
arts
) to
rev
eal
patte
rns
that
indi
cate
rel
atio
nshi
ps.
• C
onst
ruct
, ana
lyz e
, and
/or
inte
rpre
t gr
aphi
cal d
ispl
ays
of d
ata
and/
or la
rge
data
set
s to
iden
tify
linea
r an
d no
nlin
ear
rela
tions
hips
.
• U
se g
raph
ical
dis
play
s (e
.g.,
map
s,
char
ts, g
raph
s, a
nd/o
r ta
bles
) of
larg
e da
ta s
ets
to id
entif
y te
mpo
ral a
nd s
patia
l re
latio
nshi
ps.
• D
istin
guis
h be
twee
n ca
usal
and
co
rrel
atio
nal r
elat
ions
hips
in d
ata.
• A
naly
ze a
nd in
terp
ret d
ata
to p
rovi
de
evid
ence
for
phen
omen
a.
• A
naly
ze d
ata
usin
g t o
ols,
tech
nolo
gies
, an
d/or
mod
els
(e.g
., co
mpu
tatio
nal,
mat
hem
atic
al)
in o
rder
to m
ake
valid
and
re
liabl
e sc
ient
ific
clai
ms
or d
eter
min
e an
op
timal
des
ign
solu
tion.
• N
/A•
Ana
lyze
and
inte
rpre
t dat
a to
mak
e se
nse
of p
heno
men
a, u
sing
logi
cal
reas
onin
g, m
athe
mat
ics,
and
/or
com
puta
tion.
• A
pply
con
cept
s of
sta
tistic
s an
d pr
obab
ility
(in
clud
ing
mea
n, m
edia
n,
mod
e, a
nd v
aria
bilit
y) to
ana
lyze
and
ch
arac
teriz
e da
ta, u
sing
dig
ital t
ools
w
hen
feas
ible
.
• A
pply
con
cept
s of
sta
tistic
s an
d pr
obab
ility
(in
clud
ing
dete
rmin
ing
func
tion
fits
to d
ata,
slo
pe, i
nter
cept
, an
d co
rrel
atio
n co
effic
ient
for
linea
r fit
s)
to s
cien
tific
and
engi
neer
ing
ques
tions
an
d pr
oble
ms,
usi
ng d
igita
l too
ls w
hen
feas
ible
.
• N
/A•
N/A
• C
onsi
der
limita
tions
of d
ata
anal
ysis
(e
.g.,
mea
sure
men
t err
or)
and/
or s
eek
to im
prov
e pr
ecis
ion
and
accu
racy
of
data
with
bet
ter
tech
nolo
gica
l too
ls a
nd
met
hods
(e.
g., m
ultip
le tr
ials
).
• C
onsi
der
limita
tions
of d
ata
anal
ysis
(e
.g.,
mea
sure
men
t err
or, s
ampl
e se
lect
ion)
whe
n an
alyz
ing
and
inte
rpre
ting
data
.
• N
/A•
Com
pare
and
con
tras
t dat
a co
llect
ed
by d
iffer
ent g
roup
s in
ord
er to
dis
cuss
si
mila
ritie
s an
d di
ffere
nces
in th
eir
findi
ngs.
• A
naly
ze a
nd in
terp
ret d
ata
to d
eter
min
e si
mila
ritie
s an
d di
ffere
nces
in fi
ndin
gs.
• C
ompa
re a
nd c
ontr
ast v
ario
us ty
pes
of d
ata
sets
(e.
g., s
elf-
gene
rate
d,
arch
ival
) to
exa
min
e co
nsis
tenc
y of
m
easu
rem
ents
and
obs
erva
tions
.
• A
naly
ze d
ata
from
test
s of
an
obje
ct o
r to
ol to
det
erm
ine
if it
wor
ks a
s in
tend
ed.
• A
naly
ze d
ata
to r
efine
a p
robl
em
stat
emen
t or
the
desi
gn o
f a p
ropo
sed
obje
ct, t
ool,
or p
roce
ss.
• U
se d
ata
to e
valu
ate
and
refin
e de
sign
so
lutio
ns.
• A
naly
ze d
ata
to d
efine
an
optim
al
oper
atio
nal r
ange
for
a pr
opos
ed o
bjec
t, to
ol, p
roce
ss, o
r sy
stem
that
bes
t mee
ts
crite
ria fo
r su
cces
s.
• E
valu
ate
the
impa
ct o
f new
dat
a on
a
wor
king
exp
lana
tion
and/
or m
odel
of a
pr
opos
ed p
roce
ss o
r sy
stem
.
• A
naly
ze d
ata
to id
entif
y de
sign
feat
ures
or
cha
ract
eris
tics
of th
e co
mpo
nent
s of
a
prop
osed
pro
cess
or
syst
em to
opt
imiz
e it
rela
tive
to c
riter
ia fo
r su
cces
s.
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
54 National Science Teachers Association
Chapter 2
Scie
nce
and
Eng
ine
erin
g P
rac
tice
s: U
sing
Ma
the
ma
tics
and
C
om
put
atio
nal T
hink
ing
In
bot
h sc
ienc
e an
d en
gine
erin
g, m
athe
mat
ics
and
com
puta
tion
are
fund
amen
tal t
ools
for
repr
esen
ting
phys
ical
var
iabl
es a
nd th
eir
rela
tions
hips
. The
y ar
e us
ed fo
r a
rang
e of
task
s su
ch a
s co
nstr
uctin
g si
mul
atio
ns; s
olvi
ng e
quat
ions
exa
ctly
or
appr
oxim
atel
y; a
nd r
ecog
nizi
ng, e
xpre
ssin
g, a
nd a
pply
ing
quan
titat
ive
rela
tions
hips
. M
athe
mat
ical
and
com
puta
tiona
l app
roac
hes
enab
le s
cien
tists
and
eng
inee
rs to
pre
dict
the
beha
vior
of s
yste
ms
and
test
the
valid
ity o
f suc
h pr
edic
tions
.
K–2
Co
nd
ense
d P
ract
ices
3–
5 C
on
den
sed
Pra
ctic
es
6–8
Co
nd
ense
d P
ract
ices
9–
12 C
on
den
sed
Pra
ctic
es
Mat
hem
atic
al a
nd c
ompu
tatio
nal
thin
king
in K
–2 b
uild
s on
prio
r ex
perie
nce
and
prog
ress
es to
re
cogn
izin
g th
at m
athe
mat
ics
can
be u
sed
to d
escr
ibe
the
natu
ral a
nd
desi
gned
wor
ld(s
).
Mat
hem
atic
al a
nd c
ompu
tatio
nal
thin
king
in 3
–5 b
uild
s on
K–2
ex
perie
nces
and
pro
gres
ses
to
exte
ndin
g qu
antit
ativ
e m
easu
rem
ents
to
a v
arie
ty o
f phy
sica
l pro
pert
ies
and
usin
g co
mpu
tatio
n an
d m
athe
mat
ics
to
anal
yze
data
and
com
pare
alte
rnat
ive
desi
gn s
olut
ions
.
Mat
hem
atic
al a
nd c
ompu
tatio
nal
thin
king
in 6
–8 b
uild
s on
K–5
ex
perie
nces
and
pro
gres
ses
to
iden
tifyi
ng p
atte
rns
in la
rge
data
se
ts a
nd u
sing
mat
hem
atic
al
conc
epts
to s
uppo
rt e
xpla
natio
ns
and
argu
men
ts.
Mat
hem
atic
al a
nd c
ompu
tatio
nal t
hink
ing
in 9
–12
build
s on
K–8
exp
erie
nces
and
pro
gres
ses
to u
sing
alg
ebra
ic
thin
king
and
ana
lysi
s, a
ran
ge o
f lin
ear
and
nonl
inea
r fu
nctio
ns in
clud
ing
trig
onom
etric
func
tions
, exp
onen
tials
an
d lo
garit
hms,
and
com
puta
tiona
l too
ls fo
r st
atis
tical
an
alys
is to
ana
lyze
, rep
rese
nt, a
nd m
odel
dat
a. S
impl
e co
mpu
tatio
nal s
imul
atio
ns a
re c
reat
ed a
nd u
sed
base
d on
m
athe
mat
ical
mod
els
of b
asic
ass
umpt
ions
.
• N
/A•
N/A
• D
ecid
e w
hen
to u
se q
ualit
ativ
e vs
. qua
ntita
tive
data
. •
Dec
ide
if qu
alita
tive
or q
uant
itativ
e da
ta a
re b
est t
o de
term
ine
whe
ther
a p
ropo
sed
obje
ct o
r to
ol m
eets
cr
iteria
for
succ
ess.
• U
se c
ount
ing
and
num
bers
to id
entif
y an
d de
scrib
e pa
ttern
s in
the
natu
ral
and
desi
gned
wor
ld(s
).
• O
rgan
ize
sim
ple
data
set
s to
rev
eal
patte
rns
that
sug
gest
rel
atio
nshi
ps.
• U
se d
igita
l too
ls (
e.g.
, co
mpu
ters
) to
ana
lyze
ver
y la
rge
data
set
s fo
r pa
ttern
s an
d tr
ends
.
• C
reat
e an
d/or
rev
ise
a co
mpu
tatio
nal m
odel
or
sim
ulat
ion
of a
phe
nom
enon
, des
igne
d de
vice
, pro
cess
, or
sys
tem
.
• D
escr
ibe,
mea
sure
, and
/or
com
pare
qu
antit
ativ
e at
trib
utes
of d
iffer
ent
obje
cts
and
disp
lay
the
data
usi
ng
sim
ple
grap
hs.
• D
escr
ibe,
mea
sure
, est
imat
e, a
nd/
or g
raph
qua
ntiti
es s
uch
as a
rea,
vo
lum
e, w
eigh
t, an
d tim
e to
add
ress
sc
ient
ific
and
engi
neer
ing
ques
tions
an
d pr
oble
ms.
• U
se m
athe
mat
ical
re
pres
enta
tions
to d
escr
ibe
and/
or s
uppo
rt s
cien
tific
conc
lusi
ons
and
desi
gn s
olut
ions
.
• U
se m
athe
mat
ical
, com
puta
tiona
l, an
d/or
alg
orith
mic
re
pres
enta
tions
of p
heno
men
a or
des
ign
solu
tions
to
desc
ribe
and/
or s
uppo
rt c
laim
s an
d/or
exp
lana
tions
.
• U
se q
uant
itativ
e da
ta to
com
pare
tw
o al
tern
ativ
e so
lutio
ns to
a p
robl
em.
• C
reat
e an
d/or
use
gra
phs
and/
or c
hart
s ge
nera
ted
from
sim
ple
algo
rithm
s to
com
pare
alte
rnat
ive
solu
tions
to a
n en
gine
erin
g pr
oble
m.
• C
reat
e al
gorit
hms
(a s
erie
s of
ord
ered
ste
ps)
to s
olve
a
prob
lem
.
• A
pply
mat
hem
atic
al c
once
pts
and/
or p
roce
sses
(su
ch a
s ra
tio,
rate
, per
cent
, bas
ic o
pera
tions
, an
d si
mpl
e al
gebr
a) to
sci
entifi
c an
d en
gine
erin
g qu
estio
ns a
nd
prob
lem
s.
• U
se d
igita
l too
ls a
nd/o
r m
athe
mat
ical
con
cept
s an
d ar
gum
ents
to te
st a
nd c
ompa
re
prop
osed
sol
utio
ns to
an
engi
neer
ing
desi
gn p
robl
em.
• A
pply
tech
niqu
es o
f alg
ebra
and
func
tions
to r
epre
sent
an
d so
lve
scie
ntifi
c an
d en
gine
erin
g pr
oble
ms.
• U
se s
impl
e lim
it ca
ses
to te
st m
athe
mat
ical
ex
pres
sion
s, c
ompu
ter
prog
ram
s, a
lgor
ithm
s, o
r si
mul
atio
ns o
f a p
roce
ss o
r sy
stem
to s
ee if
a m
odel
“m
akes
sen
se” b
y co
mpa
ring
the
outc
omes
with
wha
t is
know
n ab
out t
he r
eal w
orld
.
• A
pply
rat
ios,
rat
es, p
erce
ntag
es, a
nd u
nit c
onve
rsio
ns
in th
e co
ntex
t of c
ompl
icat
ed m
easu
rem
ent p
robl
ems
invo
lvin
g qu
antit
ies
with
der
ived
or
com
poun
d un
its
(e.g
., m
g/m
L, k
g/m
3 , a
cre-
feet
).
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
55The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 ProgressionsSc
ienc
e a
nd E
ngin
ee
ring
Pra
ctic
es:
Co
nstru
ctin
g E
xpla
natio
ns a
nd
De
signi
ng S
olu
tions
T
he e
nd-p
rodu
cts
of s
cien
ce a
re e
xpla
natio
ns a
nd th
e en
d-pr
oduc
ts o
f eng
inee
ring
are
solu
tions
. The
goa
l of s
cien
ce is
the
cons
truc
tion
of th
eorie
s th
at p
rovi
de
expl
anat
ory
acco
unts
of t
he w
orld
. A th
eory
bec
omes
acc
epte
d w
hen
it ha
s m
ultip
le li
nes
of e
mpi
rical
evi
denc
e an
d gr
eate
r ex
plan
ator
y po
wer
of p
heno
men
a th
an
prev
ious
theo
ries.
The
goa
l of e
ngin
eerin
g de
sign
is to
find
a s
yste
mat
ic s
olut
ion
to p
robl
ems
that
is b
ased
on
scie
ntifi
c kn
owle
dge
and
mod
els
of th
e m
ater
ial
wor
ld. E
ach
prop
osed
sol
utio
n re
sults
from
a p
roce
ss o
f bal
anci
ng c
ompe
ting
crite
ria o
f des
ired
func
tions
, tec
hnic
al fe
asib
ility
, cos
t, sa
fety
, aes
thet
ics,
and
co
mpl
ianc
e w
ith le
gal r
equi
rem
ents
. The
opt
imal
cho
ice
depe
nds
on h
ow w
ell t
he p
ropo
sed
solu
tions
mee
t crit
eria
and
con
stra
ints
.
K–2
Co
nd
ense
d P
ract
ices
3–
5 C
on
den
sed
Pra
ctic
es
6–8
Co
nd
ense
d P
ract
ices
9–
12 C
on
den
sed
Pra
ctic
es
Con
stru
ctin
g ex
plan
atio
ns a
nd d
esig
ning
so
lutio
ns in
K–2
bui
lds
on p
rior
expe
rienc
es
and
prog
ress
es to
the
use
of e
vide
nce
and
idea
s in
con
stru
ctin
g ev
iden
ce-b
ased
ac
coun
ts o
f nat
ural
phe
nom
ena
and
desi
gnin
g so
lutio
ns.
Con
stru
ctin
g ex
plan
atio
ns a
nd d
esig
ning
so
lutio
ns in
3–5
bui
lds
on K
–2 e
xper
ienc
es
and
prog
ress
es to
the
use
of e
vide
nce
in c
onst
ruct
ing
expl
anat
ions
that
spe
cify
va
riabl
es th
at d
escr
ibe
and
pred
ict
phen
omen
a an
d in
des
igni
ng m
ultip
le
solu
tions
to d
esig
n pr
oble
ms.
Con
stru
ctin
g ex
plan
atio
ns a
nd d
esig
ning
so
lutio
ns in
6–8
bui
lds
on K
–5 e
xper
ienc
es
and
prog
ress
es to
incl
ude
cons
truc
ting
expl
anat
ions
and
des
igni
ng s
olut
ions
su
ppor
ted
by m
ultip
le s
ourc
es o
f evi
denc
e co
nsis
tent
with
sci
entifi
c id
eas,
prin
cipl
es,
and
theo
ries.
Con
stru
ctin
g ex
plan
atio
ns a
nd d
esig
ning
so
lutio
ns in
9–1
2 bu
ilds
on K
–8 e
xper
ienc
es
and
prog
ress
es to
exp
lana
tions
and
de
sign
s th
at a
re s
uppo
rted
by
mul
tiple
and
in
depe
nden
t stu
dent
-gen
erat
ed s
ourc
es o
f ev
iden
ce c
onsi
sten
t with
sci
entifi
c id
eas,
pr
inci
ples
, and
theo
ries.
• U
se in
form
atio
n fr
om o
bser
vatio
ns
(firs
than
d an
d fr
om m
edia
) to
con
stru
ct
an e
vide
nce-
base
d ac
coun
t for
nat
ural
ph
enom
ena.
• C
onst
ruct
an
expl
anat
ion
of o
bser
ved
rela
tions
hips
(e.
g., t
he d
istr
ibut
ion
of
plan
ts in
the
back
yard
).
• C
onst
ruct
an
expl
anat
ion
that
incl
udes
qu
alit a
tive
or q
uant
itativ
e re
latio
nshi
ps
betw
een
varia
bles
that
pre
dict
and
/or
desc
ribe
phen
omen
a.
• C
onst
ruct
an
expl
anat
ion
usin
g m
odel
s or
rep
rese
ntat
ions
.
• M
ake
a qu
antit
ativ
e an
d/or
qua
litat
ive
clai
m r
egar
ding
the
rela
tions
hip
betw
een
depe
nden
t and
inde
pend
ent v
aria
bles
.
• N
/A•
Use
evi
denc
e (e
.g.,
mea
sure
men
ts,
obse
rvat
ions
, pat
tern
s) to
con
stru
ct
or s
uppo
rt a
n ex
plan
atio
n or
des
ign
a so
lutio
n to
a p
robl
em.
• C
onst
ruct
a s
cien
tific
expl
anat
ion
base
d on
val
id a
nd r
elia
ble
evid
ence
obt
aine
d fr
om s
ourc
es (
incl
udin
g th
e st
uden
ts’
own
expe
rimen
ts)
and
the
assu
mpt
ion
that
theo
ries
and
law
s th
at d
escr
ibe
the
natu
ral w
orld
ope
rate
toda
y as
they
did
in
the
past
and
will
con
tinue
to d
o so
in
the
futu
re.
• A
pply
sci
entifi
c id
eas,
prin
cipl
es, a
nd/o
r ev
iden
ce to
con
stru
ct, r
evis
e an
d/or
use
an
exp
lana
tion
for
real
-wor
ld p
heno
men
a,
exam
ples
, or
even
ts.
• C
onst
ruct
and
rev
ise
an e
xpla
natio
n ba
sed
on v
alid
and
rel
iabl
e ev
iden
ce
obta
ined
from
a v
arie
ty o
f sou
rces
(in
clud
ing
stud
ents
’ ow
n in
vest
igat
ions
, m
odel
s, th
eorie
s, s
imul
atio
ns, p
eer
revi
ew)
and
the
assu
mpt
ion
that
theo
ries
and
law
s th
at d
escr
ibe
the
natu
ral w
orld
op
erat
e to
day
as th
ey d
id in
the
past
and
w
ill c
ontin
ue to
do
so in
the
futu
re.
• A
pply
sci
entifi
c id
eas,
prin
cipl
es, a
nd/
or e
vide
nce
to p
rovi
de a
n ex
plan
atio
n of
phe
nom
ena
and
solv
e de
sign
pr
oble
ms,
taki
ng in
to a
ccou
nt p
ossi
ble
unan
ticip
ated
effe
cts.
• N
/A•
Iden
tify
the
evid
ence
that
sup
port
s pa
rtic
ular
poi
nts
in a
n ex
plan
atio
n.
• A
pply
sci
entifi
c re
ason
ing
to s
how
why
th
e da
ta o
r ev
iden
ce is
ade
quat
e fo
r th
e ex
plan
atio
n or
con
clus
ion.
• A
pply
sci
entifi
c re
ason
ing,
theo
ry, a
nd/o
r m
odel
s to
link
evi
denc
e to
the
clai
ms
to
asse
ss th
e ex
tent
to w
hich
the
reas
onin
g an
d da
ta s
uppo
rt th
e ex
plan
atio
n or
co
nclu
sion
.
• U
se to
ols
and/
or m
ater
ials
to d
esig
n an
d/or
bui
ld a
dev
ice
that
sol
ves
a sp
ecifi
c pr
oble
m o
r a
solu
tion
to a
sp
ecifi
c pr
oble
m.
• G
ener
ate
and/
or c
ompa
re m
ultip
le
solu
tions
to a
pro
blem
.
• A
pply
sci
entifi
c id
eas
to s
olve
des
ign
prob
lem
s.
• G
ener
ate
and
com
pare
mul
tiple
so
lutio
ns to
a p
robl
em b
ased
on
how
wel
l the
y m
eet t
he c
riter
ia a
nd
cons
trai
nts
of th
e de
sign
sol
utio
n.
• A
pply
sci
entifi
c id
eas
or p
rinci
ples
to
desi
gn, c
onst
ruct
, and
/or
test
a d
esig
n of
an
obj
ect,
tool
, pro
cess
, or
syst
em.
• U
nder
take
a d
esig
n pr
ojec
t, en
gagi
ng
in th
e de
sign
cyc
le, t
o co
nstr
uct a
nd/o
r im
plem
ent a
sol
utio
n th
at m
eets
spe
cific
de
sign
crit
eria
and
con
stra
ints
.
• O
ptim
ize
perf
orm
ance
of a
des
ign
by
prio
ritiz
ing
crite
ria, m
akin
g tr
ade-
offs
, te
stin
g, r
evis
ing,
and
ret
estin
g.
• D
esig
n, e
valu
ate,
and
/or
refin
e a
solu
tion
to a
com
plex
rea
l-wor
ld
prob
lem
, bas
ed o
n sc
ient
ific
know
ledg
e,
stud
ent-
gene
rate
d so
urce
s of
evi
denc
e,
prio
ritiz
ed c
riter
ia, a
nd tr
ade-
off
cons
ider
atio
ns.
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
56 National Science Teachers Association
Chapter 2Sc
ienc
e a
nd E
ngin
eerin
g P
ract
ices
: Eng
ag
ing
in A
rgum
ent F
rom
Evi
den
ce
Arg
umen
tatio
n is
the
proc
ess
by w
hich
evi
denc
e-ba
sed
conc
lusi
ons
and
solu
tions
are
rea
ched
. In
scie
nce
and
engi
neer
ing,
rea
soni
ng a
nd a
rgum
ent b
ased
on
evi
denc
e ar
e es
sent
ial t
o id
entif
ying
the
best
exp
lana
tion
for
a na
tura
l phe
nom
enon
or
the
best
sol
utio
n to
a d
esig
n pr
oble
m. S
cien
tists
and
eng
inee
rs u
se
argu
men
tatio
n to
list
en to
, com
pare
, and
eva
luat
e co
mpe
ting
idea
s an
d m
etho
ds b
ased
on
mer
its. S
cien
tists
and
eng
inee
rs e
ngag
e in
arg
umen
tatio
n w
hen
inve
stig
atin
g a
phen
omen
on, t
estin
g a
desi
gn s
olut
ion,
res
olvi
ng q
uest
ions
abo
ut m
easu
rem
ents
, bui
ldin
g da
ta m
odel
s, a
nd u
sing
evi
denc
e to
eva
luat
e cl
aim
s.
K–2
Co
nd
ense
d P
ract
ices
3–
5 C
on
den
sed
Pra
ctic
es
6–8
Co
nd
ense
d P
ract
ices
9–
12 C
on
den
sed
Pra
ctic
es
Eng
agin
g in
arg
umen
t fro
m e
vide
nce
in K
–2 b
uild
s on
prio
r ex
perie
nces
and
pr
ogre
sses
to c
ompa
ring
idea
s an
d re
pres
enta
tions
abo
ut th
e na
tura
l and
de
sign
ed w
orld
(s).
Eng
agin
g in
arg
umen
t fro
m e
vide
nce
in 3
–5
build
s on
K–2
exp
erie
nces
and
pro
gres
ses
to c
ritiq
uing
the
scie
ntifi
c ex
plan
atio
ns
or s
olut
ions
pro
pose
d by
pee
rs b
y ci
ting
rele
vant
evi
denc
e ab
out t
he n
atur
al a
nd
desi
gned
wor
ld(s
).
Eng
agin
g in
arg
umen
t fro
m e
vide
nce
in 6
–8
build
s on
K–5
exp
erie
nces
and
pro
gres
ses
to c
onst
ruct
ing
a co
nvin
cing
arg
umen
t th
at s
uppo
rts
or r
efut
es c
laim
s fo
r ei
ther
ex
plan
atio
ns o
r so
lutio
ns a
bout
the
natu
ral
and
desi
gned
wor
ld(s
).
Eng
agin
g in
arg
umen
t fro
m e
vide
nce
in 9
–12
build
s on
K–8
exp
erie
nces
an
d pr
ogre
sses
to u
sing
app
ropr
iate
an
d su
ffici
ent e
vide
nce
and
scie
ntifi
c re
ason
ing
to d
efen
d an
d cr
itiqu
e cl
aim
s an
d ex
plan
atio
ns a
bout
the
natu
ral a
nd
desi
gned
wor
ld(s
). A
rgum
ents
may
als
o co
me
from
cur
rent
sci
entifi
c or
his
toric
al
epis
odes
in s
cien
ce.
• Id
entif
y ar
gum
ents
that
are
sup
port
ed b
y ev
iden
ce.
• D
istin
guis
h be
twee
n ex
plan
atio
ns th
at
acco
unt f
or a
ll ga
ther
ed e
vide
nce
and
thos
e th
at d
o no
t.
• A
naly
ze w
hy s
ome
evid
ence
is r
elev
ant
to a
sci
entifi
c qu
estio
n an
d so
me
is n
ot.
• D
istin
guis
h be
twee
n op
inio
ns a
nd
evid
ence
in o
ne’s
ow
n ex
plan
atio
ns.
• C
ompa
re a
nd r
efine
arg
umen
ts b
ased
on
an
eval
uatio
n of
the
evid
ence
pr
esen
ted.
• D
istin
guis
h am
ong
fact
s, r
easo
ned
judg
men
t bas
ed o
n re
sear
ch fi
ndin
gs,
and
spec
ulat
ion
in a
n ex
plan
atio
n.
• C
ompa
re a
nd c
ritiq
ue t
wo
argu
men
ts o
n th
e sa
me
topi
c an
d an
alyz
e w
heth
er th
ey
emph
asiz
e si
mila
r or
diff
eren
t evi
denc
e an
d/or
inte
rpre
tatio
ns o
f fac
ts.
• C
ompa
re a
nd e
valu
ate
com
petin
g ar
gum
ents
or
desi
gn s
olut
ions
in li
ght
of c
urre
ntly
acc
epte
d ex
plan
atio
ns, n
ew
evid
ence
, lim
itatio
ns (
e.g.
, tra
de-o
ffs),
co
nstr
aint
s, a
nd e
thic
al is
sues
.
• E
valu
ate
the
clai
ms,
evi
denc
e, a
nd/o
r re
ason
ing
behi
nd c
urre
ntly
acc
epte
d ex
plan
atio
ns o
r so
lutio
ns to
det
erm
ine
the
mer
its o
f arg
umen
ts.
• Li
sten
act
ivel
y to
arg
umen
ts to
indi
cate
ag
reem
ent o
r di
sagr
eem
ent b
ased
on
evid
ence
, and
/or
to r
etel
l the
mai
n po
ints
of
the
argu
men
t.
• R
espe
ctfu
lly p
rovi
de a
nd r
ecei
ve
criti
ques
from
pee
rs a
bout
a p
ropo
sed
proc
edur
e, e
xpla
natio
n, o
r m
odel
by
citin
g re
leva
nt e
vide
nce
and
posi
ng
spec
ific
ques
tions
.
• R
espe
ctfu
lly p
rovi
de a
nd r
ecei
ve
criti
ques
abo
ut o
ne’s
exp
lana
tions
, pr
oced
ures
, mod
els,
and
que
stio
ns b
y ci
ting
rele
vant
evi
denc
e an
d po
sing
an
d re
spon
ding
to q
uest
ions
that
elic
it pe
rtin
ent e
labo
ratio
n an
d de
tail.
• R
espe
ctfu
lly p
rovi
de a
nd/o
r re
ceiv
e cr
itiqu
es o
n sc
ient
ific
argu
men
ts b
y pr
obin
g re
ason
ing
and
evid
ence
and
ch
alle
ngin
g id
eas
and
conc
lusi
ons,
re
spon
ding
thou
ghtfu
lly to
div
erse
pe
rspe
ctiv
es, a
nd d
eter
min
ing
wha
t ad
ditio
nal i
nfor
mat
ion
is r
equi
red
to
reso
lve
cont
radi
ctio
ns.
• C
onst
ruct
an
argu
men
t with
evi
denc
e to
su
ppor
t a c
laim
. •
Con
stru
ct a
nd/o
r su
ppor
t an
argu
men
t w
ith e
vide
nce,
dat
a, a
nd/o
r a
mod
el.
• U
se d
ata
to e
valu
ate
clai
ms
abou
t cau
se
and
effe
ct.
• C
onst
ruct
, use
, and
/or
pres
ent a
n or
al a
nd w
ritte
n ar
gum
ent s
uppo
rted
by
em
piric
al e
vide
nce
and
scie
ntifi
c re
ason
ing
to s
uppo
rt o
r re
fute
an
exp
lana
tion
or a
mod
el fo
r a
phen
omen
on o
r a
solu
tion
to a
pro
blem
.
• C
onst
ruct
, use
, and
/or
pres
ent a
n or
al a
nd w
ritte
n ar
gum
ent o
r co
unte
r-ar
gum
ents
bas
ed o
n da
ta a
nd e
vide
nce.
• M
ake
a cl
aim
abo
ut th
e ef
fect
iven
ess
of a
n ob
ject
, too
l, or
sol
utio
n th
at is
su
ppor
ted
by r
elev
ant e
vide
nce.
• M
ake
a cl
aim
abo
ut th
e m
erit
of a
so
lutio
n to
a p
robl
em b
y ci
ting
rele
vant
ev
iden
ce a
bout
how
it m
eets
the
crite
ria
and
cons
trai
nts
of th
e pr
oble
m.
• M
ake
an o
ral o
r w
ritte
n ar
gum
ent t
hat
supp
orts
or
refu
tes
the
adve
rtis
ed
perf
orm
ance
of a
dev
ice,
pro
cess
, or
syst
em, b
ased
on
empi
rical
evi
denc
e co
ncer
ning
whe
ther
or
not t
he
tech
nolo
gy m
eets
rel
evan
t crit
eria
and
co
nstr
aint
s.
• E
valu
ate
com
petin
g de
sign
sol
utio
ns
base
d on
join
tly d
evel
oped
and
agr
eed-
upon
des
ign
crite
ria.
• M
ake
and
defe
nd a
cla
im b
ased
on
evid
ence
abo
ut th
e na
tura
l wor
ld o
r th
e ef
fect
iven
ess
of a
des
ign
solu
tion
that
refl
ects
sci
entifi
c kn
owle
dge
and
stud
ent-
gene
rate
d ev
iden
ce.
• E
valu
ate
com
petin
g de
sign
sol
utio
ns to
a
real
-wor
ld p
robl
em b
ased
on
scie
ntifi
c id
eas
and
prin
cipl
es, e
mpi
rical
evi
denc
e,
and/
or lo
gica
l arg
umen
ts r
egar
ding
re
leva
nt fa
ctor
s (e
.g.,
econ
omic
, soc
ieta
l, en
viro
nmen
tal,
ethi
cal c
onsi
dera
tions
).
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
57The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 ProgressionsSc
ienc
e a
nd E
ngin
ee
ring
Pra
ctic
es:
Ob
tain
ing
, Eva
lua
ting
, and
C
om
mun
ica
ting
Info
rma
tion
Sci
entis
ts a
nd e
ngin
eers
mus
t be
able
to c
omm
unic
ate
clea
rly a
nd p
ersu
asiv
ely
the
idea
s an
d m
etho
ds th
ey g
ener
ate.
Crit
iqui
ng a
nd c
omm
unic
atin
g id
eas
indi
vidu
ally
and
in g
roup
s is
a c
ritic
al p
rofe
ssio
nal a
ctiv
ity. C
omm
unic
atin
g in
form
atio
n an
d id
eas
can
be d
one
in m
ultip
le w
ays:
usi
ng ta
bles
, dia
gram
s, g
raph
s,
mod
els,
and
equ
atio
ns a
s w
ell a
s or
ally
, in
writ
ing,
and
thro
ugh
exte
nded
dis
cuss
ions
. Sci
entis
ts a
nd e
ngin
eers
em
ploy
mul
tiple
sou
rces
to o
btai
n in
form
atio
n th
at is
us
ed to
eva
luat
e th
e m
erit
and
valid
ity o
f cla
ims,
met
hods
, and
des
igns
.
K–2
Co
nd
ense
d P
ract
ices
3–
5 C
on
den
sed
Pra
ctic
es
6–8
Co
nd
ense
d P
ract
ices
9–
12 C
on
den
sed
Pra
ctic
es
Obt
aini
ng, e
valu
atin
g, a
nd c
omm
unic
atin
g in
form
atio
n in
K–2
bui
lds
on p
rior
expe
rienc
es a
nd u
ses
obse
rvat
ions
and
te
xts
to c
omm
unic
ate
new
info
rmat
ion.
Obt
aini
ng, e
valu
atin
g, a
nd c
omm
unic
atin
g in
form
atio
n in
3–5
bui
lds
on K
–2
expe
rienc
es a
nd p
rogr
esse
s to
eva
luat
ing
the
mer
it an
d ac
cura
cy o
f ide
as a
nd
met
hods
.
Obt
aini
ng, e
valu
atin
g, a
nd c
omm
unic
atin
g in
form
atio
n in
6–8
bui
lds
on K
–5
expe
rienc
es a
nd p
rogr
esse
s to
eva
luat
ing
the
mer
it an
d va
lidity
of i
deas
and
met
hods
.
Obt
aini
ng, e
valu
atin
g, a
nd c
omm
unic
atin
g in
form
atio
n in
9–1
2 bu
ilds
on K
–8
expe
rienc
es a
nd p
rogr
esse
s to
eva
luat
ing
the
valid
ity a
nd r
elia
bilit
y of
the
clai
ms,
m
etho
ds, a
nd d
esig
ns.
• R
ead
grad
e-ap
prop
riate
text
s an
d/or
use
m
edia
to o
btai
n sc
ient
ific
and/
or te
chni
cal
info
rmat
ion
to d
eter
min
e pa
ttern
s in
an
d/or
evi
denc
e ab
out t
he n
atur
al a
nd
desi
gned
wor
ld(s
).
• R
ead
and
com
preh
end
grad
e-ap
prop
riate
com
plex
text
s an
d/or
oth
er
relia
ble
med
ia to
sum
mar
ize
and
obta
in
scie
ntifi
c an
d te
chni
cal i
deas
and
de
scrib
e ho
w th
ey a
re s
uppo
rted
by
evid
ence
.
• C
ompa
re a
nd/o
r co
mbi
ne a
cros
s co
mpl
ex te
xts
and/
or o
ther
relia
ble
med
ia
to s
uppo
rt th
e en
gage
men
t in
othe
r sc
ient
ific
and/
or e
ngin
eerin
g pr
actic
es.
• C
ritic
ally
rea
d sc
ient
ific
text
s ad
apte
d fo
r cl
assr
oom
use
to d
eter
min
e th
e ce
ntra
l ide
as a
nd/o
r ob
tain
sci
entifi
c an
d/or
tech
nica
l inf
orm
atio
n to
des
crib
e pa
ttern
s in
and
/or
evid
ence
abo
ut th
e na
tura
l and
des
igne
d w
orld
(s).
• C
ritic
ally
rea
d sc
ient
ific
liter
atur
e ad
apte
d fo
r cl
assr
oom
use
to d
eter
min
e th
e ce
ntra
l ide
as o
r co
nclu
sion
s an
d/or
to o
btai
n sc
ient
ific
and/
or te
chni
cal
info
rmat
ion
to s
umm
ariz
e co
mpl
ex
evid
ence
, con
cept
s, p
roce
sses
, or
info
rmat
ion
pres
ente
d in
a te
xt b
y pa
raph
rasi
ng th
em in
sim
pler
but
stil
l ac
cura
te te
rms.
• D
escr
ibe
how
spe
cific
imag
es (
e.g.
, a
diag
ram
sho
win
g ho
w a
mac
hine
wor
ks)
supp
ort a
sci
entifi
c or
eng
inee
ring
idea
.
• C
ombi
ne in
form
atio
n in
writ
ten
text
with
th
at c
onta
ined
in c
orre
spon
ding
tabl
es,
diag
ram
s, a
nd/o
r ch
arts
to s
uppo
rt th
e en
gage
men
t in
othe
r sc
ient
ific
and/
or
engi
neer
ing
prac
tices
.
• In
tegr
ate
qual
itativ
e an
d/or
qua
ntita
tive
scie
ntifi
c an
d/or
tech
nica
l inf
orm
atio
n in
w
ritte
n te
xt w
ith th
at c
onta
ined
in m
edia
an
d vi
sual
dis
play
s to
cla
rify
clai
ms
and
findi
ngs.
• C
ompa
re, i
nteg
rate
, and
eva
luat
e so
urce
s of
info
rmat
ion
pres
ente
d in
di
ffere
nt m
edia
or
form
ats
(e.g
., vi
sual
ly,
quan
titat
ivel
y) a
s w
ell a
s in
wor
ds in
or
der
to a
ddre
ss a
sci
entifi
c qu
estio
n or
so
lve
a pr
oble
m.
• O
btai
n in
form
atio
n us
ing
vario
us te
xts,
te
xt fe
atur
es (
e.g.
, hea
ding
s, ta
bles
of
cont
ents
, glo
ssar
ies,
ele
ctro
nic
men
us,
icon
s), a
nd o
ther
med
ia th
at w
ill b
e us
eful
in a
nsw
erin
g a
scie
ntifi
c qu
estio
n an
d/or
sup
port
ing
a sc
ient
ific
clai
m.
• O
btai
n an
d co
mbi
ne in
form
atio
n fr
om
book
s an
d/or
oth
er r
elia
ble
med
ia to
ex
plai
n ph
enom
ena
or s
olut
ions
to a
de
sign
pro
blem
.
• G
athe
r, re
ad, a
nd s
ynth
esiz
e in
form
atio
n fr
om m
ultip
le a
ppro
pria
te s
ourc
es a
nd
asse
ss th
e cr
edib
ility
, acc
urac
y, a
nd
poss
ible
bia
s of
eac
h pu
blic
atio
n an
d m
etho
ds u
sed,
and
des
crib
e ho
w th
ey
are
supp
orte
d or
not
sup
port
ed b
y ev
iden
ce.
• E
valu
ate
data
, hyp
othe
ses,
and
/or
conc
lusi
ons
in s
cien
tific
and
tech
nica
l te
xts
in li
ght o
f com
petin
g in
form
atio
n or
ac
coun
ts.
• G
athe
r, r
ead,
and
ev a
luat
e sc
ient
ific
and/
or te
chni
cal i
nfor
mat
ion
from
m
ultip
le a
utho
rita
tive
sour
ces,
as
sess
ing
the
evid
ence
and
use
fuln
ess
of e
ach
sour
ce.
• E
valu
ate
the
valid
ity a
nd r
elia
bilit
y of
and
/or
synt
hesi
ze m
ultip
le c
laim
s,
met
hods
, and
/or
desi
gns
that
app
ear
in
scie
ntifi
c an
d te
chni
cal t
exts
or
med
ia
repo
rts,
ver
ifyin
g th
e da
ta w
hen
poss
ible
.
• C
omm
unic
ate
info
rmat
ion
or d
esig
n id
eas
and/
or s
olut
ions
with
oth
ers
in
oral
and
/or
writ
ten
form
s us
ing
mod
els,
dr
awin
gs, w
ritin
g, o
r nu
mbe
rs th
at
prov
ide
deta
il ab
out s
cien
tific
idea
s,
prac
tices
, and
/or
desi
gn id
eas.
• C
omm
unic
ate
scie
ntifi
c an
d/or
tech
nica
l in
form
atio
n or
ally
and
/or
in w
ritte
n fo
rmat
s, in
clud
ing
vario
us fo
rms
of
med
ia a
nd m
ay in
clud
e ta
bles
, dia
gram
s,
and
char
ts.
• C
omm
unic
ate
scie
ntifi
c an
d/or
tech
nica
l in
form
atio
n (e
.g.,
abou
t a p
ropo
sed
obje
ct, t
ool,
proc
ess,
sys
tem
) in
writ
ing
and/
or th
roug
h or
al p
rese
ntat
ions
.
• C
omm
unic
ate
scie
ntifi
c an
d/or
te
chni
cal i
nfor
mat
ion
or id
eas
(e.g
., ab
out p
heno
men
a an
d/or
the
proc
ess
of d
evel
opm
ent a
nd th
e de
sign
and
pe
rfor
man
ce o
f a p
ropo
sed
proc
ess
or
syst
em)
in m
ultip
le fo
rmat
s (in
clud
ing
oral
ly, g
raph
ical
ly, t
extu
ally
, and
m
athe
mat
ical
ly).
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
58 National Science Teachers Association
Chapter 2
Cro
ssc
uttin
g C
onc
ep
tsG
rad
es K
–2G
rad
es 3
–5G
rad
es 6
–8G
rad
es 9
–12
Pat
tern
s: O
bser
ved
patte
rns
in n
atur
e gu
ide
orga
niza
tion
and
clas
sific
atio
n an
d pr
ompt
que
stio
ns a
bout
rel
atio
nshi
ps a
nd c
ause
s un
derly
ing
them
.
• P
atte
rns
in th
e na
tura
l and
hum
an
desi
gned
wor
ld c
an b
e ob
serv
ed, u
sed
to d
escr
ibe
phen
omen
a, a
nd u
sed
as
evid
ence
.
• S
imila
ritie
s an
d di
ffere
nces
in
patte
rns
can
be u
sed
to s
ort,
clas
sify
, co
mm
unic
ate,
and
ana
lyze
sim
ple
rate
s of
cha
nge
for
natu
ral p
heno
men
a an
d de
sign
ed p
rodu
cts.
• P
atte
rns
of c
hang
e ca
n be
use
d to
mak
e pr
edic
tions
.
• P
atte
rns
can
be u
sed
as e
vide
nce
to
supp
ort a
n ex
plan
atio
n.
• M
acro
scop
ic p
atte
rns
are
rela
ted
to th
e na
ture
of m
icro
scop
ic a
nd a
tom
ic-le
vel
stru
ctur
e.
• P
atte
rns
in r
ates
of c
hang
e an
d ot
her
num
eric
al r
elat
ions
hips
can
pro
vide
in
form
atio
n ab
out n
atur
al a
nd h
uman
- de
sign
ed s
yste
ms.
• P
atte
rns
can
be u
sed
to id
entif
y ca
use-
an
d-ef
fect
rel
atio
nshi
ps.
• G
raph
s, c
hart
s, a
nd im
ages
can
be
used
to
iden
tify
patte
rns
in d
ata.
• D
iffer
ent p
atte
rns
may
be
obse
rved
at
each
of t
he s
cale
s at
whi
ch a
sys
tem
is
stud
ied
and
can
prov
ide
evid
ence
for
caus
ality
in e
xpla
natio
ns o
f phe
nom
ena.
• C
lass
ifica
tions
or
expl
anat
ions
use
d at
on
e sc
ale
may
fail
or n
eed
r evi
sion
whe
n in
form
atio
n fr
om s
mal
ler
or la
rger
sca
les
is in
trod
uced
, thu
s re
quiri
ng im
prov
ed
inve
stig
atio
ns a
nd e
xper
imen
ts.
• P
atte
rns
of p
erfo
rman
ce o
f des
igne
d sy
stem
s ca
n be
ana
lyze
d an
d in
terp
rete
d to
ree
ngin
eer
and
impr
ove
the
syst
em.
• M
athe
mat
ical
rep
rese
ntat
ions
ar e
ne
eded
to id
entif
y so
me
patte
rns.
• E
mpi
rical
evi
denc
e is
nee
ded
to id
entif
y pa
ttern
s.
Cau
se a
nd
Eff
ect:
Mec
han
ism
an
d P
red
icti
on
: Eve
nts
have
cau
ses,
som
etim
es s
impl
e, s
omet
imes
mul
tifac
eted
. Dec
iphe
ring
caus
al r
elat
ions
hips
, and
the
mec
hani
sms
by w
hich
th
ey a
re m
edia
ted,
is a
maj
or a
ctiv
ity o
f sci
ence
and
eng
inee
ring.
• E
vent
s ha
ve c
ause
s th
at g
ener
ate
obse
rvab
le p
atte
rns.
• S
impl
e te
sts
can
be d
esig
ned
to g
athe
r ev
iden
ce to
sup
port
or
refu
te s
tude
nt
idea
s ab
out c
ause
s.
• C
ause
-and
-effe
ct r
elat
ions
hips
are
ro
utin
ely
iden
tified
, tes
ted,
and
use
d to
ex
plai
n ch
ange
.
• E
vent
s th
at o
ccur
toge
ther
with
reg
ular
ity
mig
ht o
r m
ight
not
be
a ca
use-
and-
effe
ct
rela
tions
hip.
• R
elat
ions
hips
can
be
clas
sifie
d as
cau
sal
or c
orre
latio
nal,
and
corr
elat
ion
does
not
ne
cess
arily
impl
y ca
usat
ion.
• C
ause
-and
-effe
ct r
elat
ions
hips
may
be
used
to p
redi
ct p
heno
men
a in
nat
ural
or
desi
gned
sys
tem
s.
• P
heno
men
a m
ay h
ave
mor
e th
an o
ne
caus
e, a
nd s
ome
caus
e-an
d-ef
fect
re
latio
nshi
ps in
sys
tem
s ca
n on
ly b
e de
scrib
ed u
sing
pro
babi
lity.
• E
mpi
rical
evi
denc
e is
req
uir e
d to
di
ffere
ntia
te b
etw
een
caus
e an
d co
rrel
atio
n an
d m
ake
clai
ms
abou
t sp
ecifi
c ca
uses
and
effe
cts.
• C
ause
-and
-effe
ct r
elat
ions
hips
can
be
sugg
este
d an
d pr
edic
ted
for
com
plex
na
tura
l and
hum
an-d
esig
ned
syst
ems
by
exam
inin
g w
hat i
s kn
own
abou
t sm
alle
r sc
ale
mec
hani
sms
with
in th
e sy
stem
.
• S
yste
ms
can
be d
esig
ned
to c
ause
a
desi
red
effe
ct.
• C
hang
es in
sys
tem
s m
ay h
ave
vario
us
caus
es th
at m
ay n
ot h
ave
equa
l effe
cts.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
59The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Cro
sscu
tting
Con
cept
s (
cont
inue
d)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2S
cale
, Pro
po
rtio
n, a
nd
Qu
anti
ty: I
n co
nsid
erin
g ph
enom
ena,
it is
crit
ical
to r
ecog
nize
wha
t is
rele
vant
at d
iffer
ent s
ize,
tim
e, a
nd e
nerg
y sc
ales
, and
to r
ecog
nize
pro
port
iona
l re
latio
nshi
ps b
etw
een
diffe
rent
qua
ntiti
es a
s sc
ales
cha
nge.
• R
elat
ive
scal
es a
llow
obj
ects
and
eve
nts
to b
e co
mpa
red
and
desc
ribed
(e.
g.,
bigg
er a
nd s
mal
ler;
hot
ter
and
cold
er;
fast
er a
nd s
low
er).
• S
tand
ard
units
are
use
d to
mea
sure
le
ngth
.
• N
atur
al o
bjec
ts a
nd/o
r ob
serv
able
ph
enom
ena
exis
t fro
m th
e ve
ry s
mal
l to
the
imm
ense
ly la
rge
or fr
om v
ery
shor
t to
ver
y lo
ng ti
me
perio
ds.
• S
tand
ard
units
are
use
d to
mea
sure
and
de
scrib
e ph
ysic
al q
uant
ities
suc
h as
w
eigh
t, tim
e, te
mpe
ratu
re, a
nd v
olum
e.
• T
ime,
spa
ce, a
nd e
nerg
y ph
enom
ena
can
be o
bser
ved
at v
ario
us s
cale
s us
ing
mod
els
to s
tudy
sys
tem
s th
at a
re to
o la
rge
or to
o sm
all.
• T
he o
bser
ved
func
tion
of n
atur
al a
nd
desi
gned
sys
tem
s m
ay c
hang
e w
ith
scal
e.
• P
ropo
rtio
nal r
elat
ions
hips
(e.
g., s
peed
as
the
ratio
of d
ista
nce
trav
eled
to
time
take
n) a
mon
g di
ffere
nt ty
pes
of
quan
titie
s pr
ovid
e in
form
atio
n ab
out t
he
mag
nitu
de o
f pro
pert
ies
and
proc
esse
s.
• S
cien
tific
rela
tions
hips
can
be
repr
esen
ted
thro
ugh
the
use
of a
lgeb
raic
ex
pres
sion
s an
d eq
uatio
ns.
• P
heno
men
a th
at c
an b
e ob
serv
ed a
t one
sc
ale
may
not
be
obse
rvab
le a
t ano
ther
sc
ale.
• T
he s
igni
fican
ce o
f a p
heno
men
on is
de
pend
ent o
n th
e sc
ale,
pro
port
ion,
and
qu
antit
y at
whi
ch it
occ
urs.
• S
ome
syst
ems
can
onl y
be
stud
ied
indi
rect
ly b
ecau
se th
ey a
re to
o sm
all,
too
larg
e, to
o fa
st, o
r to
o sl
ow to
obs
erve
di
rect
ly.
• P
atte
r ns
obse
rvab
le a
t one
sca
le m
ay
not b
e ob
serv
able
or
exis
t at o
ther
sc
ales
.
• U
sing
the
conc
ept o
f ord
ers
of
mag
nitu
de a
llow
s on
e to
und
erst
and
how
a
mod
el a
t one
sca
le r
elat
es to
a m
odel
at
ano
ther
sca
le.
• A
lgeb
raic
thin
king
is u
sed
to e
x am
ine
scie
ntifi
c da
ta a
nd p
redi
ct th
e ef
fect
of a
ch
ange
in o
ne v
aria
ble
on a
noth
er (
e.g.
, lin
ear
grow
th v
s. e
xpon
entia
l gro
wth
).
Sys
tem
s an
d S
yste
m M
od
els:
A s
yste
m is
an
orga
nize
d gr
oup
of r
elat
ed o
bjec
ts o
r co
mpo
nent
s; m
odel
s ca
n be
use
d fo
r un
ders
tand
ing
and
pred
ictin
g th
e be
havi
or o
f sys
tem
s.
• O
bjec
ts a
nd o
rgan
ism
s ca
n be
des
crib
ed
in te
rms
of th
eir
part
s.
• S
yste
ms
in th
e na
tura
l and
des
igne
d w
orld
hav
e pa
rts
that
wor
k to
geth
er.
• A
sys
tem
is a
gro
up o
f rel
ated
par
ts
that
mak
e up
a w
hole
and
can
car
ry o
ut
func
tions
its
indi
vidu
al p
arts
can
not.
• A
sys
tem
can
be
desc
ribed
in te
rms
of
its c
ompo
nent
s an
d th
eir
inte
ract
ions
.
• S
yste
ms
ma y
inte
ract
with
oth
er
syst
ems;
they
may
hav
e su
bsys
tem
s an
d be
a p
art o
f lar
ger
com
plex
sys
tem
s.
• M
odel
s ca
n be
use
d to
rep
rese
nt
s yst
ems
and
thei
r in
tera
ctio
ns—
such
as
inpu
ts, p
roce
sses
, and
out
puts
—an
d en
ergy
, mat
ter,
and
info
rmat
ion
flow
s w
ithin
sys
tem
s.
• M
odel
s ar
e lim
ited
in th
at th
ey o
nly
repr
esen
t cer
tain
asp
ects
of t
he s
yste
m
unde
r st
udy.
• S
yste
ms
can
be d
esig
ned
to d
o sp
ecifi
c ta
sks.
• W
hen
inve
stig
atin
g or
des
crib
ing
a sy
stem
, the
bou
ndar
ies
and
initi
al
cond
ition
s of
the
syst
em n
eed
to b
e de
fined
and
thei
r in
puts
and
out
puts
an
alyz
ed a
nd d
escr
ibed
usi
ng m
odel
s.
• M
odel
s (e
.g.,
phys
ical
, mat
hem
atic
al,
com
pute
r m
odel
s) c
an b
e us
ed to
si
mul
ate
syst
ems
and
inte
ract
ions
—in
clud
ing
ener
gy, m
atte
r, an
d in
form
atio
n flo
ws—
with
in a
nd b
etw
een
syst
ems
at
diffe
rent
sca
les.
• M
odel
s ca
n be
use
d to
pre
dict
the
beha
vior
of a
sys
tem
, but
thes
e pr
edic
tions
hav
e lim
ited
prec
isio
n an
d re
liabi
lity
due
to th
e as
sum
ptio
ns a
nd
appr
oxim
atio
ns in
here
nt in
mod
els.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
60 National Science Teachers Association
Chapter 2C
ross
cutti
ng C
once
pts
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2E
ner
gy a
nd
Mat
ter:
Flo
ws,
Cyc
les,
an
d C
on
serv
atio
n: T
rack
ing
ener
gy a
nd m
atte
r flo
ws
into
, out
of,
and
with
in s
yste
ms
help
s on
e un
ders
tand
thei
r sy
stem
’s b
ehav
ior.
• O
bjec
ts m
ay b
reak
into
sm
alle
r pi
eces
, be
put
toge
ther
into
larg
er p
iece
s, o
r ch
ange
sha
pes.
• M
atte
r is
mad
e of
par
ticle
s.
• M
atte
r flo
ws
and
cycl
es c
an b
e tr
acke
d in
term
s of
the
wei
ght o
f the
sub
stan
ces
befo
re a
nd a
fter
a pr
oces
s oc
curs
. The
to
tal w
eigh
t of t
he s
ubst
ance
s do
es
not c
hang
e. T
his
is w
hat i
s m
eant
by
con
serv
atio
n of
mat
ter.
Mat
ter
is
tran
spor
ted
into
, out
of,
and
with
in
syst
ems.
• E
nerg
y ca
n be
tran
sfer
red
in v
ario
us
way
s an
d be
twee
n ob
ject
s.
• M
atte
r is
con
serv
ed b
ecau
se a
tom
s ar
e co
nser
ved
in p
hysi
cal a
nd c
hem
ical
pr
oces
ses.
• W
ithin
a n
atur
al o
r de
sign
ed s
yste
m,
the
tran
sfer
of e
nerg
y dr
ives
the
mot
ion
and/
or c
yclin
g of
mat
ter.
• E
nerg
y m
ay ta
ke d
iffer
ent f
orm
s (e
.g.
ener
gy in
fiel
ds, t
herm
al e
nerg
y, e
nerg
y of
mot
ion)
.
• T
he tr
ansf
er o
f ene
rgy
can
be tr
acke
d as
ene
rgy
flow
s th
roug
h a
desi
gned
or
natu
ral s
yste
m.
• T
he to
tal a
mou
nt o
f ene
rgy
and
mat
ter
in
clos
ed s
yste
ms
is c
onse
rved
.
• C
hang
es o
f ene
rgy
and
mat
ter
in a
sy
stem
can
be
desc
ribed
in te
rms
of
ener
gy a
nd m
atte
r flo
ws
into
, out
of,
and
with
in th
at s
yste
m.
• E
nerg
y ca
nnot
be
crea
ted
or
dest
roye
d—it
only
mov
es b
etw
een
one
plac
e an
d an
othe
r pl
ace,
bet
wee
n ob
ject
s an
d/or
fiel
ds, o
r be
twee
n sy
stem
s.
• E
nerg
y dr
ives
the
cycl
ing
of m
atte
r w
ithin
an
d be
twee
n sy
stem
s.
• In
nuc
lear
pro
cess
es, a
tom
s ar
e no
t co
nser
ved,
but
the
tota
l num
ber
of
prot
ons
plus
neu
tron
s is
con
serv
ed.
Str
uct
ure
an
d F
un
ctio
n: T
he w
ay a
n ob
ject
is s
hape
d or
str
uctu
red
dete
rmin
es m
any
of it
s pr
oper
ties
and
func
tions
.
• T
he s
hape
and
sta
bilit
y of
str
uctu
res
of
natu
ral a
nd d
esig
ned
obje
cts
are
rela
ted
to th
eir
func
tion(
s).
• D
iffer
ent m
ater
ials
hav
e di
ffere
nt
subs
truc
ture
s, w
hich
can
som
etim
es b
e ob
serv
ed.
• S
ubst
ruct
ures
hav
e sh
apes
and
par
ts
that
ser
ve fu
nctio
ns.
• C
ompl
ex a
nd m
icro
scop
ic s
truc
ture
s an
d sy
stem
s ca
n be
vis
ualiz
ed, m
odel
ed,
and
used
to d
escr
ibe
how
thei
r fu
nctio
n de
pend
s on
the
shap
es, c
ompo
sitio
n,
and
rela
tions
hips
am
ong
its p
arts
; th
eref
ore,
com
plex
nat
ural
and
des
igne
d st
ruct
ures
/sys
tem
s ca
n be
ana
lyze
d to
de
term
ine
how
they
func
tion.
• S
truc
ture
s ca
n be
des
igne
d to
ser
ve
part
icul
ar fu
nctio
ns b
y ta
king
into
acc
ount
pr
oper
ties
of d
iffer
ent m
ater
ials
, and
how
m
ater
ials
can
be
shap
ed a
nd u
sed.
• In
vest
igat
ing
or d
esig
ning
new
sys
tem
s or
str
uctu
res
requ
ires
a de
taile
d ex
amin
atio
n of
the
prop
ertie
s of
diff
eren
t m
ater
ials
, the
str
uctu
res
of d
iffer
ent
com
pone
nts,
and
con
nect
ions
of
com
pone
nts
to r
evea
l the
ir fu
nctio
n an
d/or
sol
ve a
pro
blem
.
• T
he fu
nctio
ns a
nd p
rope
rtie
s of
nat
ural
an
d de
sign
ed o
bjec
ts a
nd s
yste
ms
can
be in
ferr
ed fr
om th
eir
over
all
stru
ctur
e, th
e w
ay th
eir
com
pone
nts
are
shap
ed a
nd u
sed,
and
the
mol
ecul
ar
subs
truc
ture
s of
thei
r va
rious
mat
eria
ls.
Sta
bili
ty a
nd
Ch
ang
e: F
or b
oth
desi
gned
and
nat
ural
sys
tem
s, c
ondi
tions
that
affe
ct s
tabi
lity
and
fact
ors
that
con
trol
rat
es o
f cha
nge
are
criti
cal e
lem
ents
to c
onsi
der
and
unde
rsta
nd.
• S
ome
thin
gs s
tay
the
sam
e w
hile
oth
er
thin
gs c
hang
e.
• T
hing
s m
ay c
hang
e sl
owly
or
rapi
dly.
• C
hang
e is
mea
sure
d in
term
s of
di
ffere
nces
ove
r tim
e an
d m
ay o
ccur
at
diffe
rent
rat
es.
• S
ome
syst
ems
appe
ar s
tabl
e, b
ut o
ver
long
per
iods
of t
ime
will
eve
ntua
lly
chan
ge.
• E
xpla
natio
ns o
f sta
bilit
y an
d ch
ange
in
nat
ural
or
desi
gned
sys
tem
s ca
n be
co
nstr
ucte
d by
exa
min
ing
the
chan
ges
over
tim
e an
d pr
oces
ses
at d
iffer
ent
scal
es, i
nclu
ding
the
atom
ic s
cale
.
• S
mal
l cha
nges
in o
ne p
art o
f a s
yste
m
mig
ht c
ause
larg
e ch
ange
s in
ano
ther
pa
rt.
• S
tabi
lity
mig
ht b
e di
stur
bed
by e
ither
su
dden
eve
nts
or g
radu
al c
hang
es th
at
accu
mul
ate
over
tim
e.
• S
yste
ms
in d
ynam
ic e
quili
briu
m a
re
stab
le d
ue to
a b
alan
ce o
f fee
dbac
k m
echa
nism
s.
• M
uch
of s
cien
ce d
eals
with
con
stru
ctin
g ex
plan
atio
ns o
f how
thin
gs c
hang
e an
d ho
w th
ey r
emai
n st
able
.
• C
hang
e an
d ra
tes
of c
hang
e ca
n be
qu
antifi
ed a
nd m
odel
ed o
ver
very
sho
rt
or v
ery
long
per
iods
of t
ime.
Som
e sy
stem
cha
nges
are
irre
vers
ible
.
• F
eedb
ack
(neg
ativ
e or
pos
itive
) ca
n st
abili
ze o
r de
stab
ilize
a s
yste
m.
• S
yste
ms
can
be d
esig
ned
for
grea
ter
or
less
er s
tabi
lity.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
61The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Disc
iplin
ary
Co
re Id
ea
s in
Phy
sica
l Sc
ienc
eG
rad
es K
–2G
rad
es 3
–5G
rad
es 6
–8G
rad
es 9
–12
PS
1: M
atte
r an
d It
s In
tera
ctio
ns
PS1.A: Structure and Properties of Matter
• D
iffer
ent k
inds
of m
atte
r ex
ist a
nd m
any
of th
em
can
be e
ither
sol
id o
r liq
uid,
de
pend
ing
on te
mpe
ratu
re.
Mat
ter
can
be d
escr
ibed
and
cl
assi
fied
by it
s ob
serv
able
pr
oper
ties.
(2-
PS
1-1)
• D
iffer
ent p
rope
rtie
s ar
e su
ited
to d
iffer
ent p
urpo
ses.
(2
-PS
1-2)
,(2-
PS
1-3)
• A
gre
at v
arie
ty o
f obj
ects
can
be
bui
lt up
from
a s
mal
l set
of
pie
ces.
(2-
PS
1-3)
• M
atte
r of
any
type
can
be
subd
ivid
ed in
to p
artic
les
that
ar
e to
o sm
all t
o se
e, b
ut e
ven
then
the
mat
ter
still
exi
sts
and
can
be d
etec
ted
by o
ther
m
eans
. A m
odel
sho
ws
that
ga
ses
are
mad
e fro
m m
atte
r pa
rtic
les
that
are
too
smal
l to
see
and
are
mov
ing
freel
y ar
ound
in s
pace
can
exp
lain
m
any
obse
rvat
ions
, inc
ludi
ng
the
infla
tion
and
shap
e of
a
ballo
on a
nd th
e ef
fect
s of
air
on la
rger
par
ticle
s or
obj
ects
. (5
-PS
1-1)
• T
he a
mou
nt (
wei
ght)
of
mat
ter
is c
onse
rved
whe
n it
chan
ges
form
, eve
n in
tr
ansi
tions
in w
hich
it s
eem
s to
van
ish.
(5-
PS
1-2)
• M
easu
rem
ents
of a
var
iety
of
pro
pert
ies
can
be u
sed
to
iden
tify
mat
eria
ls. (
Bou
ndar
y:
At t
his
grad
e le
vel,
mas
s an
d w
eigh
t are
not
dis
tingu
ishe
d,
and
no a
ttem
pt is
mad
e to
de
fine
the
unse
en p
artic
les
or e
xpla
in th
e at
omic
-sca
le
mec
hani
sm o
f eva
pora
tion
and
cond
ensa
tion.
) (5
-PS
1-3)
• S
ubst
ance
s ar
e m
ade
from
diff
eren
t typ
es
of a
tom
s, w
hich
com
bine
with
one
ano
ther
in
var
ious
way
s. A
tom
s fo
rm m
olec
ules
that
ra
nge
in s
ize
from
tw
o to
thou
sand
s of
ato
ms.
(M
S-P
S1-
1)
• E
ach
pure
sub
stan
ce h
as c
hara
cter
istic
ph
ysic
al a
nd c
hem
ical
pro
pert
ies
(for
any
bul
k qu
antit
y un
der
give
n co
nditi
ons)
that
can
be
used
to id
entif
y it.
(M
S-P
S1-
2), (
MS
-PS
1-3)
• G
ases
and
liqu
ids
are
mad
e of
mol
ecul
es o
r in
ert a
tom
s th
at a
re m
ovin
g ab
out r
elat
ive
to
each
oth
er. (
MS
-PS
1-4)
• In
a li
quid
, the
mol
ecul
es a
re c
onst
antly
in
cont
act w
ith o
ther
s; in
a g
as, t
hey
are
wid
ely
spac
ed e
xcep
t whe
n th
ey h
appe
n to
col
lide.
In
a s
olid
, ato
ms
are
clos
ely
spac
ed a
nd m
ay
vibr
ate
in p
ositi
on b
ut d
o no
t cha
nge
rela
tive
loca
tions
. (M
S-P
S1-
4)
• S
olid
s m
ay b
e fo
rmed
from
mol
ecul
es, o
r th
ey
may
be
exte
nded
str
uctu
res
with
rep
eatin
g su
buni
ts (
e.g.
, cry
stal
s). (
MS
-PS
1-1)
• T
he c
hang
es o
f sta
te th
at o
ccur
with
var
iatio
ns
in te
mpe
ratu
re o
r pr
essu
re c
an b
e de
scrib
ed
and
pred
icte
d us
ing
thes
e m
odel
s of
mat
ter.
(MS
-PS
1-4)
• E
ach
atom
has
a c
harg
ed s
ubst
ruct
ure
cons
istin
g of
a n
ucle
us, w
hich
is m
ade
of
prot
ons
and
neut
rons
, sur
roun
ded
by e
lect
rons
. (H
S-P
S1-
1)
• T
he p
erio
dic
tabl
e or
ders
ele
men
ts h
oriz
onta
lly
by th
e nu
mbe
r of
pro
tons
in th
e at
om’s
nuc
leus
an
d pl
aces
thos
e w
ith s
imila
r ch
emic
al
prop
ertie
s in
col
umns
. The
rep
eatin
g pa
ttern
s of
this
tabl
e re
flect
pat
tern
s of
out
er e
lect
ron
stat
es. (
HS
-PS
1-1)
,(H
S-P
S1-
2)
• T
he s
truc
ture
and
inte
ract
ions
of m
atte
r at
th
e bu
lk s
cale
are
det
erm
ined
by
elec
tric
al
forc
es w
ithin
and
bet
wee
n at
oms.
(H
S-P
S1-
3),(
seco
ndar
y to
HS
-PS
2-6)
• S
tabl
e fo
rms
of m
atte
r ar
e th
ose
in w
hich
the
elec
tric
and
mag
netic
fiel
d en
ergy
is m
inim
ized
. A
sta
ble
mol
ecul
e ha
s le
ss e
nerg
y th
an th
e sa
me
set o
f ato
ms
sepa
rate
d; o
ne m
ust
prov
ide
at le
ast t
his
ener
gy in
ord
er to
take
the
mol
ecul
e ap
art.
(HS
-PS
1-4)
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
62 National Science Teachers Association
Chapter 2
Dis
cipl
inar
y C
ore
Idea
s in
Phy
sica
l Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
PS1.B: Chemical Reactions
• H
eatin
g or
coo
ling
a su
bsta
nce
may
cau
se
chan
ges
that
can
be
obse
rved
. Som
etim
es th
ese
chan
ges
are
reve
rsib
le, a
nd
som
etim
es th
ey a
re n
ot.
(2-P
S1-
4)
• W
hen
two
or m
ore
diffe
rent
su
bsta
nces
are
mix
ed, a
ne
w s
ubst
ance
with
diff
eren
t pr
oper
ties
may
be
form
ed.
(5-P
S1-
4)
• N
o m
atte
r w
hat r
eact
ion
or
chan
ge in
pro
pert
ies
occu
rs,
the
tota
l wei
ght o
f the
su
bsta
nces
doe
s no
t cha
nge.
(B
ound
ary:
Mas
s an
d w
eigh
t ar
e no
t dis
tingu
ishe
d at
this
gr
ade
leve
l.) (
5-P
S1-
2)
• S
ubst
ance
s re
act c
hem
ical
ly in
cha
ract
eris
tic
way
s. In
a c
hem
ical
pro
cess
, the
ato
ms
that
mak
e up
the
orig
inal
sub
stan
ces
are
regr
oupe
d in
to d
iffer
ent m
olec
ules
, an
d th
ese
new
sub
stan
ces
have
diff
eren
t pr
oper
ties
from
thos
e of
the
reac
tant
s.
(MS
-PS
1-2)
,(M
S-P
S1-
3),(
MS
-PS
1-5)
• T
he to
tal n
umbe
r of
eac
h ty
pe o
f ato
m is
co
nser
ved,
and
thus
the
mas
s do
es n
ot
chan
ge. (
MS
-PS
1-5)
• S
ome
chem
ical
rea
ctio
ns r
elea
se e
nerg
y,
othe
rs s
tore
ene
rgy.
(M
S-P
S1-
6)
• C
hem
ical
pro
cess
es, t
heir
rate
s, a
nd w
heth
er
or n
ot e
nerg
y is
sto
red
or r
elea
sed
can
be u
nder
stoo
d in
term
s of
the
colli
sion
s of
m
olec
ules
and
the
rear
rang
emen
ts o
f ato
ms
into
new
mol
ecul
es, w
ith c
onse
quen
t cha
nges
in
the
sum
of a
ll bo
nd e
nerg
ies
in th
e se
t of
mol
ecul
es th
at a
re m
atch
ed b
y ch
ange
s in
ki
netic
ene
rgy.
(H
S-P
S1-
4),(
HS
-PS
1-5)
• In
man
y si
tuat
ions
, a d
ynam
ic a
nd c
ondi
tion-
depe
nden
t bal
ance
bet
wee
n a
reac
tion
and
the
reve
rse
reac
tion
dete
rmin
es th
e nu
mbe
rs o
f all
type
s of
mol
ecul
es p
rese
nt. (
HS
-PS
1-6)
• T
he fa
ct th
at a
tom
s ar
e co
nser
ved,
toge
ther
w
ith k
now
ledg
e of
the
chem
ical
pro
pert
ies
of th
e el
emen
ts in
volv
ed, c
an b
e us
ed to
de
scrib
e an
d pr
edic
t che
mic
al r
eact
ions
. (H
S-P
S1-
2),(
HS
-PS
1-7)
PS1.C: Nuclear Processes
• N
/A•
N/A
• N
/A•
Nuc
lear
pro
cess
es, i
nclu
ding
fusi
on, fi
ssio
n,
and
radi
oact
ive
deca
ys o
f uns
tabl
e nu
clei
, in
volv
e re
leas
e or
abs
orpt
ion
of e
nerg
y. T
he
tota
l num
ber
of n
eutr
ons
plus
pro
tons
doe
s no
t ch
ange
in a
ny n
ucle
ar p
roce
ss. (
HS
-PS
1-8)
• S
pont
aneo
us r
adio
activ
e de
cays
follo
w a
ch
arac
teris
tic e
xpon
entia
l dec
ay la
w. N
ucle
ar
lifet
imes
allo
w r
adio
met
ric d
atin
g to
be
used
to d
eter
min
e th
e ag
es o
f roc
ks a
nd
othe
r m
ater
ials
. (se
cond
ary
to H
S-E
SS
1-5)
,(se
cond
ary
to H
S-E
SS
1-6)
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
63The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 ProgressionsD
isci
plin
ary
Cor
e Id
eas
in P
hysi
cal S
cien
ce (
cont
inue
d)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2P
S2:
Mo
tio
n a
nd
Sta
bili
ty: F
orc
es a
nd
Inte
ract
ion
sPS2.A: Forces and Motion
• P
ushe
s an
d pu
lls
can
have
diff
eren
t st
reng
ths
and
dire
ctio
ns.
(K-P
S2-
1),(
K-P
S2-
2)
• P
ushi
ng o
r pu
lling
on
an
obje
ct c
an c
hang
e th
e sp
eed
or d
irect
ion
of it
s m
otio
n an
d ca
n st
art o
r st
op
it. (
K-P
S2-
1),(
K-P
S2-
2)
• E
ach
forc
e ac
ts o
n on
e pa
rtic
ular
obj
ect a
nd h
as b
oth
stre
ngth
and
a d
irect
ion.
An
obje
ct a
t res
t typ
ical
ly h
as
mul
tiple
forc
es a
ctin
g on
it,
but t
hey
add
to g
ive
zero
net
fo
rce
on th
e ob
ject
. For
ces
that
do
not s
um to
zer
o ca
n ca
use
chan
ges
in th
e ob
ject
’s
spee
d or
dire
ctio
n of
mot
ion.
(B
ound
ary:
Qua
litat
ive
and
conc
eptu
al, b
ut n
ot
quan
titat
ive,
add
ition
of
forc
es a
re u
sed
at th
is le
vel.)
(3
-PS
2-1)
• T
he p
atte
rns
of a
n ob
ject
’ s
mot
ion
in v
ario
us s
ituat
ions
ca
n be
obs
erve
d an
d m
easu
red;
whe
n th
at p
ast
mot
ion
exhi
bits
a re
gula
r pa
ttern
, fut
ure
mot
ion
can
be p
redi
cted
from
it.
(Bou
ndar
y: T
echn
ical
term
s,
such
as
mag
nitu
de, v
eloc
ity,
mom
entu
m, a
nd v
ecto
r qu
antit
y, a
re n
ot in
trodu
ced
at th
is le
vel,
but t
he c
once
pt
that
som
e qu
antit
ies
need
bo
th s
ize
and
dire
ctio
n to
be
des
crib
ed is
dev
elop
ed.)
(3
-PS
2-2)
• F
or a
ny p
air
of in
tera
ctin
g ob
ject
s, th
e fo
rce
exer
ted
by th
e fir
st o
bjec
t on
the
seco
nd o
bjec
t is
equ
al in
str
engt
h to
the
forc
e th
at th
e se
cond
ob
ject
exe
rts
on th
e fir
st, b
ut in
the
oppo
site
di
rect
ion
(New
ton’
s th
ird la
w).
(MS
-PS
2-1)
• T
he m
otio
n of
an
obje
ct is
det
erm
ined
by
the
sum
of t
he fo
rces
act
ing
on it
; if t
he to
tal f
orce
on
the
obje
ct is
not
zer
o, it
s m
otio
n w
ill c
hang
e.
The
gre
ater
the
mas
s of
the
obje
ct, t
he g
reat
er
the
forc
e ne
eded
to a
chie
ve th
e sa
me
chan
ge
in m
otio
n. F
or a
ny g
iven
obj
ect,
a la
rger
forc
e ca
uses
a la
rger
cha
nge
in m
otio
n. (
MS
-PS
2-2)
• A
ll po
sitio
ns o
f obj
ects
and
the
dire
ctio
ns
of fo
rces
and
mot
ions
mus
t be
desc
ribed
in
an a
rbitr
arily
cho
sen
refe
renc
e fr
ame
and
arbi
trar
ily c
hose
n un
its o
f siz
e. In
ord
er to
sha
re
info
rmat
ion
with
oth
er p
eopl
e, th
ese
choi
ces
mus
t als
o be
sha
red.
(M
SP
S2-
2)
• N
ewto
n’s
seco
nd la
w a
ccur
atel
y pr
edic
ts
chan
ges
in th
e m
otio
n of
mac
rosc
opic
obj
ects
. (H
S-P
S2-
1)
• M
omen
tum
is d
efine
d fo
r a
part
icul
ar fr
ame
of
refe
renc
e; it
is th
e m
ass
times
the
velo
city
of t
he
obje
ct. I
n an
y sy
stem
, tot
al m
omen
tum
is a
lway
s co
nser
ved.
(H
S-P
S2-
2)
• If
a sy
stem
inte
ract
s w
ith o
bjec
ts o
utsi
de it
self,
th
e to
tal m
omen
tum
of t
he s
yste
m c
an c
hang
e;
how
ever
, any
suc
h ch
ange
is b
alan
ced
by
chan
ges
in th
e m
omen
tum
of o
bjec
ts o
utsi
de
the
syst
em. (
HS
-PS
2-2)
,(H
S-P
S2-
3)
PS2.B: Types of Interactions
• W
hen
obje
cts
touc
h or
co
llide
, the
y pu
sh o
n on
e an
othe
r an
d ca
n ch
ange
m
otio
n. (
K-P
S2-
1)
• O
bjec
ts in
con
tact
exe
rt
forc
es o
n ea
ch o
ther
. (3
-PS
2-1)
• E
lect
ric a
nd m
agne
tic
forc
es b
etw
een
a pa
ir of
ob
ject
s do
not
req
uire
that
th
e ob
ject
s be
in c
onta
ct.
The
siz
es o
f the
forc
es in
ea
ch s
ituat
ion
depe
nd o
n th
e pr
oper
ties
of th
e ob
ject
s an
d th
eir
dist
ance
s ap
art
and,
for
forc
es b
etw
een
two
mag
nets
, on
thei
r or
ient
atio
n re
lativ
e to
eac
h ot
her.
(3-P
S2-
3),(
3-P
S2-
4)
• T
he g
ravi
tatio
nal f
orce
of
Ear
th a
ctin
g on
an
obje
ct
near
Ear
th’s
sur
face
pul
ls th
at
obje
ct to
war
d th
e pl
anet
’s
cent
er. (
5-P
S2-
1)
• E
lect
ric a
nd m
agne
tic (
elec
trom
agne
tic)
forc
es
can
be a
ttrac
tive
or r
epul
sive
, and
thei
r si
zes
depe
nd o
n th
e m
agni
tude
s of
the
char
ges,
cu
rren
ts, o
r m
agne
tic s
tren
gths
invo
lved
and
on
the
dist
ance
s be
twee
n th
e in
tera
ctin
g ob
ject
s.
(MS
-PS
2-3)
• G
ravi
tatio
nal f
orce
s ar
e al
way
s at
trac
tive.
T
here
is a
gra
vita
tiona
l for
ce b
etw
een
any
two
mas
ses,
but
it is
ver
y sm
all e
xcep
t whe
n on
e or
bot
h of
the
obje
cts
have
larg
e m
ass—
e.g.
, E
arth
and
the
Sun
. (M
S-P
S2-
4)
• F
orce
s th
at a
ct a
t a d
ista
nce
(ele
ctr ic
, mag
netic
, an
d gr
avita
tiona
l) ca
n be
exp
lain
ed b
y fie
lds
that
ext
end
thro
ugh
spac
e an
d ca
n be
map
ped
by th
eir
effe
ct o
n a
test
obj
ect (
a ch
arge
d ob
ject
, a
mag
net,
or a
bal
l, re
spec
tivel
y). (
MS
-PS
2-5)
• N
ewto
n’s
law
of u
nive
rsal
gra
vita
tion
and
Cou
lom
b’s
law
pro
vide
the
mat
hem
atic
al
mod
els
to d
escr
ibe
and
pred
ict t
he e
ffect
s of
gr
avita
tiona
l and
ele
ctro
stat
ic fo
rces
bet
wee
n di
stan
t obj
ects
. (H
S-P
S2-
4)
• F
orce
s at
a d
ista
nce
are
expl
aine
d by
fie
lds
(gra
vita
tiona
l, el
ectr
ic, a
nd m
agne
tic)
perm
eatin
g sp
ace
that
can
tran
sfer
ene
rgy
thro
ugh
spac
e. M
agne
ts o
r el
ectr
ic c
urre
nts
caus
e m
agne
tic fi
elds
; ele
ctric
cha
rges
or
chan
ging
mag
netic
fiel
ds c
ause
ele
ctric
fiel
ds.
(HS
-PS
2-4)
,(H
S-P
S2-
5)
• A
ttrac
tion
and
repu
lsio
n be
t wee
n el
ectr
ic
char
ges
at th
e at
omic
sca
le e
xpla
in th
e st
ruct
ure,
pro
pert
ies,
and
tran
sfor
mat
ions
of
mat
ter,
as w
ell a
s th
e co
ntac
t for
ces
betw
een
mat
eria
l obj
ects
. (H
S-P
S2-
6),(
seco
ndar
y to
H
S-P
S1-
1),(
seco
ndar
y to
HS
-PS
1-3)
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
64 National Science Teachers Association
Chapter 2
Dis
cipl
inar
y C
ore
Idea
s in
Phy
sica
l Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
PS
3: E
ner
gy
PS3.A: Definitions of Energy
• N
/A•
The
fast
er a
giv
en o
bjec
t is
mov
ing,
the
mor
e en
ergy
it
poss
esse
s. (
4-P
S3-
1)
• E
nerg
y ca
n be
mov
ed fr
om
plac
e to
pla
ce b
y m
ovin
g ob
ject
s or
thro
ugh
soun
d,
light
, or
elec
tric
cur
rent
s.
(4-P
S3-
2),(
4-P
S3-
3)
• M
otio
n en
ergy
is p
rope
rly c
alle
d ki
netic
ene
rgy;
it
is p
ropo
rtio
nal t
o th
e m
ass
of th
e m
ovin
g ob
ject
and
gro
ws
with
the
squa
re o
f its
spe
ed.
(MS
-PS
3-1)
• A
sys
tem
of o
bjec
ts m
ay a
lso
cont
ain
stor
ed
(pot
entia
l) en
ergy
, dep
endi
ng o
n th
eir
rela
tive
posi
tions
. (M
S-P
S3-
2)
• Te
mpe
ratu
re is
not
a m
easu
re o
f ene
rgy;
the
rela
tions
hip
betw
een
the
tem
pera
ture
and
th
e to
tal e
nerg
y of
a s
yste
m d
epen
ds o
n th
e ty
pes,
sta
tes,
and
am
ount
s of
mat
ter
pres
ent.
MS
-PS
3-3)
,(M
S-P
S3-
4)
• T
he te
rm “
heat
” as
used
in e
very
day
lang
uage
re
fers
bot
h to
ther
mal
ene
rgy
(the
mot
ion
of
atom
s or
mol
ecul
es w
ithin
a s
ubst
ance
) an
d th
e tr
ansf
er o
f tha
t the
rmal
ene
rgy
from
one
ob
ject
to a
noth
er. I
n sc
ienc
e, h
eat i
s us
ed o
nly
for
this
sec
ond
mea
ning
; it r
efer
s to
the
ener
gy
tran
sfer
red
due
to th
e te
mpe
ratu
re d
iffer
ence
be
twee
n tw
o ob
ject
s.(s
econ
dary
to M
S-P
S1-
4)
• Te
mpe
ratu
re is
not
a m
easu
re o
f ene
rgy;
the
rela
tions
hip
betw
een
the
tem
pera
ture
and
th
e to
tal e
nerg
y of
a s
yste
m d
epen
ds o
n th
e ty
pes,
sta
tes,
and
am
ount
s of
mat
ter
pres
ent.
(sec
onda
ry to
MS
-PS
1-4)
• E
nerg
y is
a q
uant
itativ
e pr
oper
ty o
f a s
yste
m
that
dep
ends
on
the
mot
ion
and
inte
ract
ions
of
mat
ter
and
radi
atio
n w
ithin
that
sys
tem
. T
hat t
here
is a
sin
gle
quan
tity
calle
d en
ergy
is
due
to th
e fa
ct th
at a
sys
tem
’s to
tal e
nerg
y is
co
nser
ved,
eve
n as
, with
in th
e sy
stem
, ene
rgy
is c
ontin
ually
tran
sfer
red
from
one
obj
ect t
o an
othe
r an
d be
twee
n its
var
ious
pos
sibl
e fo
rms.
(H
S-P
S3-
1),(
HS
-PS
3-2)
• A
t the
mac
rosc
opic
sca
le, e
nerg
y m
anife
sts
itsel
f in
mul
tiple
way
s, s
uch
as in
mot
ion,
so
und,
ligh
t, an
d th
erm
al e
nerg
y. (
HS
-PS
3-2)
, (H
S-P
S3-
3)
• T
hese
rel
atio
nshi
ps a
re b
ette
r un
ders
tood
at t
he
mic
rosc
opic
sca
le, a
t whi
ch a
ll of
the
diffe
rent
m
anife
stat
ions
of e
nerg
y ca
n be
mod
eled
as
a co
mbi
natio
n of
ene
rgy
asso
ciat
ed w
ith th
e m
otio
n of
par
ticle
s an
d en
ergy
ass
ocia
ted
with
the
confi
gura
tion
(rel
ativ
e po
sitio
n of
th
e pa
rtic
les)
. In
som
e ca
ses
the
rela
tive
posi
tion
ener
gy c
an b
e th
ough
t of a
s st
ored
in
fiel
ds (
whi
ch m
edia
te in
tera
ctio
ns b
etw
een
part
icle
s). T
his
last
con
cept
incl
udes
rad
iatio
n,
a ph
enom
enon
in w
hich
ene
rgy
stor
ed in
fiel
ds
mov
es a
cros
s sp
ace.
. (H
S-P
S3-
2)
• “E
lect
rical
ene
rgy”
may
mea
n en
ergy
sto
red
in a
bat
tery
or
ener
gy tr
ansm
itted
by
elec
tric
cu
rren
ts. (
seco
ndar
y to
HS
-PS
2-5)
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
65The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Dis
cipl
inar
y C
ore
Idea
s in
Phy
sica
l Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
PS3.B: Conservation of Energy and Energy Transfer
• S
unlig
ht w
arm
s E
arth
’s s
urfa
ce.
(K-P
S3-
1),(
K-P
S3-
2)
• E
nerg
y is
pre
sent
whe
neve
r th
ere
are
mov
ing
obje
cts,
so
und,
ligh
t, or
hea
t. W
hen
obje
cts
colli
de, e
nerg
y ca
n be
tran
sfer
red
from
one
ob
ject
to a
noth
er, t
here
by
chan
ging
thei
r m
otio
n. In
su
ch c
ollis
ions
, som
e en
ergy
is
typi
cally
als
o tr
ansf
erre
d to
the
surr
ound
ing
air;
as
a re
sult,
the
air
gets
hea
ted
and
soun
d is
pro
duce
d.
(4-P
S3-
2),(
4-P
S3-
3)
• Li
ght a
lso
tran
sfer
s en
ergy
fr
om p
lace
to p
lace
. (4-
PS
3-2)
• E
nerg
y ca
n al
so b
e tr
ansf
erre
d fr
om p
lace
to
plac
e by
ele
ctric
cur
rent
s,
whi
ch c
an th
en b
e us
ed
loca
lly to
pro
duce
mot
ion,
so
und,
hea
t, or
ligh
t. T
he
curr
ents
may
hav
e be
en
prod
uced
to b
egin
with
by
tran
sfor
min
g th
e en
ergy
of
mot
ion
into
ele
ctric
al e
nerg
y.
(4-P
S3-
2),(
4-P
S3-
4)
• W
hen
the
mot
ion
ener
gy o
f an
obje
ct c
hang
es,
ther
e is
inev
itabl
y so
me
othe
r ch
ange
in e
nerg
y at
the
sam
e tim
e. (
MS
-PS
3-5)
• T
he a
mou
nt o
f ene
rgy
tran
sfer
nee
ded
t o
chan
ge th
e te
mpe
ratu
re o
f a m
atte
r sa
mpl
e by
a g
iven
am
ount
dep
ends
on
the
natu
re o
f th
e m
atte
r, th
e si
ze o
f the
sam
ple,
and
the
envi
ronm
ent.
(MS
-PS
3-4)
• E
nerg
y is
spo
ntan
eous
ly tr
ansf
erre
d ou
t of
hotte
r re
gion
s or
obj
ects
and
into
col
der
ones
. (M
S-P
S3-
3)
• C
onse
rvat
ion
of e
nerg
y m
eans
that
the
tota
l ch
ange
of e
nerg
y in
any
sys
tem
is a
lway
s eq
ual
to th
e to
tal e
nerg
y tr
ansf
erre
d in
to o
r ou
t of t
he
syst
em. (
HS
-PS
3-1)
• E
nerg
y ca
nnot
be
crea
ted
or d
estr
oyed
, bu
t it c
an b
e tr
ansp
orte
d fr
om o
ne p
lace
to
anot
her
and
tran
sfer
red
betw
een
syst
ems.
(H
S-P
S3-
1),(
HS
-PS
3-4)
• M
athe
mat
ical
exp
ress
ions
, whi
ch q
uant
ify h
ow
the
stor
ed e
nerg
y in
a s
yste
m d
epen
ds o
n its
co
nfigu
ratio
n (e
.g.,
rela
tive
posi
tions
of c
harg
ed
part
icle
s, c
ompr
essi
on o
f a s
prin
g) a
nd h
ow
kine
tic e
nerg
y de
pend
s on
mas
s an
d sp
eed,
al
low
the
conc
ept o
f con
serv
atio
n of
ene
rgy
to b
e us
ed to
pre
dict
and
des
crib
e sy
stem
be
havi
or. (
HS
-PS
3-1)
• T
he a
vaila
bilit
y of
ene
r gy
limits
wha
t can
occ
ur
in a
ny s
yste
m. (
HS
-PS
3-1)
• U
ncon
trol
led
syst
ems
alw
ays
evol
ve to
war
d m
ore
stab
le s
tate
s—th
at is
, tow
ard
mor
e un
iform
ene
rgy
dist
ribut
ion
(e.g
., w
ater
flow
s do
wnh
ill, o
bjec
ts h
otte
r th
an th
eir
surr
ound
ing
envi
ronm
ent c
ool d
own)
. (H
S-P
S3-
4)
PS3.C: Relationship Between Energy
and Forces
• A
big
ger
push
or
pull
mak
es
thin
gs g
o fa
ster
. (se
cond
ary
to K
-PS
2-1)
• W
hen
obje
cts
colli
de, t
he
cont
act f
orce
s tr
ansf
er e
nerg
y so
as
to c
hang
e th
e ob
ject
s’
mot
ions
. (4-
PS
3-3)
• W
hen
two
obje
cts
inte
ract
, eac
h on
e ex
erts
a
forc
e on
the
othe
r th
at c
an c
ause
ene
rgy
to b
e tr
ansf
erre
d to
or
from
the
obje
ct. (
MS
-PS
3-2)
• W
hen
two
obje
cts
inte
ract
ing
thro
ugh
a fie
ld
chan
ge r
elat
ive
posi
tion,
the
ener
gy s
tore
d in
th
e fie
ld is
cha
nged
. (H
S-P
S3-
5)
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
66 National Science Teachers Association
Chapter 2
Dis
cipl
inar
y C
ore
Idea
s in
Phy
sica
l Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
PS3.D: Energy in Chemical Processes
and Everyday Life
• N
/A•
The
exp
ress
ion
“pro
duce
en
ergy
” typ
ical
ly r
efer
s to
th
e co
nver
sion
of s
tore
d en
ergy
into
a d
esire
d fo
rm fo
r pr
actic
al u
se. (
4-P
S3-
4)
• T
he e
nerg
y re
leas
ed [f
rom
] f o
od w
as o
nce
ener
gy fr
om
the
Sun
that
was
cap
ture
d by
pla
nts
in th
e ch
emic
al
proc
ess
that
form
s pl
ant
mat
ter
(fro
m a
ir an
d w
ater
). (5
-PS
3-1)
• T
he c
hem
ical
rea
ctio
n by
whi
ch p
lant
s pr
oduc
e co
mpl
e x fo
od m
olec
ules
(su
gars
) re
quire
s an
en
ergy
inpu
t (i.e
., fr
om s
unlig
ht)
to o
ccur
. In
this
re
actio
n, c
arbo
n di
oxid
e an
d w
ater
com
bine
to
form
car
bon-
base
d or
gani
c m
olec
ules
and
re
leas
e ox
ygen
. (se
cond
ary
to M
S-L
S1-
6)
• C
ellu
lar
resp
iratio
n in
pla
nts
and
anim
als
invo
lve
chem
ical
rea
ctio
ns w
ith o
xyge
n th
at
rele
ase
stor
ed e
nerg
y. In
thes
e pr
oces
ses,
co
mpl
ex m
olec
ules
con
tain
ing
carb
on r
eact
with
ox
ygen
to p
rodu
ce c
arbo
n di
oxid
e an
d ot
her
mat
eria
ls. (
seco
ndar
y to
MS
-LS
1-7)
• A
lthou
gh e
nerg
y ca
nnot
be
dest
roye
d, it
can
be
conv
erte
d to
less
use
ful f
orm
s—fo
r ex
ampl
e, to
th
erm
al e
nerg
y in
the
surr
ound
ing
envi
ronm
ent.
(HS
-PS
3-3)
,(H
S-P
S3-
4)
• S
olar
cel
ls a
re h
uman
-mad
e de
vice
s th
at
likew
ise
capt
ure
the
Sun
’s e
nerg
y an
d pr
oduc
e el
ectr
ical
ene
rgy.
(se
cond
ary
to H
S-P
S4-
5)
• T
he m
ain
way
that
sol
ar e
nerg
y is
cap
ture
d an
d st
ored
on
Ear
th is
thro
ugh
the
com
plex
ch
emic
al p
roce
ss k
now
n as
pho
tosy
nthe
sis.
(s
econ
dary
to H
S-L
S2-
5)
• N
ucle
ar fu
sion
pro
cess
es in
the
cent
er o
f the
S
un r
elea
se th
e en
ergy
that
ulti
mat
ely
reac
hes
Ear
th a
s ra
diat
ion.
(se
cond
ary
to H
S-E
SS
1-1)
PS
4: W
aves
an
d T
hei
r A
pp
licat
ion
s in
Tec
hn
olo
gie
s fo
r In
form
atio
n T
ran
sfer
PS4.A: Wave Properties
• S
ound
can
mak
e m
atte
r vi
brat
e, a
nd v
ibra
ting
mat
ter
can
mak
e so
und.
(1-
PS
4-1)
• W
aves
, whi
ch a
re r
egul
ar
patte
rns
of m
otio
n, c
an b
e m
ade
in w
ater
by
dist
urbi
ng
the
surf
ace.
Whe
n w
aves
m
ove
acro
ss th
e su
rfac
e of
de
ep w
ater
, the
wat
er g
oes
up a
nd d
own
in p
lace
; the
re is
no
net
mot
ion
in th
e di
rect
ion
of th
e w
ave
exce
pt w
hen
the
wat
er m
eets
a b
each
. (N
ote:
T
his
grad
e ba
nd e
ndpo
int
was
mov
ed fr
om K
–2.)
(4
-PS
4-1)
• W
aves
of t
he s
ame
type
can
di
ffer
in a
mpl
itude
(he
ight
of
the
wav
e) a
nd w
avel
engt
h (s
paci
ng b
etw
een
wav
e pe
aks)
. (4-
PS
4-1)
• A
sim
ple
wav
e ha
s a
repe
atin
g pa
ttern
with
a
spec
ific
wav
elen
gth,
freq
uenc
y, a
nd a
mpl
itude
. (M
S-P
S4-
1)
• A
sou
nd w
ave
need
s a
med
ium
thro
ugh
whi
ch it
is
tran
smitt
ed. (
MS
-PS
4-2)
• T
he w
avel
engt
h an
d fr
eque
ncy
of a
wav
e ar
e re
late
d to
one
ano
ther
by
the
spee
d of
trav
el o
f th
e w
ave,
whi
ch d
epen
ds o
n th
e ty
pe o
f wav
e an
d th
e m
ediu
m th
roug
h w
hich
it is
pas
sing
. (H
S-P
S4-
1)
• In
form
atio
n ca
n be
dig
itize
d (e
.g.,
a pi
ctur
e st
ored
as
the
valu
es o
f an
arra
y of
pix
els)
; in
this
form
, it c
an b
e st
ored
rel
iabl
y in
com
pute
r m
emor
y an
d se
nt o
ver
long
dis
tanc
es a
s a
serie
s of
wav
e pu
lses
. (H
S-P
S4-
2),(
HS
-PS
4-5)
• [F
rom
the
3–5
grad
e ba
nd e
ndpo
ints
] Wav
es
can
add
or c
ance
l one
ano
ther
as
they
cro
ss,
depe
ndin
g on
thei
r re
lativ
e ph
ase
(i.e.
, rel
ativ
e po
sitio
n of
pea
ks a
nd tr
ough
s of
the
wav
es),
bu
t the
y em
erge
una
ffect
ed b
y ea
ch o
ther
. (B
ound
ary:
The
dis
cuss
ion
at th
is g
rade
leve
l is
qua
litat
ive
only
; it c
an b
e ba
sed
on th
e fa
ct
that
tw
o di
ffere
nt s
ound
s ca
n pa
ss a
loca
tion
in d
iffer
ent d
irect
ions
with
out g
ettin
g m
ixed
up.
) (H
S-P
S4-
3)
• G
eolo
gist
s us
e se
ism
ic w
aves
and
thei
r re
flect
ion
at in
terf
aces
bet
wee
n la
yers
to p
robe
st
ruct
ures
dee
p in
the
plan
et. (
seco
ndar
y to
H
S-E
SS
2-3)
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
67The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Dis
cipl
inar
y C
ore
Idea
s in
Phy
sica
l Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
PS4.B: Electromagnetic Radiation
• O
bjec
ts c
an b
e se
en o
nly
whe
n lig
ht is
ava
ilabl
e to
ill
umin
ate
them
. Som
e ob
ject
s gi
ve o
ff th
eir
own
light
. (1-
PS
4-2)
• S
ome
mat
eria
ls a
llow
ligh
t to
pas
s th
roug
h th
em,
othe
rs a
llow
onl
y so
me
light
thro
ugh,
and
stil
l ot
hers
blo
ck a
ll th
e lig
ht
and
crea
te a
dar
k sh
adow
on
any
sur
face
bey
ond
them
, whe
re th
e lig
ht
cann
ot r
each
. Mirr
ors
can
be u
sed
to r
edire
ct a
ligh
t be
am. (
Bou
ndar
y: T
he
idea
that
ligh
t tra
vels
from
pl
ace
to p
lace
is d
evel
oped
th
roug
h ex
perie
nces
with
lig
ht s
ourc
es, m
irror
s, a
nd
shad
ows,
but
no
atte
mpt
is
mad
e to
dis
cuss
the
spee
d of
ligh
t.) (
1-P
S4-
3)
• A
n ob
ject
can
be
seen
whe
n lig
ht r
eflec
ted
from
its
surf
ace
ente
rs th
e ey
es. (
4-P
S4-
2)
• W
hen
light
shi
nes
on a
n ob
ject
, it i
s re
flect
ed,
abso
rbed
, or
tran
smitt
ed th
roug
h th
e ob
ject
, de
pend
ing
on th
e ob
ject
’s m
ater
ial a
nd th
e fr
eque
ncy
(col
or)
of th
e lig
ht. (
MS
-PS
4-2)
• T
he p
ath
that
ligh
t tra
vels
can
be
trac
ed a
s st
raig
ht li
nes,
exc
ept a
t sur
face
s be
twee
n di
ffere
nt tr
ansp
aren
t mat
eria
ls (
e.g.
, air
and
wat
er, a
ir an
d gl
ass)
whe
re th
e lig
ht p
ath
bend
s.
(MS
-PS
4-2)
• A
wav
e m
odel
of l
ight
is u
sefu
l for
exp
lain
ing
brig
htne
ss, c
olor
, and
the
freq
uenc
y-de
pend
ent
bend
ing
of li
ght a
t a s
urfa
ce b
etw
een
med
ia.
(MS
-PS
4-2)
• H
owev
er, b
ecau
se li
ght c
an tr
avel
thro
ugh
spac
e, it
can
not b
e a
mat
ter
wav
e, li
ke s
ound
or
wat
er w
aves
. (M
S-P
S4-
2)
• E
lect
rom
agne
tic r
adia
tion
(e.g
., ra
dio,
m
icro
wav
es, l
ight
) ca
n be
mod
eled
as
a w
ave
of c
hang
ing
elec
tric
and
mag
netic
fiel
ds o
r as
par
ticle
s ca
lled
phot
ons.
The
wav
e m
odel
is
use
ful f
or e
xpla
inin
g m
any
feat
ures
of
elec
trom
agne
tic r
adia
tion,
and
the
part
icle
m
odel
exp
lain
s ot
her
feat
ures
. (H
S-P
S4-
3)
• W
hen
light
or
long
er w
avel
engt
h el
ectr
omag
netic
rad
iatio
n is
abs
orbe
d in
mat
ter,
it is
gen
eral
ly c
onve
rted
into
ther
mal
ene
rgy
(hea
t). S
hort
er w
avel
engt
h el
ectr
omag
netic
ra
diat
ion
(ultr
avio
let,
X-r
ays,
gam
ma
rays
) ca
n io
nize
ato
ms
and
caus
e da
mag
e to
livi
ng c
ells
.(H
S-P
S4-
4)
• P
hoto
volta
ic m
ater
ials
em
it el
ectr
ons
whe
n th
ey a
bsor
b lig
ht o
f a h
igh-
enou
gh fr
eque
ncy.
(H
S-P
S4-
5)
• A
tom
s of
eac
h el
emen
t em
it an
d ab
sorb
ch
arac
teris
tic fr
eque
ncie
s of
ligh
t. T
hese
ch
arac
teris
tics
allo
w id
entifi
catio
n of
the
pres
ence
of a
n el
emen
t, ev
en in
mic
rosc
opic
qu
antit
ies.
(se
cond
ary
to H
S-E
SS
1-2)
PS4.C: Information Technologies and Instrumentation
• P
eopl
e us
e a
varie
ty o
f de
vice
s to
com
mun
icat
e (s
end
and
rece
ive
info
rmat
ion)
ove
r lo
ng
dist
ance
s. (
1-P
S4-
4)
• D
igiti
zed
info
rmat
ion
can
be tr
ansm
itted
ove
r lo
ng
dist
ance
s w
ithou
t sig
nific
ant
degr
adat
ion.
Hig
h-te
ch
devi
ces,
suc
h as
com
pute
rs
or c
ell p
hone
s, c
an r
ecei
ve
and
deco
de in
form
atio
n—co
nver
t it f
rom
dig
itize
d fo
rm
to v
oice
—an
d vi
ce v
ersa
. (4
-PS
4-3)
• D
igiti
zed
sign
als
(sen
t as
wav
e pu
lses
) ar
e a
mor
e re
liabl
e w
ay to
enc
ode
and
tran
smit
info
rmat
ion.
(M
S-P
S4-
3)
• M
ultip
le te
chno
logi
es b
ased
on
the
unde
rsta
ndin
g of
wav
es a
nd th
eir
inte
ract
ions
w
ith m
atte
r ar
e pa
rt o
f eve
ryda
y ex
perie
nces
in
the
mod
ern
wor
ld (
e.g.
, med
ical
imag
ing,
co
mm
unic
atio
ns, s
cann
ers)
and
in s
cien
tific
rese
arch
. The
y ar
e es
sent
ial t
ools
for
prod
ucin
g,
tran
smitt
ing,
and
cap
turin
g si
gnal
s an
d fo
r st
orin
g an
d in
terp
retin
g th
e in
form
atio
n co
ntai
ned
in th
em. (
HS
-PS
4-5)
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
68 National Science Teachers Association
Chapter 2
Disc
iplin
ary
Co
re Id
ea
s in
Life
Sc
ienc
eG
rad
es K
–2G
rad
es 3
–5G
rad
es 6
–8G
rad
es 9
–12
LS
1: F
rom
Mo
lecu
les
to O
rgan
ism
s: S
tru
ctu
res
and
Pro
cess
es
LS1.A: Structure and Function
• A
ll or
gani
sms
have
ext
erna
l pa
rts.
Diff
eren
t ani
mal
s us
e th
eir
body
par
ts in
diff
eren
t w
ays
to s
ee, h
ear,
gras
p ob
ject
s, p
rote
ct th
emse
lves
, m
ove
from
pla
ce to
pla
ce,
and
seek
, find
, and
take
in
food
, wat
er, a
nd a
ir.
Pla
nts
also
hav
e di
ffere
nt
part
s (r
oots
, ste
ms,
leav
es,
flow
ers,
frui
ts)
that
hel
p th
em
surv
ive
and
grow
. (1-
LS1-
1)
• P
lant
s an
d an
imal
s ha
ve
both
inte
rnal
and
ext
erna
l st
ruct
ures
that
ser
ve v
ario
us
func
tions
in g
row
th, s
urvi
val,
beha
vior
, and
rep
rodu
ctio
n.
(4-L
S1-
1)
• A
ll liv
ing
thin
gs a
re m
ade
up o
f cel
ls, w
hich
is
the
smal
lest
uni
t tha
t can
be
said
to b
e al
ive.
A
n or
gani
sm m
ay c
onsi
st o
f one
sin
gle
cell
(uni
cellu
lar)
or
man
y di
ffere
nt n
umbe
rs a
nd
type
s of
cel
ls (
mul
ticel
lula
r). (
MS
-LS
1-1)
• O
rgan
ism
s re
prod
uce,
eith
er s
exua
lly o
r as
exua
lly, a
nd tr
ansf
er th
eir
gene
tic in
form
atio
n to
thei
r of
fspr
ing.
(se
cond
ary
to M
S-L
S3-
2)
• W
ithin
cel
ls, s
peci
al s
truc
ture
s ar
e re
spon
sibl
e fo
r pa
rtic
ular
func
tions
, and
the
cell
mem
bran
e fo
rms
the
boun
dary
that
con
trol
s w
hat e
nter
s an
d le
aves
the
cell.
(M
S-L
S1-
2)
• In
mul
ticel
lula
r or
gani
sms,
the
body
is a
sy
stem
of m
ultip
le in
tera
ctin
g su
bsys
tem
s.
The
se s
ubsy
stem
s ar
e gr
oups
of c
ells
that
w
ork
toge
ther
to fo
rm ti
ssue
s an
d or
gans
that
ar
e sp
ecia
lized
for
part
icul
ar b
ody
func
tions
. (M
S-L
S1-
3)
• S
yste
ms
of s
peci
aliz
ed c
ells
with
in o
rgan
ism
s he
lp th
em p
erfo
rm th
e es
sent
ial f
unct
ions
of l
ife.
(HS
-LS
1-1)
• A
ll ce
lls c
onta
in g
enet
ic in
form
atio
n in
the
f orm
of
DN
A m
olec
ules
. Gen
es a
re r
egio
ns in
the
DN
A th
at c
onta
in th
e in
stru
ctio
ns th
at c
ode
for
the
form
atio
n of
pro
tein
s, w
hich
car
ry o
ut m
ost
of th
e w
ork
of c
ells
. (H
S-L
S1-
1) (
seco
ndar
y to
H
S-L
S3-
1)
• M
ultic
ellu
lar
orga
nism
s ha
v e a
hie
rarc
hica
l st
ruct
ural
org
aniz
atio
n, in
whi
ch a
ny o
ne s
yste
m
is m
ade
up o
f num
erou
s pa
rts
and
is it
self
a co
mpo
nent
of t
he n
ext l
evel
. (H
S-L
S1-
2)
• Fe
edba
ck m
echa
nism
s m
aint
ain
a liv
ing
s yst
em’s
in
tern
al c
ondi
tions
with
in c
erta
in li
mits
and
m
edia
te b
ehav
iors
, allo
win
g it
to re
mai
n al
ive
and
func
tiona
l eve
n as
ext
erna
l con
ditio
ns c
hang
e w
ithin
som
e ra
nge.
Fee
dbac
k m
echa
nism
s ca
n en
cour
age
(thr
ough
pos
itive
feed
back
) or
di
scou
rage
(ne
gativ
e fe
edba
ck)
wha
t is
goin
g on
in
side
the
livin
g sy
stem
. (H
S-L
S1-
3)
LS1.B: Growth and Development of Organisms
• A
dult
plan
ts a
nd a
nim
als
can
have
you
ng. I
n m
any
kind
s of
ani
mal
s, p
aren
ts a
nd th
e of
fspr
ing
them
selv
es e
ngag
e in
beh
avio
rs th
at h
elp
the
offs
prin
g to
sur
vive
. (1-
LS1-
2)
• R
epro
duct
ion
is e
ssen
tial
to th
e co
ntin
ued
exis
tenc
e of
eve
ry k
ind
of o
rgan
ism
. P
lant
s an
d an
imal
s ha
ve
uniq
ue a
nd d
iver
se li
fe
cycl
es. (
3-LS
1-1)
• O
rgan
ism
s re
prod
uce,
eith
er s
exua
lly o
r as
exua
lly, a
nd tr
ansf
er th
eir
gene
tic in
form
atio
n to
thei
r of
fspr
ing.
(se
cond
ary
to M
S-L
S3-
2)
• A
nim
als
enga
ge in
cha
ract
eris
tic b
ehav
iors
that
in
crea
se th
e od
ds o
f rep
rodu
ctio
n. (
MS
-LS
1-4)
• P
lant
s re
prod
uce
in a
var
iety
of w
ays,
som
etim
es
depe
ndin
g on
ani
mal
beh
avio
r an
d sp
ecia
lized
fe
atur
es fo
r re
prod
uctio
n. (
MS
-LS
1-4)
• G
enet
ic fa
ctor
s as
wel
l as
loca
l con
ditio
ns a
ffect
th
e gr
owth
of t
he a
dult
plan
t. (M
S-L
S1-
5)
• In
mul
ticel
lula
r or
gani
sms
indi
vidu
al c
ells
gro
w
and
then
div
ide
via
a pr
oces
s ca
lled
mito
sis,
th
ereb
y al
low
ing
the
orga
nism
to g
row
. The
or
gani
sm b
egin
s as
a s
ingl
e ce
ll (f
ertil
ized
egg
) th
at d
ivid
es s
ucce
ssiv
ely
to p
rodu
ce m
any
cells
, w
ith e
ach
pare
nt c
ell p
assi
ng id
entic
al g
enet
ic
mat
eria
l (tw
o va
riant
s of
eac
h ch
rom
osom
e pa
ir) to
bot
h da
ught
er c
ells
. Cel
lula
r di
visi
on a
nd
diffe
rent
iatio
n pr
oduc
e an
d m
aint
ain
a co
mpl
ex
orga
nism
, com
pose
d of
sys
tem
s of
tiss
ues
and
orga
ns th
at w
ork
toge
ther
to m
eet t
he n
eeds
of
the
who
le o
rgan
ism
. (H
S-L
S1-
4)
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
69The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Dis
cipl
inar
y C
ore
Idea
s in
Life
Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
LS1.C: Organization for Matter and Energy Flow in Organisms
• A
ll an
imal
s ne
ed fo
od in
or
der
to li
ve a
nd g
row
. The
y ob
tain
thei
r fo
od fr
om p
lant
s or
from
oth
er a
nim
als.
Pla
nts
need
wat
er a
nd li
ght t
o liv
e an
d gr
ow. (
K-L
S1-
1)
• F
ood
prov
ides
ani
mal
s w
ith
the
mat
eria
ls th
ey n
eed
for
body
rep
air
and
grow
th a
nd
the
ener
gy th
ey n
eed
to
mai
ntai
n bo
dy w
arm
th a
nd
for
mot
ion.
(se
cond
ary
to
5-P
S3-
1)
• P
lant
s ac
quire
thei
r m
ater
ial
for
grow
th c
hiefl
y fr
om a
ir an
d w
ater
. (5-
LS1-
1)
• P
lant
s, a
lgae
(in
clud
ing
phyt
opla
nkto
n), a
nd
man
y m
icro
orga
nism
s us
e th
e en
ergy
from
ligh
t to
mak
e su
gars
(fo
od)
from
car
bon
diox
ide
from
th
e at
mos
pher
e an
d w
ater
thro
ugh
the
proc
ess
of p
hoto
synt
hesi
s, w
hich
als
o re
leas
es o
xyge
n.
The
se s
ugar
s ca
n be
use
d im
med
iate
ly o
r st
ored
for
grow
th o
r la
ter
use.
(M
S-L
S1-
6)
• W
ithin
indi
vidu
al o
rgan
ism
s, fo
od m
oves
th
roug
h a
serie
s of
che
mic
al r
eact
ions
in w
hich
it
is b
roke
n do
wn
and
rear
rang
ed to
form
new
m
olec
ules
, to
supp
ort g
row
th, o
r to
rel
ease
en
ergy
. (M
S-L
S1-
7)
• T
he p
roce
ss o
f pho
tosy
nthe
sis
conv
erts
ligh
t en
ergy
to s
tore
d ch
emic
al e
nerg
y by
con
vert
ing
carb
on d
ioxi
de p
lus
wat
er in
to s
ugar
s pl
us
rele
ased
oxy
gen.
(H
S-L
S1-
5)
• T
he s
ugar
mol
ecul
es th
us fo
rmed
con
tain
ca
rbon
, hyd
roge
n, a
nd o
xyge
n; th
eir
hydr
ocar
bon
back
bone
s ar
e us
ed to
mak
e am
ino
acid
s an
d ot
her
carb
on-b
ased
mol
ecul
es
that
can
be
asse
mbl
ed in
to la
rger
mol
ecul
es
(suc
h as
pro
tein
s or
DN
A),
use
d fo
r ex
ampl
e to
fo
rm n
ew c
ells
. (H
S-L
S1-
6)
• A
s m
atte
r an
d en
ergy
flow
thro
ugh
diffe
rent
or
gani
zatio
nal l
evel
s of
livi
ng s
yste
ms,
che
mic
al
elem
ents
are
rec
ombi
ned
in d
iffer
ent w
ays
to
form
diff
eren
t pro
duct
s. (
HS
-LS
1-6)
,(H
S-L
S1-
7)
• A
s a
resu
lt of
thes
e ch
emic
al r
eact
ions
, ene
rgy
is tr
ansf
erre
d fr
om o
ne s
yste
m o
f int
erac
ting
mol
ecul
es to
ano
ther
and
rel
ease
ene
rgy
to th
e su
rrou
ndin
g en
viro
nmen
t and
to m
aint
ain
body
te
mpe
ratu
re. C
ellu
lar
resp
iratio
n is
a c
hem
ical
pr
oces
s w
here
by th
e bo
nds
of fo
od m
olec
ules
an
d ox
ygen
mol
ecul
es a
re b
roke
n an
d ne
w
com
poun
ds a
re fo
rmed
that
can
tran
spor
t en
ergy
to m
uscl
es. (
HS
-LS
1-7)
LS1.D: Information Processing
• A
nim
als
have
bod
y pa
rts
that
cap
ture
and
con
vey
diffe
rent
kin
ds o
f inf
orm
atio
n ne
eded
for
grow
th a
nd
surv
ival
. Ani
mal
s re
spon
d to
th
ese
inpu
ts w
ith b
ehav
iors
th
at h
elp
them
sur
vive
. P
lant
s al
so r
espo
nd to
som
e ex
tern
al in
puts
. (1-
LS1-
1)
• D
iffer
ent s
ense
rec
epto
rs
are
spec
ializ
ed fo
r pa
rtic
ular
ki
nds
of in
form
atio
n, w
hich
m
ay b
e th
en p
roce
ssed
by
the
anim
al’s
bra
in.
Ani
mal
s ar
e ab
le to
use
thei
r pe
rcep
tions
and
mem
orie
s to
gu
ide
thei
r ac
tions
. (4-
LS1-
2)
• E
ach
sens
e re
cept
or r
espo
nds
to d
iffer
ent
inpu
ts (
elec
trom
agne
tic, m
echa
nica
l, ch
emic
al),
tr
ansm
ittin
g th
em a
s si
gnal
s th
at tr
avel
alo
ng
nerv
e ce
lls to
the
brai
n. T
he s
igna
ls a
re th
en
proc
esse
d in
the
brai
n, r
esul
ting
in im
med
iate
be
havi
ors
or m
emor
ies.
(M
S-L
S1-
8)
• N
/A
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
70 National Science Teachers Association
Chapter 2D
isci
plin
ary
Cor
e Id
eas
in L
ife S
cien
ce (
cont
inue
d)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2L
S2:
Eco
syst
ems:
Inte
ract
ion
s, E
ner
gy, a
nd
Dyn
amic
sLS2.A: Interdependent Relationships
in Ecosystems•
Pla
nts
depe
nd o
n w
ater
and
lig
ht to
gro
w. (
2-LS
2-1)
• P
lant
s de
pend
on
anim
als
for
polli
natio
n or
to m
ove
thei
r se
eds
arou
nd. (
2-LS
2-2)
• T
he fo
od o
f alm
ost a
ny k
ind
of a
nim
al c
an b
e tr
aced
ba
ck to
pla
nts.
Org
anis
ms
are
rela
ted
in fo
od w
ebs
in
whi
ch s
ome
anim
als
eat
plan
ts fo
r fo
od a
nd o
ther
an
imal
s ea
t the
ani
mal
s th
at
eat p
lant
s. S
ome
orga
nism
s,
such
as
fung
i and
bac
teria
, br
eak
dow
n de
ad o
rgan
ism
s (b
oth
plan
ts o
r pl
ant p
arts
an
d an
imal
s) a
nd th
eref
ore
oper
ate
as “d
ecom
pose
rs.”
Dec
ompo
sitio
n ev
entu
ally
re
stor
es (
recy
cles
) so
me
mat
eria
ls b
ack
to th
e so
il.
Org
anis
ms
can
surv
ive
only
in
env
ironm
ents
in w
hich
th
eir
part
icul
ar n
eeds
are
m
et. A
hea
lthy
ecos
yste
m is
on
e in
whi
ch m
ultip
le s
peci
es
of d
iffer
ent t
ypes
are
eac
h ab
le to
mee
t the
ir ne
eds
in
a re
lativ
ely
stab
le w
eb o
f life
. N
ewly
intro
duce
d sp
ecie
s ca
n da
mag
e th
e ba
lanc
e of
an
eco
syst
em. (
5-LS
2-1)
• O
rgan
ism
s, a
nd p
opul
atio
ns o
f org
anis
ms,
are
de
pend
ent o
n th
eir
envi
ronm
enta
l int
erac
tions
bo
th w
ith o
ther
livi
ng th
ings
and
with
non
livin
g fa
ctor
s. (
MS
-LS
2-1)
• In
any
eco
syst
em, o
rgan
ism
s an
d po
pula
tions
w
ith s
imila
r re
quire
men
ts fo
r fo
od, w
ater
, ox
ygen
, or
othe
r re
sour
ces
may
com
pete
with
ea
ch o
ther
for
limite
d re
sour
ces,
acc
ess
to
whi
ch c
onse
quen
tly c
onst
rain
s th
eir
grow
th a
nd
repr
oduc
tion.
(M
S-L
S2-
1)
• G
row
th o
f org
anis
ms
and
popu
latio
n in
crea
ses
are
limite
d by
acc
ess
to r
esou
rces
. (M
S-L
S2-
1)
• S
imila
rly, p
reda
tory
inte
ract
ions
may
red
uce
the
num
ber
of o
rgan
ism
s or
elim
inat
e w
hole
po
pula
tions
of o
rgan
ism
s. M
utua
lly b
enefi
cial
in
tera
ctio
ns, i
n co
ntra
st, m
ay b
ecom
e so
in
terd
epen
dent
that
eac
h or
gani
sm r
equi
res
the
othe
r fo
r su
rviv
al. A
lthou
gh th
e sp
ecie
s in
volv
ed
in th
ese
com
petit
ive,
pre
dato
ry, a
nd m
utua
lly
bene
ficia
l int
erac
tions
var
y ac
ross
eco
syst
ems,
th
e pa
ttern
s of
inte
ract
ions
of o
rgan
ism
s w
ith
thei
r en
viro
nmen
ts, b
oth
livin
g an
d no
nliv
ing,
ar
e sh
ared
. (M
S-L
S2-
2)
• E
cosy
stem
s ha
ve c
arry
ing
capa
citie
s, w
hich
ar
e lim
its to
the
num
bers
of o
rgan
ism
s an
d po
pula
tions
they
can
sup
port
. The
se li
mits
re
sult
from
suc
h fa
ctor
s as
the
avai
labi
lity
of li
ving
and
non
livin
g re
sour
ces
and
from
ch
alle
nges
suc
h as
pre
datio
n, c
ompe
titio
n, a
nd
dise
ase.
Org
anis
ms
wou
ld h
ave
the
capa
city
to
pro
duce
pop
ulat
ions
of g
reat
siz
e w
ere
it no
t fo
r th
e fa
ct th
at e
nviro
nmen
ts a
nd r
esou
rces
ar
e fin
ite. T
his
fund
amen
tal t
ensi
on a
ffect
s th
e ab
unda
nce
(num
ber
of in
divi
dual
s) o
f spe
cies
in
any
give
n ec
osys
tem
. (H
S-L
S2-
1),(
HS
-LS
2-2)
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
• N
/A•
Mat
ter
cycl
es b
etw
een
the
air
and
soil
and
amon
g pl
ants
, ani
mal
s,
and
mic
robe
s as
thes
e or
gani
sms
live
and
die.
O
rgan
ism
s ob
tain
gas
es a
nd
wat
er fr
om th
e en
viro
nmen
t an
d re
leas
e w
aste
mat
ter
(gas
, liq
uid,
or
solid
) ba
ck
into
the
envi
ronm
ent.
(5-L
S2-
1)
• F
ood
web
s ar
e m
odel
s th
at d
emon
stra
te h
ow
mat
ter
and
ener
gy a
re tr
ansf
erre
d be
twee
n pr
oduc
ers,
con
sum
ers,
and
dec
ompo
sers
as
the
thre
e gr
oups
inte
ract
with
in a
n ec
osys
tem
. Tra
nsfe
rs o
f mat
ter
into
and
out
of
the
phys
ical
env
ironm
ent o
ccur
at e
very
le
vel.
Dec
ompo
sers
rec
ycle
nut
rient
s fr
om
dead
pla
nt o
r an
imal
mat
ter
back
to th
e so
il in
terr
estr
ial e
nviro
nmen
ts o
r to
the
wat
er in
aq
uatic
env
ironm
ents
. The
ato
ms
that
mak
e up
the
orga
nism
s in
an
ecos
yste
m a
re c
ycle
d re
peat
edly
bet
wee
n th
e liv
ing
and
nonl
ivin
g pa
rts
of th
e ec
osys
tem
. (M
S-L
S2-
3)
• P
hoto
synt
hesi
s an
d ce
llula
r re
spira
tion
(incl
udin
g an
aero
bic
proc
esse
s) p
rovi
de m
ost o
f th
e en
ergy
for
life
proc
esse
s. (
HS
-LS
2-3)
• P
lant
s or
alg
ae fo
rm th
e lo
wes
t lev
el o
f the
food
w
eb. A
t eac
h lin
k up
war
d in
a fo
od w
eb, o
nly
a sm
all f
ract
ion
of th
e m
atte
r co
nsum
ed a
t the
lo
wer
leve
l is
tran
sfer
red
upw
ard,
to p
rodu
ce
grow
th a
nd re
leas
e en
ergy
in c
ellu
lar
resp
iratio
n at
the
high
er le
vel.
Giv
en th
is in
effic
ienc
y, th
ere
are
gene
rally
few
er o
rgan
ism
s at
hig
her
leve
ls
of a
food
web
. Som
e m
atte
r re
acts
to re
leas
e en
ergy
for
life
func
tions
, som
e m
atte
r is
sto
red
in
new
ly m
ade
stru
ctur
es, a
nd m
uch
is d
isca
rded
. T
he c
hem
ical
ele
men
ts th
at m
ake
up th
e m
olec
ules
of o
rgan
ism
s pa
ss th
roug
h fo
od w
ebs
and
into
and
out
of t
he a
tmos
pher
e an
d so
il, a
nd
they
are
com
bine
d an
d re
com
bine
d in
diff
eren
t w
ays.
At e
ach
link
in a
n ec
osys
tem
, mat
ter
and
ener
gy a
re c
onse
rved
. (H
S-L
S2-
4)
• P
hoto
synt
hesi
s an
d ce
llula
r re
spira
tion
are
impo
rtan
t com
pone
nts
of th
e ca
rbon
cyc
le,
in w
hich
car
bon
is e
xcha
nged
am
ong
the
bios
pher
e, a
tmos
pher
e, o
cean
s, a
nd g
eosp
here
th
roug
h ch
emic
al, p
hysi
cal,
geol
ogic
, and
bi
olog
ical
pro
cess
es. (
HS
-LS
2-5)
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
71The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Dis
cipl
inar
y C
ore
Idea
s in
Life
Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
• N
/A•
Whe
n th
e en
viro
nmen
t ch
ange
s in
way
s th
at
affe
ct a
pla
ce’s
phy
sica
l ch
arac
teris
tics,
tem
pera
ture
, or
ava
ilabi
lity
of r
esou
rces
, so
me
orga
nism
s su
rviv
e an
d re
prod
uce,
oth
ers
mov
e to
new
loca
tions
, yet
oth
ers
mov
e in
to th
e tr
ansf
orm
ed
envi
ronm
ent,
and
som
e di
e.
(sec
onda
ry to
3-L
S4-
4)
• E
cosy
stem
s ar
e dy
nam
ic in
nat
ure;
thei
r ch
arac
teris
tics
can
vary
ove
r tim
e. D
isru
ptio
ns
to a
ny p
hysi
cal o
r bi
olog
ical
com
pone
nt o
f an
eco
syst
em c
an le
ad to
shi
fts in
all
its
popu
latio
ns. (
MS
-LS
2-4)
• B
iodi
vers
ity d
escr
ibes
the
varie
ty o
f spe
cies
fo
und
in E
arth
’s te
rres
tria
l and
oce
anic
ec
osys
tem
s. T
he c
ompl
eten
ess
or in
tegr
ity o
f an
eco
syst
em’s
bio
dive
rsity
is o
ften
used
as
a m
easu
re o
f its
hea
lth. (
MS
-LS
2-5)
• A
com
plex
set
of i
nter
actio
ns w
ithin
an
ecos
yste
m c
an k
eep
its n
umbe
rs a
nd ty
pes
of o
rgan
ism
s re
lativ
ely
cons
tant
ove
r lo
ng
perio
ds o
f tim
e un
der
stab
le c
ondi
tions
. If a
m
odes
t bio
logi
cal o
r ph
ysic
al d
istu
rban
ce to
an
eco
syst
em o
ccur
s, it
may
ret
urn
to it
s m
ore
or le
ss o
rigin
al s
tatu
s (i.
e., t
he e
cosy
stem
is
res
ilien
t), a
s op
pose
d to
bec
omin
g a
very
di
ffere
nt e
cosy
stem
. Ext
rem
e flu
ctua
tions
in
con
ditio
ns o
r th
e si
ze o
f any
pop
ulat
ion,
ho
wev
er, c
an c
halle
nge
the
func
tioni
ng o
f ec
osys
tem
s in
term
s of
res
ourc
es a
nd h
abita
t av
aila
bilit
y. (
HS
-LS
2-2)
,(H
S-L
S2-
6)
• M
oreo
ver,
anth
ropo
geni
c ch
ange
s (in
duce
d by
hu
man
act
ivity
) in
the
envi
ronm
ent—
incl
udin
g ha
bita
t des
truc
tion,
pol
lutio
n, in
trod
uctio
n of
inva
sive
spe
cies
, ove
rexp
loita
tion,
and
cl
imat
e ch
ange
—ca
n di
srup
t an
ecos
yste
m
and
thre
aten
the
surv
ival
of s
ome
spec
ies.
(H
S-L
S2-
7)
LS2.D: Social Interactions and Group Behavior
• N
/A•
Bei
ng p
art o
f a g
roup
hel
ps
anim
als
obta
in fo
od, d
efen
d th
emse
lves
, and
cop
e w
ith
chan
ges.
Gro
ups
may
ser
ve
diffe
rent
func
tions
and
var
y dr
amat
ical
ly in
siz
e (N
ote:
M
oved
from
K–2
.) (
3-LS
2-1)
• N
/A•
Gro
up b
ehav
ior
has
evol
ved
beca
use
mem
bers
hip
can
incr
ease
the
chan
ces
of
surv
ival
for
indi
vidu
als
and
thei
r ge
netic
re
lativ
es. (
HS
-LS
2-8)
LS
3: H
ered
ity:
Inh
erit
ance
an
d V
aria
tio
n o
f Tra
its
LS3.A: Inheritance of Traits
• Yo
ung
anim
als
are
very
m
uch,
but
not
exa
ctly
, lik
e,
thei
r pa
rent
s. P
lant
s al
so a
re
very
muc
h, b
ut n
ot e
xact
ly,
like
thei
r pa
rent
s. (
1-LS
3-1)
• M
any
char
acte
ristic
s of
or
gani
sms
are
inhe
rited
from
th
eir
pare
nts.
(3-
LS3-
1)
• O
ther
cha
ract
eris
tics
resu
lt fr
om in
divi
dual
s’ in
tera
ctio
ns
with
the
envi
ronm
ent,
whi
ch c
an r
ange
from
di
et to
lear
ning
. Man
y ch
arac
teris
tics
invo
lve
both
in
herit
ance
and
env
ironm
ent.
(3-L
S3-
2)
• G
enes
are
loca
ted
in th
e ch
rom
osom
es o
f cel
ls,
with
eac
h ch
rom
osom
e pa
ir co
ntai
ning
tw
o va
riant
s of
eac
h of
man
y di
stin
ct g
enes
. Eac
h di
stin
ct g
ene
chie
fly c
ontr
ols
the
prod
uctio
n of
spe
cific
pro
tein
s, w
hich
in tu
rn a
ffect
s th
e tr
aits
of t
he in
divi
dual
. Cha
nges
(m
utat
ions
) to
ge
nes
can
resu
lt in
cha
nges
to p
rote
ins,
whi
ch
can
affe
ct th
e st
ruct
ures
and
func
tions
of t
he
orga
nism
and
ther
eby
chan
ge tr
aits
. (M
S-L
S3-
1)
• V
aria
tions
of i
nher
ited
trai
ts b
etw
een
pare
nt
and
offs
prin
g ar
ise
from
gen
etic
diff
eren
ces
that
re
sult
from
the
subs
et o
f chr
omos
omes
(an
d th
eref
ore
gene
s) in
herit
ed. (
MS
-LS
3-2)
• E
ach
chro
mos
ome
cons
ists
of a
sin
gle
very
lo
ng D
NA
mol
ecul
e , a
nd e
ach
gene
on
the
chro
mos
ome
is a
par
ticul
ar s
egm
ent o
f tha
t D
NA
. The
inst
ruct
ions
for
form
ing
spec
ies’
ch
arac
teris
tics
are
carr
ied
in D
NA
. All
cells
in
an o
rgan
ism
hav
e th
e sa
me
gene
tic c
onte
nt,
but t
he g
enes
use
d (e
xpre
ssed
) by
the
cell
may
be
regu
late
d in
diff
eren
t way
s. N
ot a
ll D
NA
co
des
for
a pr
otei
n; s
ome
segm
ents
of D
NA
are
in
volv
ed in
reg
ulat
ory
or s
truc
tura
l fun
ctio
ns,
and
som
e ha
ve n
o as
-yet
kno
wn
func
tion.
(H
S-L
S3-
1)
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
72 National Science Teachers Association
Chapter 2D
isci
plin
ary
Cor
e Id
eas
in L
ife S
cien
ce (
cont
inue
d)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2LS3.B: Variation of Traits
• In
divi
dual
s of
the
sam
e ki
nd o
f pla
nt o
r an
imal
are
re
cogn
izab
le a
s si
mila
r bu
t ca
n al
so v
ary
in m
any
way
s.
(1-L
S3-
1)
• D
iffer
ent o
rgan
ism
s va
ry in
ho
w th
ey lo
ok a
nd fu
nctio
n be
caus
e th
ey h
ave
diffe
rent
in
herit
ed in
form
atio
n.
(3-L
S3-
1)
• T
he e
nviro
nmen
t als
o af
fect
s th
e tr
aits
that
an
orga
nism
de
velo
ps. (
3-LS
3-2)
• In
sex
ually
rep
rodu
cing
org
anis
ms,
eac
h pa
rent
co
ntrib
utes
hal
f of t
he g
enes
acq
uire
d (a
t ra
ndom
) by
the
offs
prin
g. In
divi
dual
s ha
ve t
wo
of e
ach
chro
mos
ome
and
henc
e tw
o al
lele
s of
eac
h ge
ne, o
ne a
cqui
red
from
eac
h pa
rent
. T
hese
ver
sion
s m
ay b
e id
entic
al o
r m
ay d
iffer
fr
om e
ach
othe
r. (M
S-L
S3-
2)
• In
add
ition
to v
aria
tions
that
aris
e fr
om s
exua
l re
prod
uctio
n, g
enet
ic in
form
atio
n ca
n be
al
tere
d be
caus
e of
mut
atio
ns. T
houg
h ra
re,
mut
atio
ns m
ay r
esul
t in
chan
ges
to th
e st
ruct
ure
and
func
tion
of p
rote
ins.
Som
e ch
ange
s ar
e be
nefic
ial,
othe
rs h
arm
ful,
and
som
e ne
utra
l to
the
orga
nism
. (M
S-L
S3-
1)
• In
sex
ual r
epro
duct
ion,
chr
omos
omes
can
so
met
imes
sw
ap s
ectio
ns d
urin
g th
e pr
oces
s of
mei
osis
(ce
ll di
visi
on),
ther
eby
crea
ting
new
ge
netic
com
bina
tions
and
thus
mor
e ge
netic
va
riatio
n. A
lthou
gh D
NA
rep
licat
ion
is ti
ghtly
re
gula
ted
and
rem
arka
bly
accu
rate
, err
ors
do
occu
r an
d re
sult
in m
utat
ions
, whi
ch a
re a
lso
a so
urce
of g
enet
ic v
aria
tion.
Env
ironm
enta
l fa
ctor
s ca
n al
so c
ause
mut
atio
ns in
gen
es, a
nd
viab
le m
utat
ions
are
inhe
rited
. (H
S-L
S3-
2)
• E
nviro
nmen
tal f
acto
rs a
lso
affe
ct e
xpre
ssio
n of
trai
ts, a
nd h
ence
affe
ct th
e pr
obab
ility
of
occu
rren
ces
of tr
aits
in a
pop
ulat
ion.
Thu
s, th
e va
riatio
n an
d di
strib
utio
n of
trai
ts o
bser
ved
depe
nds
on b
oth
gene
tic a
nd e
nviro
nmen
tal
fact
ors.
(H
S-L
S3-
2),(
HS
-LS
3-3)
LS
4: B
iolo
gic
al E
volu
tio
n: U
nit
y an
d D
iver
sity
LS4.A: Evidence of Common Ancestry and Diversity
• N
/A•
Som
e ki
nds
of p
lant
s an
d an
imal
s th
at o
nce
lived
on
Ear
th a
re n
o lo
nger
foun
d an
ywhe
re. (
Not
e: M
oved
fr
om K
-2.)
(3-
LS4-
1)
• F
ossi
ls p
rovi
de e
vide
nce
abou
t the
type
s of
org
anis
ms
that
live
d lo
ng a
go a
nd a
lso
abou
t the
nat
ure
of th
eir
envi
ronm
ents
. (3-
LS4-
1)
• T
he c
olle
ctio
n of
foss
ils a
nd th
eir
plac
emen
t in
chro
nolo
gica
l ord
er (
e.g.
, thr
ough
the
loca
tion
of th
e se
dim
enta
ry la
yers
in w
hich
they
are
fo
und
or th
roug
h ra
dioa
ctiv
e da
ting)
is k
now
n as
the
foss
il re
cord
. It d
ocum
ents
the
exis
tenc
e,
dive
rsity
, ext
inct
ion,
and
cha
nge
of m
any
life
form
s th
roug
hout
the
hist
ory
of li
fe o
n E
arth
. (M
S-L
S4-
1)
• A
nato
mic
al s
imila
ritie
s an
d di
ffere
nces
bet
wee
n va
rious
org
anis
ms
livin
g to
day
and
betw
een
them
and
org
anis
ms
in th
e fo
ssil
reco
rd e
nabl
e th
e re
cons
truc
tion
of e
volu
tiona
ry h
isto
ry a
nd
the
infe
renc
e of
line
s of
evo
lutio
nary
des
cent
. (M
S-L
S4-
2)
• C
ompa
rison
of t
he e
mbr
yolo
gica
l dev
elop
men
t of
diff
eren
t spe
cies
als
o re
veal
s si
mila
ritie
s th
at s
how
rel
atio
nshi
ps n
ot e
vide
nt in
the
fully
fo
rmed
ana
tom
y. (
MS
-LS
4-3)
• G
enet
ic in
form
atio
n pr
ovid
es e
vide
nce
of
evol
utio
n. D
NA
seq
uenc
es v
ary
amon
g sp
ecie
s,
but t
here
are
man
y ov
erla
ps; i
n fa
ct, t
he
ongo
ing
bran
chin
g th
at p
rodu
ces
mul
tiple
line
s of
des
cent
can
be
infe
rred
by
com
parin
g th
e D
NA
seq
uenc
es o
f diff
eren
t org
anis
ms.
Suc
h in
form
atio
n is
als
o de
rivab
le fr
om th
e si
mila
ritie
s an
d di
ffere
nces
in a
min
o ac
id s
eque
nces
and
fr
om a
nato
mic
al a
nd e
mbr
yolo
gica
l evi
denc
e.
(HS
-LS
4-1)
LS4.B: Natural Selection
• N
/A•
Som
etim
es th
e di
ffere
nces
in
cha
ract
eris
tics
betw
een
indi
vidu
als
of th
e sa
me
spec
ies
prov
ide
adva
ntag
es
in s
urvi
ving
, find
ing
mat
es,
and
repr
oduc
ing.
(3-
LS4-
2)
• N
atur
al s
elec
tion
lead
s to
the
pred
omin
ance
of
cer
tain
trai
ts in
a p
opul
atio
n, a
nd th
e su
ppre
ssio
n of
oth
ers.
(M
S-L
S4-
4)
• In
art
ifici
al s
elec
tion,
hum
ans
have
the
capa
cit y
to
influ
ence
cer
tain
cha
ract
eris
tics
of o
rgan
ism
s by
sel
ectiv
e br
eedi
ng. O
ne c
an c
hoos
e de
sire
d pa
rent
al tr
aits
det
erm
ined
by
gene
s, w
hich
are
th
en p
asse
d on
to o
ffspr
ing.
(M
S-L
S4-
5)
• N
atur
al s
elec
tion
occu
rs o
nly
if th
ere
is b
oth
(1)
varia
tion
in th
e ge
netic
info
rmat
ion
betw
een
orga
nism
s in
a p
opul
atio
n an
d (2
) va
riatio
n in
th
e ex
pres
sion
of t
hat g
enet
ic in
form
atio
n—th
at
is, t
rait
varia
tion—
that
lead
s to
diff
eren
ces
in p
erfo
rman
ce a
mon
g in
divi
dual
s.
(HS
-LS
4-2)
,(H
S-L
S4-
3)
• T
he tr
aits
that
pos
itive
ly a
ffect
sur
viva
l are
mor
e lik
ely
to b
e re
prod
uced
, and
thus
are
mor
e co
mm
on in
the
popu
latio
n. (
HS
-LS
4-3)
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
73The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Dis
cipl
inar
y C
ore
Idea
s in
Life
Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
LS4.C: Adaptation
• N
/A•
For
any
par
ticul
ar
envi
ronm
ent,
som
e ki
nds
of o
rgan
ism
s su
rviv
e w
ell,
som
e su
rviv
e le
ss w
ell,
and
som
e ca
nnot
sur
vive
at a
ll.
(3-L
S4-
3)
• A
dapt
atio
n by
nat
ural
sel
ectio
n ac
ting
over
ge
nera
tions
is o
ne im
port
ant p
roce
ss b
y w
hich
sp
ecie
s ch
ange
ove
r tim
e in
res
pons
e to
ch
ange
s in
env
ironm
enta
l con
ditio
ns. T
raits
that
su
ppor
t suc
cess
ful s
urvi
val a
nd r
epro
duct
ion
in
the
new
env
ironm
ent b
ecom
e m
ore
com
mon
; th
ose
that
do
not b
ecom
e le
ss c
omm
on. T
hus,
th
e di
strib
utio
n of
trai
ts in
a p
opul
atio
n ch
ange
s.
(MS
-LS
4-6)
• E
volu
tion
is a
con
sequ
ence
of t
he in
tera
ctio
n of
four
fact
ors:
(1)
the
pote
ntia
l for
a s
peci
es to
in
crea
se in
num
ber,
(2)
the
gene
tic v
aria
tion
of in
divi
dual
s in
a s
peci
es d
ue to
mut
atio
n an
d se
xual
rep
rodu
ctio
n, (
3) c
ompe
titio
n fo
r an
en
viro
nmen
t’s li
mite
d su
pply
of t
he r
esou
rces
th
at in
divi
dual
s ne
ed in
ord
er to
sur
vive
and
re
prod
uce,
and
(4)
the
ensu
ing
prol
ifera
tion
of
thos
e or
gani
sms
that
are
bet
ter
able
to s
urvi
ve
and
repr
oduc
e in
that
env
ironm
ent.
(HS
-LS
4-2)
• N
atur
al s
elec
tion
lead
s to
ada
ptat
ion,
that
is, t
o a
popu
latio
n do
min
ated
by
orga
nism
s th
at a
re
anat
omic
ally
, beh
avio
rally
, and
phy
siol
ogic
ally
w
ell s
uite
d to
sur
vive
and
rep
rodu
ce in
a
spec
ific
envi
ronm
ent.
Tha
t is,
the
diffe
rent
ial
surv
ival
and
rep
rodu
ctio
n of
org
anis
ms
in a
po
pula
tion
that
hav
e an
adv
anta
geou
s he
ritab
le
trai
t lea
ds to
an
incr
ease
in th
e pr
opor
tion
of
indi
vidu
als
in fu
ture
gen
erat
ions
that
hav
e th
e tr
ait a
nd to
a d
ecre
ase
in th
e pr
opor
tion
of
indi
vidu
als
that
do
not.
(HS
-LS
4-3)
,(H
S-L
S4-
4)
• A
dapt
atio
n al
so m
eans
that
the
dist
ribut
ion
of tr
aits
in a
pop
ulat
ion
can
chan
ge w
hen
cond
ition
s ch
ange
. (H
S-L
S4-
3)
• C
hang
es in
the
phys
ical
env
ironm
ent,
whe
ther
na
tura
lly o
ccur
ring
or h
uman
indu
ced,
hav
e th
us c
ontr
ibut
ed to
the
expa
nsio
n of
som
e sp
ecie
s, th
e em
erge
nce
of n
ew d
istin
ct
spec
ies
as p
opul
atio
ns d
iver
ge u
nder
di
ffere
nt c
ondi
tions
, and
the
decl
ine–
and
som
etim
es th
e ex
tinct
ion–
of s
ome
spec
ies.
(H
S-L
S4-
5),(
HS
-LS
4-6)
• S
peci
es b
ecom
e ex
tinct
bec
ause
they
can
no
long
er s
urvi
ve a
nd r
epro
duce
in th
eir
alte
red
envi
ronm
ent.
If m
embe
rs c
anno
t ad
just
to c
hang
e th
at is
too
fast
or
dras
tic, t
he
oppo
rtun
ity fo
r th
e sp
ecie
s’ e
volu
tion
is lo
st.
(HS
-LS
4-5)
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
74 National Science Teachers Association
Chapter 2
Dis
cipl
inar
y C
ore
Idea
s in
Life
Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
LS4.D: Biodiversity and Humans
• T
here
are
man
y di
ffere
nt
kind
s of
livi
ng th
ings
in
any
area
, and
they
exi
st in
di
ffere
nt p
lace
s on
land
and
in
wat
er. (
2-LS
4-1)
• P
opul
atio
ns li
ve in
a v
arie
ty
of h
abita
ts, a
nd c
hang
e in
thos
e ha
bita
ts a
ffect
s th
e or
gani
sms
livin
g th
ere.
(3
-LS
4-4)
• C
hang
es in
bio
dive
rsity
can
influ
ence
hu
man
s’ r
esou
rces
, suc
h as
food
, ene
rgy,
and
m
edic
ines
, as
wel
l as
ecos
yste
m s
ervi
ces
that
hu
man
s re
ly o
n—fo
r ex
ampl
e, w
ater
pur
ifica
tion
and
recy
clin
g. (
seco
ndar
y to
MS
-LS
2-5)
• B
iodi
vers
ity is
incr
ease
d by
the
form
atio
n of
ne
w s
peci
es (
spec
iatio
n) a
nd d
ecre
ased
by
the
loss
of s
peci
es (
extin
ctio
n). (
seco
ndar
y to
H
S-L
S2-
7)
• H
uman
s de
pend
on
the
livin
g w
orld
for
the
reso
urce
s an
d ot
her
bene
fits
prov
ided
by
biod
iver
sity
. But
hum
an a
ctiv
ity is
als
o ha
ving
ad
vers
e im
pact
s on
bio
dive
rsity
thro
ugh
over
popu
latio
n, o
vere
xplo
itatio
n, h
abita
t de
stru
ctio
n, p
ollu
tion,
intr
oduc
tion
of in
vasi
ve
spec
ies,
and
clim
ate
chan
ge. T
hus,
sus
tain
ing
biod
iver
sity
so
that
eco
syst
em fu
nctio
ning
an
d pr
oduc
tivity
are
mai
ntai
ned
is e
ssen
tial
to s
uppo
rtin
g an
d en
hanc
ing
life
on E
arth
. S
usta
inin
g bi
odiv
ersi
ty a
lso
aids
hum
anity
by
pre
serv
ing
land
scap
es o
f rec
reat
iona
l or
insp
iratio
nal v
alue
. (se
cond
ary
to H
S-L
S2-
7),
(HS
-LS
4-6)
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
75The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Disc
iplin
ary
Co
re Id
ea
s in
Ea
rth a
nd S
pa
ce
Sc
ienc
eG
rad
es K
–2G
rad
es 3
–5G
rad
es 6
–8G
rad
es 9
–12
ES
S1:
Ear
th’s
Pla
ce in
th
e U
niv
erse
ESS1.A: The Universe and Its Stars
• P
atte
rns
of th
e m
otio
n of
th
e S
un, M
oon,
and
sta
rs
in th
e sk
y ca
n be
obs
erve
d,
desc
ribed
, and
pre
dict
ed.
(1-E
SS
1-1)
• T
he S
un is
a s
tar
that
ap
pear
s la
rger
and
brig
hter
th
an o
ther
sta
rs b
ecau
se it
is
clo
ser.
Sta
rs r
ange
gre
atly
in
thei
r di
stan
ce fr
om E
arth
. (5
-ES
S1-
1)
• P
atte
rns
of th
e ap
pare
nt m
otio
n of
the
Sun
, the
M
oon,
and
sta
rs in
the
sky
can
be o
bser
ved,
de
scrib
ed, p
redi
cted
, and
exp
lain
ed w
ith
mod
els.
(M
S-E
SS
1-1)
• E
arth
and
its
sola
r sy
stem
are
par
t of t
he M
ilky
Way
gal
axy,
whi
ch is
one
of m
any
gala
xies
in
the
univ
erse
. (M
S-E
SS
1-2)
• T
he s
tar
calle
d th
e S
un is
cha
ngin
g an
d w
ill
burn
out
ove
r a
life
span
of a
ppro
xim
atel
y 10
bi
llion
yea
rs. (
HS
-ES
S1-
1)
• T
he s
tudy
of s
tars
’ lig
ht s
pect
ra a
nd b
right
ness
is
use
d to
iden
tify
com
posi
tiona
l ele
men
ts o
f st
ars,
thei
r m
ovem
ents
, and
thei
r di
stan
ces
from
Ear
th. (
HS
-ES
S1-
2),(
HS
-ES
S1-
3)
• T
he b
ig b
ang
theo
ry is
sup
port
ed b
y ob
serv
atio
ns o
f dis
tant
gal
axie
s re
cedi
ng fr
om
our
own,
of t
he m
easu
red
com
posi
tion
of
star
s an
d no
nste
llar
gase
s, a
nd o
f the
map
s of
spe
ctra
of t
he p
rimor
dial
rad
iatio
n (c
osm
ic
mic
row
ave
back
grou
nd)
that
stil
l fills
the
univ
erse
. (H
S-E
SS
1-2)
• O
ther
than
the
hydr
ogen
and
hel
ium
form
ed a
t th
e tim
e of
the
big
bang
, nuc
lear
fusi
on w
ithin
st
ars
prod
uces
all
atom
ic n
ucle
i lig
hter
than
an
d in
clud
ing
iron,
and
the
proc
ess
rele
ases
el
ectr
omag
netic
ene
rgy.
Hea
vier
ele
men
ts
are
prod
uced
whe
n ce
rtai
n m
assi
ve s
tars
ac
hiev
e a
supe
rnov
a st
age
and
expl
ode.
(H
S-E
SS
1- 2
),(H
S-E
SS
1-3)
ESS1.B: Earth and the Solar System
• S
easo
nal p
atte
rns
of
Sun
rise
and
Sun
set c
an b
e ob
serv
ed, d
escr
ibed
, and
pr
edic
ted.
(1-
ES
S1-
2)
• T
he o
rbits
of E
arth
aro
und
the
Sun
and
of t
he M
oon
arou
nd E
arth
, tog
ethe
r w
ith
the
rota
tion
of E
arth
abo
ut
an a
xis
betw
een
its N
orth
an
d S
outh
pol
es, c
ause
ob
serv
able
pat
tern
s. T
hese
in
clud
e da
y an
d ni
ght;
daily
ch
ange
s in
the
leng
th a
nd
dire
ctio
n of
sha
dow
s; a
nd
diffe
rent
pos
ition
s of
the
Sun
, M
oon,
and
sta
rs a
t diff
eren
t tim
es o
f the
day
, mon
th, a
nd
year
. (5-
ES
S1-
2)
• T
he s
olar
sys
tem
con
sist
s of
the
Sun
and
a
colle
ctio
n of
obj
ects
, inc
ludi
ng p
lane
ts, t
heir
moo
ns, a
nd a
ster
oids
that
are
hel
d in
orb
it ar
ound
the
Sun
by
its g
ravi
tatio
nal p
ull o
n th
em.
(MS
-ES
S1-
2),(
MS
-ES
S1-
3)
• T
his
mod
el o
f the
sol
ar s
yste
m c
an e
xpla
in
eclip
ses
of th
e S
un a
nd th
e M
oon.
Ear
th’s
spi
n ax
is is
fixe
d in
dire
ctio
n ov
er th
e sh
ort t
erm
bu
t tilt
ed r
elat
ive
to it
s or
bit a
roun
d th
e S
un.
The
sea
sons
are
a r
esul
t of t
hat t
ilt a
nd a
re
caus
ed b
y th
e di
ffere
ntia
l int
ensi
ty o
f Sun
light
on
diff
eren
t are
as o
f Ear
th a
cros
s th
e ye
ar.
(MS
-ES
S1-
1)
• T
he s
olar
sys
tem
app
ears
to h
ave
form
ed
from
a d
isk
of d
ust a
nd g
as, d
raw
n to
geth
er b
y gr
avity
. (M
S-E
SS
1-2)
• K
eple
r’s la
ws
desc
ribe
com
mon
feat
ures
of
the
mot
ions
of o
rbiti
ng o
bjec
ts, i
nclu
ding
thei
r el
liptic
al p
aths
aro
und
the
Sun
. Orb
its m
ay
chan
ge d
ue to
the
grav
itatio
nal e
ffect
s fr
om,
or c
ollis
ions
with
, oth
er o
bjec
ts in
the
sola
r sy
stem
. (H
S-E
SS
1-4)
• C
yclic
al c
hang
es in
the
shap
e of
Ear
th’s
orb
it ar
ound
the
Sun
, tog
ethe
r w
ith c
hang
es in
th
e til
t of t
he p
lane
t’s a
xis
of r
otat
ion,
bot
h oc
curr
ing
over
hun
dred
s of
thou
sand
s of
yea
rs,
have
alte
red
the
inte
nsity
and
dis
trib
utio
n of
Sun
light
falli
ng o
n th
e E
arth
. The
se
phen
omen
a ca
use
a cy
cle
of ic
e ag
es a
nd
othe
r gr
adua
l clim
ate
chan
ges.
(se
cond
ary
to
HS
-ES
S2-
4)
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
76 National Science Teachers Association
Chapter 2
Dis
cipl
inar
y C
ore
Idea
s in
Ear
th a
nd S
pace
Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
ESS1.C: The History of Planet Earth
• S
ome
even
ts h
appe
n ve
ry
quic
kly;
oth
ers
occu
r ve
ry
slow
ly, o
ver
a tim
e pe
riod
muc
h lo
nger
than
one
can
ob
serv
e. (
2-E
SS
1-1)
• Lo
cal,
regi
onal
, and
glo
bal
patte
rns
of r
ock
form
atio
ns
reve
al c
hang
es o
ver
time
due
to E
arth
forc
es, s
uch
as
eart
hqua
kes.
The
pre
senc
e an
d lo
catio
n of
cer
tain
foss
il ty
pes
indi
cate
the
orde
r in
whi
ch r
ock
laye
rs w
ere
form
ed. (
4-E
SS
1-1)
• T
he g
eolo
gic
time
scal
e in
terp
rete
d fr
om r
ock
stra
ta p
rovi
des
a w
ay to
org
aniz
e E
arth
’s
hist
ory.
Ana
lyse
s of
roc
k st
rata
and
the
foss
il re
cord
pro
vide
onl
y re
lativ
e da
tes,
not
an
abso
lute
sca
le. (
MS
-ES
S1-
4)
• Te
cton
ic p
roce
sses
con
tinua
lly g
ener
ate
new
oce
an s
eaflo
or a
t rid
ges
and
dest
roy
old
seafl
oor
at tr
ench
es. (
HS
.ES
S1.
C G
BE
),
(sec
onda
ry to
MS
-ES
S2-
3)
• C
ontin
enta
l roc
ks, w
hich
can
be
olde
r th
an 4
bi
llion
yea
rs, a
re g
ener
ally
muc
h ol
der
than
the
rock
s of
the
ocea
n flo
or, w
hich
are
less
than
20
0 m
illio
n ye
ars
old.
(H
S-E
SS
1-5)
• A
lthou
gh a
ctiv
e ge
olog
ic p
roce
sses
, suc
h as
pl
ate
tect
onic
s an
d er
osio
n, h
ave
dest
roye
d or
alte
red
mos
t of t
he v
ery
early
roc
k re
cord
on
Ear
th, o
ther
obj
ects
in th
e so
lar
syst
em,
such
as
luna
r ro
cks,
ast
eroi
ds, a
nd m
eteo
rites
, ha
ve c
hang
ed li
ttle
over
bill
ions
of y
ears
. S
tudy
ing
thes
e ob
ject
s ca
n pr
ovid
e in
form
atio
n ab
out E
arth
’s fo
rmat
ion
and
early
his
tory
. (H
S-E
SS
1-6)
ES
S2:
Ear
th’s
Sys
tem
s
ESS2.A: Earth Materials and Systems
• W
ind
and
wat
er c
an c
hang
e th
e sh
ape
of th
e la
nd.
(2-E
SS
2-1)
• R
ainf
all h
elps
to s
hape
the
land
and
affe
cts
the
type
s of
livi
ng th
ings
foun
d in
a
regi
on. W
ater
, ice
, win
d,
livin
g or
gani
sms,
and
gr
avity
bre
ak r
ocks
, soi
ls,
and
sedi
men
ts in
to s
mal
ler
part
icle
s an
d m
ove
them
ar
ound
. (4-
ES
S2-
1)
• E
arth
’s m
ajor
sys
tem
s ar
e th
e ge
osph
ere
(sol
id
and
mol
ten
rock
, soi
l, an
d se
dim
ents
), th
e hy
dros
pher
e (w
ater
and
ice)
, the
at
mos
pher
e (a
ir), a
nd th
e bi
osph
ere
(livi
ng th
ings
, in
clud
ing
hum
ans)
. The
se
syst
ems
inte
ract
in m
ultip
le
way
s to
affe
ct E
arth
’s s
urfa
ce
mat
eria
ls a
nd p
roce
sses
. T
he o
cean
sup
port
s a
varie
ty o
f eco
syst
ems
and
orga
nism
s, s
hape
s la
ndfo
rms,
and
influ
ence
s cl
imat
e. W
inds
and
clo
uds
in
the
atm
osph
ere
inte
ract
with
th
e la
ndfo
rms
to d
eter
min
e pa
ttern
s of
wea
ther
. (5
-ES
S2-
1)
• A
ll E
arth
pro
cess
es a
re th
e re
sult
of e
nerg
y flo
win
g an
d m
atte
r cy
clin
g w
ithin
and
am
ong
the
plan
et’s
sys
tem
s. T
his
ener
gy is
der
ived
fr
om th
e S
un a
nd E
arth
’s h
ot in
terio
r. T
he
ener
gy th
at fl
ows
and
mat
ter
that
cyc
les
prod
uce
chem
ical
and
phy
sica
l cha
nges
in
Ear
th’s
mat
eria
ls a
nd li
ving
org
anis
ms.
(M
S-E
SS
2-1)
• T
he p
lane
t’s s
yste
ms
inte
ract
ove
r sc
ales
th
at r
ange
from
mic
rosc
opic
to g
loba
l in
size
, an
d th
ey o
pera
te o
ver
frac
tions
of a
sec
ond
to b
illio
ns o
f yea
rs. T
hese
inte
ract
ions
hav
e sh
aped
Ear
th’s
his
tory
and
will
det
erm
ine
its
futu
re. (
MS
-ES
S2-
2)
• E
arth
’s s
yste
ms,
bei
ng d
ynam
ic a
nd
inte
ract
ing,
cau
se fe
edba
ck e
ffect
s th
at c
an
incr
ease
or
decr
ease
the
orig
inal
cha
nges
. (H
S-E
SS
2-1)
,(H
S-E
SS
2-2)
• E
vide
nce
from
dee
p pr
obes
and
sei
smic
w
aves
, rec
onst
ruct
ions
of h
isto
rical
cha
nges
in
Ear
th’s
sur
face
and
its
mag
netic
fiel
d, a
nd
an u
nder
stan
ding
of p
hysi
cal a
nd c
hem
ical
pr
oces
ses
lead
to a
mod
el o
f Ear
th w
ith a
hot
bu
t sol
id in
ner
core
, a li
quid
out
er c
ore,
and
a
solid
man
tle a
nd c
rust
. Mot
ions
of t
he m
antle
an
d its
pla
tes
occu
r pr
imar
ily th
roug
h th
erm
al
conv
ectio
n, w
hich
invo
lves
the
cycl
ing
of m
atte
r du
e to
the
outw
ard
flow
of e
nerg
y fr
om E
arth
’s
inte
rior
and
grav
itatio
nal m
ovem
ent o
f den
ser
mat
eria
ls to
war
d th
e in
terio
r. (H
S-E
SS
2-3)
• T
he g
eolo
gic
reco
rd s
how
s th
at c
hang
es to
gl
obal
and
reg
iona
l clim
ate
can
be c
ause
d by
inte
ract
ions
am
ong
chan
ges
in th
e S
un’s
en
ergy
out
put o
r E
arth
’s o
rbit,
tect
onic
eve
nts,
oc
ean
circ
ulat
ion,
vol
cani
c ac
tivity
, gla
cier
s,
vege
tatio
n, a
nd h
uman
act
iviti
es. T
hese
ch
ange
s ca
n oc
cur
on a
var
iety
of t
ime
scal
es
from
sud
den
(e.g
., vo
lcan
ic a
sh c
loud
s) to
in
term
edia
te (
ice
ages
) to
ver
y lo
ng-t
erm
te
cton
ic c
ycle
s. (
HS
-ES
S2-
4)
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
77The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Dis
cipl
inar
y C
ore
Idea
s in
Ear
th a
nd S
pace
Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
ESS2.B: Plate Tectonics and Large-Scale System Interactions
• M
aps
show
whe
re th
ings
ar
e lo
cate
d. O
ne c
an m
ap
the
shap
es a
nd k
inds
of
land
and
wat
er in
any
are
a.
(2-E
SS
2-2)
• T
he lo
catio
ns o
f mou
ntai
n ra
nges
, dee
p oc
ean
trenc
hes,
oc
ean
floor
str
uctu
res,
ea
rthq
uake
s, a
nd v
olca
noes
oc
cur
in p
atte
rns.
Mos
t ea
rthq
uake
s an
d vo
lcan
oes
occu
r in
ban
ds th
at a
re
ofte
n al
ong
the
boun
darie
s be
twee
n co
ntin
ents
and
oc
eans
. Maj
or m
ount
ain
chai
ns fo
rm in
side
con
tinen
ts
or n
ear
thei
r ed
ges.
Map
s ca
n he
lp lo
cate
the
diffe
rent
la
nd a
nd w
ater
feat
ures
of
Ear
th. (
4-E
SS
2-2)
• M
aps
of a
ncie
nt la
nd a
nd w
ater
pat
tern
s,
base
d on
inve
stig
atio
ns o
f roc
ks a
nd fo
ssils
, m
ake
clea
r ho
w E
arth
’s p
late
s ha
ve m
oved
gr
eat d
ista
nces
, col
lided
, and
spr
ead
apar
t. (M
S-E
SS
2-3)
• T
he r
adio
activ
e de
cay
of u
nsta
ble
isot
opes
co
ntin
ually
gen
erat
es n
ew e
nerg
y w
ithin
Ear
th’s
cr
ust a
nd m
antle
, pro
vidi
ng th
e pr
imar
y so
urce
of
the
heat
that
driv
es m
antle
con
vect
ion.
P
late
tect
onic
s ca
n be
vie
wed
as
the
surf
ace
expr
essi
on o
f man
tle c
onve
ctio
n. (
HS
-ES
S2-
3)
• P
late
tect
onic
s is
the
unify
ing
theo
ry th
at
expl
ains
the
past
and
cur
rent
mov
emen
ts
of th
e ro
cks
at E
arth
’s s
urfa
ce a
nd p
rovi
des
a fr
amew
ork
for
unde
rsta
ndin
g its
geo
logi
c hi
stor
y. (
ES
S2.
B G
rade
8 G
BE
), (
HS
-ES
S2-
1),
(sec
onda
ry to
HS
-ES
S1-
5)
• P
late
mov
emen
ts a
re r
espo
nsib
le fo
r m
ost
cont
inen
tal a
nd o
cean
-floo
r fe
atur
es a
nd fo
r th
e di
strib
utio
n of
mos
t roc
ks a
nd m
iner
als
with
in E
arth
’s c
rust
. (E
SS
2.B
Gra
de 8
GB
E),
(H
S-E
SS
2-1)
ESS2.C: The Roles of Water in Earth’s Surface Processes
• W
ater
is fo
und
in th
e oc
ean,
riv
ers,
lake
s, a
nd p
onds
. W
ater
exi
sts
as s
olid
ice
and
in li
quid
form
. (2-
ES
S2-
3)
• N
early
all
of E
arth
’s a
vaila
ble
wat
er is
in th
e oc
ean.
Mos
t fr
esh
wat
er is
in g
laci
ers
or u
nder
grou
nd; o
nly
a tin
y fr
actio
n is
in s
trea
ms,
la
kes,
wet
land
s, a
nd th
e at
mos
pher
e. (
5-E
SS
2-2)
• W
ater
con
tinua
lly c
ycle
s am
ong
land
, oce
an,
and
atm
osph
ere
via
tran
spira
tion,
eva
pora
tion,
co
nden
satio
n an
d cr
ysta
lliza
tion,
and
pr
ecip
itatio
n, a
s w
ell a
s do
wnh
ill fl
ows
on la
nd.
(MS
-ES
S2-
4)
• T
he c
ompl
ex p
atte
rns
of th
e ch
ange
s an
d th
e m
ovem
ent o
f wat
er in
the
atm
osph
ere,
de
term
ined
by
win
ds, l
andf
orm
s, a
nd o
cean
te
mpe
ratu
res
and
curr
ents
, are
maj
or
dete
rmin
ants
of l
ocal
wea
ther
pat
tern
s.
(MS
-ES
S2-
5)
• G
loba
l mov
emen
ts o
f wat
er a
nd it
s ch
ange
s in
form
are
pro
pelle
d by
Sun
light
and
gra
vity
. (M
S-E
SS
2-4)
• V
aria
tions
in d
ensi
ty d
ue t o
var
iatio
ns in
te
mpe
ratu
re a
nd s
alin
ity d
rive
a gl
obal
pat
tern
of
inte
rcon
nect
ed o
cean
cur
rent
s. (
MS
-ES
S2-
6)
• W
ater
’ s m
ovem
ents
—bo
th o
n th
e la
nd a
nd
unde
rgro
und—
caus
e w
eath
erin
g an
d er
osio
n,
whi
ch c
hang
e th
e la
nd’s
sur
face
feat
ures
and
cr
eate
und
ergr
ound
form
atio
ns. (
MS
-ES
S2-
2)
• T
he a
bund
ance
of l
iqui
d w
ater
on
Ear
th’s
su
rfac
e an
d its
uni
que
com
bina
tion
of p
hysi
cal
and
chem
ical
pro
pert
ies
are
cent
ral t
o th
e pl
anet
’s d
ynam
ics.
The
se p
rope
rtie
s in
clud
e w
ater
’s e
xcep
tiona
l cap
acity
to a
bsor
b, s
tore
, an
d re
leas
e la
rge
amou
nts
of e
nerg
y, tr
ansm
it S
unlig
ht, e
xpan
d up
on fr
eezi
ng, d
isso
lve
and
tran
spor
t mat
eria
ls, a
nd lo
wer
the
visc
ositi
es
and
mel
ting
poin
ts o
f roc
ks. (
HS
-ES
S2-
5)
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
78 National Science Teachers Association
Chapter 2
Dis
cipl
inar
y C
ore
Idea
s in
Ear
th a
nd S
pace
Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2ESS2.D: Weather and Climate
• W
eath
er is
the
com
bina
tion
of S
unlig
ht, w
ind,
sno
w
or r
ain,
and
tem
pera
ture
in
a p
artic
ular
reg
ion
at
a pa
rtic
ular
tim
e. P
eopl
e m
easu
re th
ese
cond
ition
s to
des
crib
e an
d re
cord
th
e w
eath
er a
nd to
no
tice
patte
rns
over
tim
e.
(K-E
SS
2-1)
• S
cien
tists
rec
ord
patte
rns
of
the
wea
ther
acr
oss
diffe
rent
tim
es a
nd a
reas
so
that
they
ca
n m
ake
pred
ictio
ns a
bout
w
hat k
ind
of w
eath
er m
ight
ha
ppen
nex
t. (3
-ES
S2-
1)
• C
limat
e de
scrib
es a
ran
ge
of a
n ar
ea’s
typi
cal w
eath
er
cond
ition
s an
d th
e ex
tent
to
whi
ch th
ose
cond
ition
s va
ry
over
yea
rs. (
3-E
SS
2-2)
• W
eath
er a
nd c
limat
e ar
e in
fluen
ced
by
inte
ract
ions
invo
lvin
g S
unlig
ht, t
he o
cean
, the
at
mos
pher
e, ic
e, la
ndfo
rms,
and
livi
ng th
ings
. T
hese
inte
ract
ions
var
y w
ith la
titud
e, a
ltitu
de,
and
loca
l and
reg
iona
l geo
grap
hy, a
ll of
whi
ch
can
affe
ct o
cean
ic a
nd a
tmos
pher
ic fl
ow
patte
rns.
(M
S-E
SS
2-6)
• B
ecau
se th
ese
patte
rns
are
so c
ompl
ex,
wea
ther
can
onl
y be
pre
dict
ed p
roba
bilis
tical
ly.
(MS
-ES
S2-
5)
• T
he o
cean
exe
rts
a m
ajor
influ
ence
on
wea
ther
an
d cl
imat
e by
abs
orbi
ng e
nerg
y fr
om th
e S
un,
rele
asin
g it
over
tim
e, a
nd g
loba
lly r
edis
trib
utin
g it
thro
ugh
ocea
n cu
rren
ts. (
MS
-ES
S2-
6)
• T
he fo
unda
tion
for
Ear
th’s
glo
bal c
limat
e sy
stem
s is
the
elec
trom
agne
tic r
adia
tion
from
th
e S
un, a
s w
ell a
s its
refl
ectio
n, a
bsor
ptio
n,
stor
age,
and
red
istr
ibut
ion
amon
g th
e at
mos
pher
e, o
cean
, and
land
sys
tem
s, a
nd th
is
ener
gy’s
re-
radi
atio
n in
to s
pace
. (H
S-E
SS
2-4)
• G
radu
al a
tmos
pher
ic c
hang
es w
ere
due
to
plan
ts a
nd o
ther
org
anis
ms
that
cap
ture
d ca
rbon
dio
xide
and
rel
ease
d ox
ygen
. (H
S-E
SS
2-6)
,(H
S-E
SS
2-7)
• C
hang
es in
the
atm
osph
ere
due
to h
uman
ac
tivity
hav
e in
crea
sed
carb
on d
ioxi
de
conc
entr
atio
ns a
nd th
us a
ffect
clim
ate.
(H
S-E
SS
2-6)
,(H
S-E
SS
2-4)
• C
urre
nt m
odel
s pr
edic
t tha
t, al
thou
gh fu
ture
re
gion
al c
limat
e ch
ange
s w
ill b
e co
mpl
ex
and
varie
d, a
vera
ge g
loba
l tem
pera
ture
s w
ill
cont
inue
to r
ise.
The
out
com
es p
redi
cted
by
glob
al c
limat
e m
odel
s st
rong
ly d
epen
d on
the
amou
nts
of h
uman
-gen
erat
ed g
reen
hous
e ga
ses
adde
d to
the
atm
osph
ere
each
yea
r an
d by
the
way
s in
whi
ch th
ese
gase
s ar
e ab
sorb
ed
by th
e oc
ean
and
bios
pher
e. (
seco
ndar
y to
H
S-E
SS
3-6)
ESS2.E: Biogeology
• P
lant
s an
d an
imal
s ca
n ch
ange
thei
r en
viro
nmen
t. (K
-ES
S2-
2)
• Li
ving
thin
gs a
ffect
the
phys
ical
cha
ract
eris
tics
of
thei
r re
gion
s. (
4-E
SS
2-1)
• N
/A•
The
man
y dy
nam
ic a
nd d
elic
ate
feed
back
s be
twee
n th
e bi
osph
ere
and
othe
r E
arth
sy
stem
s ca
use
a co
ntin
ual c
o-ev
olut
ion
of
Ear
th’s
sur
face
and
the
life
that
exi
sts
on it
. (H
S-E
SS
2-7)
ES
S3:
Ear
th a
nd
Hu
man
Act
ivit
y
ESS3.A: Natural Resources
• Li
ving
thin
gs n
eed
wat
er,
air,
and
reso
urce
s fr
om th
e la
nd, a
nd th
ey li
ve in
pla
ces
that
hav
e th
e th
ings
they
ne
ed. H
uman
s us
e na
tura
l re
sour
ces
for
ever
ythi
ng th
ey
do. (
K-E
SS
3-1)
• E
nerg
y an
d fu
els
that
hu
man
s us
e ar
e de
rived
fr
om n
atur
al s
ourc
es,
and
thei
r us
e af
fect
s th
e en
viro
nmen
t in
mul
tiple
w
ays.
Som
e re
sour
ces
are
rene
wab
le o
ver
time,
and
ot
hers
are
not
. (4-
ES
S3-
1)
• H
uman
s de
pend
on
Ear
th’s
land
, oce
an,
atm
osph
ere,
and
bio
sphe
re fo
r m
any
diffe
rent
re
sour
ces.
Min
eral
s, fr
esh
wat
er, a
nd b
iosp
here
re
sour
ces
are
limite
d, a
nd m
any
are
not
rene
wab
le o
r re
plac
eabl
e ov
er h
uman
life
times
. T
hese
res
ourc
es a
re d
istr
ibut
ed u
neve
nly
arou
nd th
e pl
anet
as
a re
sult
of p
ast g
eolo
gic
proc
esse
s. (
MS
-ES
S3-
1)
• R
esou
rce
avai
labi
lity
has
guid
ed th
e de
velo
pmen
t of h
uman
soc
iety
. (H
S-E
SS
3-1)
• A
ll fo
rms
of e
nerg
y pr
oduc
tion
and
othe
r re
sour
ce e
xtra
ctio
n ha
ve a
ssoc
iate
d ec
onom
ic,
soci
al, e
nviro
nmen
tal,
and
geop
oliti
cal c
osts
an
d ris
ks a
s w
ell a
s be
nefit
s. N
ew te
chno
logi
es
and
soci
al r
egul
atio
ns c
an c
hang
e th
e ba
lanc
e of
thes
e fa
ctor
s. (
HS
-ES
S3-
2)
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
79The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Dis
cipl
inar
y C
ore
Idea
s in
Ear
th a
nd S
pace
Sci
ence
(co
ntin
ued
)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
ESS3.B: Natural Hazards
• S
ome
kind
s of
sev
ere
wea
ther
are
mor
e lik
ely
than
ot
hers
in a
giv
en r
egio
n.
Wea
ther
sci
entis
ts fo
reca
st
seve
re w
eath
er s
o th
at th
e co
mm
uniti
es c
an p
repa
re fo
r an
d re
spon
d to
thes
e ev
ents
. (K
-ES
S3-
2)
• A
var
iety
of n
atur
al
haza
rds
resu
lt fr
om n
atur
al
proc
esse
s. H
uman
s ca
nnot
el
imin
ate
natu
ral h
azar
ds
but c
an ta
ke s
teps
to r
educ
e th
eir
impa
cts.
(3-
ES
S3-
1),
(4-E
SS
3-2)
• M
appi
ng th
e hi
stor
y of
nat
ural
haz
ards
in a
re
gion
, com
bine
d w
ith a
n un
ders
tand
ing
of
rela
ted
geol
ogic
forc
es, c
an h
elp
fore
cast
the
loca
tions
and
like
lihoo
ds o
f fut
ure
even
ts.
(MS
-ES
S3-
2)
• N
atur
al h
azar
ds a
nd o
ther
geo
logi
c ev
ents
ha
ve s
hape
d th
e co
urse
of h
uman
his
tory
; the
y ha
ve s
igni
fican
tly a
ltere
d th
e si
zes
of h
uman
po
pula
tions
and
hav
e dr
iven
hum
an m
igra
tions
. (H
S-E
SS
3-1)
ESS3.C: Human Impacts on Earth
Systems
• T
hing
s th
at p
eopl
e do
to
live
com
fort
ably
can
affe
ct
the
wor
ld a
roun
d th
em. B
ut
they
can
mak
e ch
oice
s th
at
redu
ce th
eir
impa
cts
on th
e la
nd, w
ater
, air,
and
oth
er
livin
g th
ings
. (K
-ES
S3-
3),
(sec
onda
ry to
K-E
SS
2-2)
• H
uman
act
iviti
es in
ag
ricul
ture
, ind
ustr
y, a
nd
ever
yday
life
hav
e ha
d m
ajor
effe
cts
on th
e la
nd,
vege
tatio
n, s
trea
ms,
oc
ean,
air,
and
eve
n ou
ter
spac
e. B
ut in
divi
dual
s an
d co
mm
uniti
es a
re d
oing
th
ings
to h
elp
prot
ect E
arth
’s
reso
urce
s an
d en
viro
nmen
ts.
(5-E
SS
3-1)
• H
uman
act
iviti
es h
ave
sign
ifica
ntly
alte
red
the
bios
pher
e, s
omet
imes
dam
agin
g or
des
troy
ing
natu
ral h
abita
ts a
nd c
ausi
ng th
e ex
tinct
ion
of o
ther
spe
cies
. But
cha
nges
to E
arth
’s
envi
ronm
ents
can
hav
e di
ffere
nt im
pact
s (n
egat
ive
and
posi
tive)
for
diffe
rent
livi
ng th
ings
. (M
S-E
SS
3-3)
• Ty
pica
lly a
s hu
man
pop
ulat
ions
and
per
ca
pita
con
sum
ptio
n of
nat
ural
res
ourc
es
incr
ease
, so
do th
e ne
gativ
e im
pact
s on
E
arth
unl
ess
the
activ
ities
and
tech
nolo
gies
in
volv
ed a
re e
ngin
eere
d ot
herw
ise.
(M
S-E
SS
3-3)
,(M
S-E
SS
3-4)
• T
he s
usta
inab
ility
of h
uman
soc
ietie
s an
d th
e bi
odiv
ersi
ty th
at s
uppo
rts
them
req
uire
s re
spon
sibl
e m
anag
emen
t of n
atur
al r
esou
rces
. (H
S-E
SS
3-3)
• S
cien
tists
and
eng
inee
rs c
an m
ake
maj
or
cont
ribut
ions
by
deve
lopi
ng te
chno
logi
es th
at
prod
uce
less
pol
lutio
n an
d w
aste
and
that
pr
eclu
de e
cosy
stem
deg
rada
tion.
(H
S-E
SS
3-4)
ESS3.D: Global Climate Change
• N
/A•
N/A
• H
uman
act
iviti
es, s
uch
as th
e re
leas
e of
gr
eenh
ouse
gas
es fr
om b
urni
ng fo
ssil
fuel
s,
are
maj
or fa
ctor
s in
the
curr
ent r
ise
in E
arth
’s
mea
n su
rfac
e te
mpe
ratu
re (
glob
al w
arm
ing)
. R
educ
ing
the
leve
l of c
limat
e ch
ange
and
re
duci
ng h
uman
vul
nera
bilit
y to
wha
teve
r cl
imat
e ch
ange
s do
occ
ur d
epen
d on
the
unde
rsta
ndin
g of
clim
ate
scie
nce,
eng
inee
ring
capa
bilit
ies,
and
oth
er k
inds
of k
now
ledg
e,
such
as
unde
rsta
ndin
g of
hum
an b
ehav
ior,
and
on a
pply
ing
that
kno
wle
dge
wis
ely
in d
ecis
ions
an
d ac
tiviti
es. (
MS
-ES
S3-
5)
• T
houg
h th
e m
agni
tude
s of
hum
an im
pact
s ar
e gr
eate
r th
an th
ey h
ave
ever
bee
n, s
o to
o ar
e hu
man
abi
litie
s to
mod
el, p
redi
ct, a
nd m
anag
e cu
rren
t and
futu
re im
pact
s. (
HS
-ES
S3-
5)
• T
hrou
gh c
ompu
ter
sim
ulat
ions
and
oth
er
stud
ies,
impo
rtan
t dis
cove
ries
are
still
bei
ng
mad
e ab
out h
ow th
e oc
ean,
the
atm
osph
ere,
an
d th
e bi
osph
ere
inte
ract
and
are
mod
ified
in
resp
onse
to h
uman
act
iviti
es. (
HS
-ES
S3-
6)
N/A
= N
ot a
pplic
able
for
this
gra
de r
ange
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
80 National Science Teachers Association
Chapter 2
Disc
iplin
ary
Co
re Id
ea
s in
Eng
ine
erin
g D
esig
nG
rad
es K
–2G
rad
es 3
–5G
rad
es 6
–8G
rad
es 9
–12
ET
S1:
En
gin
eeri
ng
Des
ign
ETS1.A: Defining and Delimiting Engineering Problems
• A
situ
atio
n th
at p
eopl
e w
ant t
o ch
ange
or
crea
te
can
be a
ppro
ache
d as
a
prob
lem
to b
e so
lved
thro
ugh
engi
neer
ing.
Suc
h pr
oble
ms
may
hav
e m
any
acce
ptab
le
solu
tions
. (K
–2-E
TS
1-1)
(s
econ
dary
to K
-PS
2-2)
• A
skin
g qu
estio
ns, m
akin
g ob
serv
atio
ns, a
nd g
athe
ring
info
rmat
ion
are
help
ful i
n th
inki
ng a
bout
pro
blem
s.
(K–2
-ET
S1-
1), (
seco
ndar
y to
K
-ES
S3-
2)
• B
efor
e be
ginn
ing
to d
esig
n a
solu
tion,
it is
impo
rtan
t to
cle
arly
und
erst
and
the
prob
lem
. (K
–2-E
TS
1-1)
• P
ossi
ble
solu
tions
to a
pr
oble
m a
re li
mite
d by
av
aila
ble
mat
eria
ls a
nd
reso
urce
s (c
onst
rain
ts).
The
suc
cess
of a
des
igne
d so
lutio
n is
det
erm
ined
by
cons
ider
ing
the
desi
red
feat
ures
of a
sol
utio
n (c
riter
ia).
Diff
eren
t pro
posa
ls
for
solu
tions
can
be
com
pare
d on
the
basi
s of
ho
w w
ell e
ach
one
mee
ts th
e sp
ecifi
ed c
riter
ia fo
r su
cces
s or
how
wel
l eac
h ta
kes
the
cons
trai
nts
into
acc
ount
. (3
–5-E
TS
1-1)
, (se
cond
ary
to
4-P
S3-
4)
• T
he m
ore
prec
isel
y a
desi
gn ta
sk’s
crit
eria
an
d co
nstr
aint
s ca
n be
defi
ned,
the
mor
e lik
ely
it is
that
the
desi
gned
sol
utio
n w
ill b
e su
cces
sful
. Spe
cific
atio
n of
con
stra
ints
incl
udes
co
nsid
erat
ion
of s
cien
tific
prin
cipl
es a
nd
othe
r re
leva
nt k
now
ledg
e th
at is
like
ly to
lim
it po
ssib
le s
olut
ions
. (M
S-E
TS
1-1)
, (se
cond
ary
to
MS
-PS
3-3)
• C
riter
ia a
nd c
onst
rain
ts a
lso
incl
ude
satis
fyin
g an
y re
quire
men
ts s
et b
y so
ciet
y, s
uch
as ta
king
is
sues
of r
isk
miti
gatio
n in
to a
ccou
nt, a
nd th
ey
shou
ld b
e qu
antifi
ed to
the
exte
nt p
ossi
ble
and
stat
ed in
suc
h a
way
that
one
can
tell
if a
give
n de
sign
mee
ts th
em. (
HS
-ET
S1-
1), (
seco
ndar
y to
HS
-PS
2-3)
, (se
cond
ary
to H
S-P
S3-
3)
• H
uman
ity fa
ces
maj
or g
loba
l cha
lleng
es to
day,
su
ch a
s th
e ne
ed fo
r su
pplie
s of
cle
an w
ater
an
d fo
od o
r fo
r en
ergy
sou
rces
that
min
imiz
e po
llutio
n, w
hich
can
be
addr
esse
d th
roug
h en
gine
erin
g. T
hese
glo
bal c
halle
nges
als
o m
ay h
ave
man
ifest
atio
ns in
loca
l com
mun
ities
. (H
S-E
TS
1-1)
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
81The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Dis
cipl
inar
y C
ore
Idea
s in
Eng
inee
ring
Des
ign
(con
tinue
d)
Gra
des
K–2
Gra
des
3–5
Gra
des
6–8
Gra
des
9–1
2
ETS1.B: Developing Possible Solutions
• D
esig
ns c
an b
e co
nvey
ed
thro
ugh
sket
ches
, dra
win
gs,
or p
hysi
cal m
odel
s. T
hese
re
pres
enta
tions
are
use
ful
in c
omm
unic
atin
g id
eas
for
a pr
oble
m’s
sol
utio
ns to
ot
her
peop
le. (
K–2
-ET
S1-
2),
(sec
onda
ry to
K-E
SS
3-3)
, (s
econ
dary
to 2
-LS
2-2)
• R
esea
rch
on a
pro
blem
sh
ould
be
carr
ied
out b
efor
e be
ginn
ing
to d
esig
n a
solu
tion.
Tes
ting
a so
lutio
n in
volv
es in
vest
igat
ing
how
w
ell i
t per
form
s un
der
a ra
nge
of li
kely
con
ditio
ns.
(3–5
-ET
S1-
2)
• A
t wha
teve
r st
age,
co
mm
unic
atin
g w
ith p
eers
ab
out p
ropo
sed
solu
tions
is
an
impo
rtan
t par
t of t
he
desi
gn p
roce
ss, a
nd s
hare
d id
eas
can
lead
to im
prov
ed
desi
gns.
(3–
5-E
TS
1-2)
• Te
sts
are
ofte
n de
sign
ed
to id
entif
y fa
ilure
poi
nts
or
diffi
culti
es, w
hich
sug
gest
th
e el
emen
ts o
f the
des
ign
that
nee
d to
be
impr
oved
. (3
–5-E
TS
1-3)
• Te
stin
g a
solu
tion
invo
lves
in
vest
igat
ing
how
wel
l it
perf
orm
s un
der
a ra
nge
of
likel
y co
nditi
ons.
(se
cond
ary
to 4
-ES
S3-
2)
• A
sol
utio
n ne
eds
to b
e te
sted
, and
then
m
odifi
ed o
n th
e ba
sis
of th
e te
st r
esul
ts, i
n or
der
to im
prov
e it.
(M
S-E
TS
1-4)
, (se
cond
ary
to
MS
-PS
1-6)
• T
here
are
sy s
tem
atic
pro
cess
es fo
r ev
alua
ting
solu
tions
with
res
pect
to h
ow w
ell t
hey
mee
t crit
eria
and
con
stra
ints
of a
pro
blem
. M
S-E
TS
1-2)
, (M
S-E
TS
1-3)
, (se
cond
ary
to
MS
-PS
3-3)
, (se
cond
ary
to M
S-L
S2-
5)
• S
omet
imes
par
ts o
f diff
eren
t sol
utio
ns c
an b
e co
mbi
ned
to c
reat
e a
solu
tion
that
is b
ette
r th
an
any
of it
s pr
edec
esso
rs. (
MS
-ET
S1-
3)
• M
odel
s of
all
kind
s ar
e im
port
ant f
or te
stin
g so
lutio
ns. (
MS
-ET
S1-
4)
• W
hen
eval
uatin
g so
lutio
ns it
is im
port
ant t
o ta
ke
into
acc
ount
a r
ange
of c
onst
rain
ts in
clud
ing
cost
, saf
ety,
rel
iabi
lity,
and
aes
thet
ics
and
to
cons
ider
soc
ial,
cultu
ral,
and
envi
ronm
enta
l im
pact
s. (
seco
ndar
y to
HS
-LS
2-7)
, (se
cond
ary
to H
S-L
S4-
6), (
seco
ndar
y to
HS
-ES
S3-
2),
(sec
onda
ry to
HS
-ES
S3-
4), (
HS
-ET
S1-
3)
• B
oth
phys
ical
mod
els
and
com
pute
r s c
an b
e us
ed in
var
ious
way
s to
aid
in th
e en
gine
erin
g de
sign
pro
cess
. Com
pute
rs a
re u
sefu
l for
a
varie
ty o
f pur
pose
s, s
uch
as r
unni
ng
sim
ulat
ions
to te
st d
iffer
ent w
ays
of s
olvi
ng a
pr
oble
m o
r to
see
whi
ch o
ne is
mos
t effi
cien
t or
eco
nom
ical
; and
in m
akin
g a
pers
uasi
ve
pres
enta
tion
to a
clie
nt a
bout
how
a g
iven
de
sign
will
mee
t his
or
her
need
s. (
HS
-ET
S1-
4),
(sec
onda
ry to
HS
-LS
4-6)
ETS1.C: Optimizing the Design Solution
• B
ecau
se th
ere
is a
lway
s m
ore
than
one
pos
sibl
e so
lutio
n to
a p
robl
em, i
t is
usef
ul to
com
pare
and
test
de
sign
s. (
K–2
-ET
S1-
3),
(sec
onda
ry to
2-E
SS
2-1)
• D
iffer
ent s
olut
ions
nee
d to
be
test
ed in
ord
er to
det
erm
ine
whi
ch o
f the
m b
est s
olve
s th
e pr
oble
m, g
iven
the
crite
ria a
nd th
e co
nstr
aint
s.
(3–5
-ET
S1-
3), (
seco
ndar
y to
4-
PS
4-3)
• A
lthou
gh o
ne d
esig
n m
ay n
ot p
erfo
rm th
e be
st
acro
ss a
ll te
sts,
iden
tifyi
ng th
e ch
arac
teris
tics
of
the
desi
gn th
at p
erfo
rmed
the
best
in e
ach
test
ca
n pr
ovid
e us
eful
info
rmat
ion
for
the
rede
sign
pr
oces
s—th
at is
, som
e of
the
char
acte
ristic
s m
ay b
e in
corp
orat
ed in
to th
e ne
w d
esig
n.
(MS
-ET
S1-
3), (
seco
ndar
y to
MS
-PS
1-6)
• T
he it
erat
ive
proc
ess
of te
stin
g th
e m
ost
prom
isin
g so
lutio
ns a
nd m
odify
ing
wha
t is
prop
osed
on
the
basi
s of
the
test
resu
lts le
ads
to
grea
ter
refin
emen
t and
ulti
mat
ely
to a
n op
timal
so
lutio
n. (
MS
-ET
S1-
4), (
seco
ndar
y to
MS
-PS
1-6)
• C
riter
ia m
ay n
eed
to b
e br
oken
dow
n in
to
sim
pler
one
s th
at c
an b
e ap
proa
ched
sy
stem
atic
ally
, and
dec
isio
ns a
bout
the
prio
rity
of c
erta
in c
riter
ia o
ver
othe
rs (
trad
e-of
fs)
may
be
need
ed. (
HS
-ET
S1-
2), (
seco
ndar
y to
H
S-P
S1-
6), (
seco
ndar
y to
HS
-PS
2-3)
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
82 National Science Teachers Association
Chapter 2
Co
nne
ctio
ns to
the
Na
ture
of S
cie
nce
Un
der
stan
din
gs
Ab
ou
t th
e N
atu
re o
f S
cien
ce M
ost
Clo
sely
Ass
oci
ated
Wit
h P
ract
ices
Cat
ego
ryG
rad
es K
–2G
rad
es 3
–5G
rad
es 6
–8G
rad
es 9
–12
Sci
enti
fic
Inve
stig
atio
ns
U
se a
Var
iety
of
Met
ho
ds
• S
cien
ce in
vest
igat
ions
be
gin
with
a q
uest
ion.
• S
cien
ce u
ses
diffe
rent
w
ays
to s
tudy
the
wor
ld.
• S
cien
ce m
etho
ds
are
dete
rmin
ed b
y qu
estio
ns.
• S
cien
ce in
vest
igat
ions
us
e a
varie
ty o
f m
etho
ds, t
ools
, and
te
chni
ques
.
• S
cien
ce in
vest
igat
ions
use
a v
arie
ty o
f m
etho
ds a
nd to
ols
to m
ake
mea
sure
men
ts a
nd
obse
rvat
ions
.
• S
cien
ce in
vest
igat
ions
are
gui
ded
by a
set
of
valu
es to
ens
ure
accu
racy
of m
easu
rem
ents
, ob
serv
atio
ns, a
nd o
bjec
tivity
of fi
ndin
gs.
• S
cien
ce d
epen
ds o
n ev
alua
ting
prop
osed
ex
plan
atio
ns.
• S
cien
tific
valu
es fu
nctio
n as
crit
eria
in
dist
ingu
ishi
ng b
etw
een
scie
nce
and
non-
scie
nce.
• S
cien
ce in
vest
igat
ions
use
div
erse
met
hods
and
do
not
alw
ays
use
the
sam
e se
t of p
roce
dure
s to
ob
tain
dat
a.
• N
ew te
chno
logi
es a
dvan
ce s
cien
tific
know
ledg
e.
• S
cien
tific
inqu
iry
is c
hara
cter
ized
by
a co
mm
on
set o
f val
ues
that
incl
ude
logi
cal t
hink
ing,
pr
ecis
ion,
ope
n-m
inde
dnes
s, o
bjec
tivity
, sk
eptic
ism
, rep
licab
ility
of r
esul
ts, a
nd h
ones
t an
d et
hica
l rep
ortin
g of
find
ings
.
• T
he d
isco
urse
pra
ctic
es o
f sci
ence
are
or
gani
zed
arou
nd d
isci
plin
ary
dom
ains
that
sh
are
exem
plar
s fo
r m
akin
g de
cisi
ons
rega
rdin
g th
e va
lues
, ins
trum
ents
, met
hods
, mod
els,
and
ev
iden
ce to
ado
pt a
nd u
se.
• S
cien
tific
inve
stig
atio
ns u
se a
var
iety
of m
etho
ds,
tool
s, a
nd te
chni
ques
to r
evis
e an
d pr
oduc
e ne
w
know
ledg
e.
Sci
enti
fic
Kn
ow
led
ge
Is
Bas
ed o
n
Em
pir
ical
E
vid
ence
• S
cien
tists
look
fo
r pa
ttern
s an
d or
der
whe
n m
akin
g ob
serv
atio
ns a
bout
th
e w
orld
.
• S
cien
ce fi
ndin
gs a
re
base
d on
rec
ogni
zing
pa
ttern
s.
• S
cien
ce u
ses
tool
s an
d te
chno
logi
es
to m
ake
accu
rate
m
easu
rem
ents
and
ob
serv
atio
ns.
• S
cien
ce k
now
ledg
e is
bas
ed u
pon
logi
cal a
nd
conc
eptu
al c
onne
ctio
ns b
etw
een
evid
ence
and
ex
plan
atio
ns.
• S
cien
ce d
isci
plin
es s
hare
com
mon
rul
es o
f ob
tain
ing
and
eval
uatin
g em
piric
al e
vide
nce.
• S
cien
ce k
now
ledg
e is
bas
ed o
n em
piric
al
evid
ence
.
• S
cien
ce d
isci
plin
es s
hare
com
mon
rul
es o
f ev
iden
ce u
sed
to e
valu
ate
expl
anat
ions
abo
ut
natu
ral s
yste
ms.
• S
cien
ce in
clud
es th
e pr
oces
s of
coo
rdin
atin
g pa
ttern
s of
evi
denc
e w
ith c
urre
nt th
eory
.
• S
cien
ce a
rgum
ents
are
str
engt
hene
d by
mul
tiple
lin
es o
f evi
denc
e su
ppor
ting
a si
ngle
exp
lana
tion.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
83The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Con
nect
ions
to th
e N
atur
e of
Sci
ence
(co
ntin
ued
)
Cat
ego
ryG
rad
es K
–2G
rad
es 3
–5G
rad
es 6
–8G
rad
es 9
–12
Sci
enti
fic
Kn
ow
led
ge
Is O
pen
to
Rev
isio
n in
Lig
ht
of
New
Evi
den
ce
• S
cien
ce k
now
ledg
e ca
n ch
ange
whe
n ne
w in
form
atio
n is
fo
und.
• S
cien
ce e
xpla
natio
ns
can
chan
ge b
ased
on
new
evi
denc
e.
• S
cien
tific
expl
anat
ions
are
sub
ject
to r
evis
ion
and
impr
ovem
ent i
n lig
ht o
f new
evi
denc
e.
• T
he c
erta
inty
and
dur
abili
ty o
f sci
ence
find
ings
va
ry.
• S
cien
ce fi
ndin
gs a
re fr
eque
ntly
rev
ised
and
/or
rein
terp
rete
d ba
sed
on n
ew e
vide
nce.
• S
cien
tific
expl
anat
ions
can
be
prob
abili
stic
.
• M
ost s
cien
tific
know
ledg
e is
qui
te d
urab
le b
ut
is, i
n pr
inci
ple,
sub
ject
to c
hang
e ba
sed
on
new
evi
denc
e an
d/or
rei
nter
pret
atio
n of
exi
stin
g ev
iden
ce.
• S
cien
tific
argu
men
tatio
n is
a m
ode
of lo
gica
l di
scou
rse
used
to c
larif
y th
e st
reng
th o
f re
latio
nshi
ps b
etw
een
idea
s an
d ev
iden
ce th
at
may
res
ult i
n re
visi
on o
f an
expl
anat
ion.
Sci
ence
M
od
els,
Law
s,
Mec
han
ism
s,
and
Th
eori
es
Exp
lain
Nat
ura
l P
hen
om
ena
• S
cien
ce u
ses
draw
ings
, ske
tche
s,
and
mod
els
as a
way
to
com
mun
icat
e id
eas.
• S
cien
ce s
earc
hes
for
caus
e-an
d ef
fect
re
latio
nshi
ps to
ex
plai
n na
tura
l eve
nts.
• S
cien
ce th
eorie
s ar
e ba
sed
on a
bod
y of
ev
iden
ce a
nd m
any
test
s.
• S
cien
ce e
xpla
natio
ns
desc
ribe
the
mec
hani
sms
for
natu
r al e
vent
s.
• T
heor
ies
are
expl
anat
ions
for
obse
rvab
le
phen
omen
a.
• S
cien
ce th
eorie
s ar
e ba
sed
on a
bod
y of
ev
iden
ce d
evel
oped
ove
r tim
e.
• La
ws
are
regu
larit
ies
or m
athe
mat
ical
de
scrip
tions
of n
atur
al p
heno
men
a.
• A
hyp
othe
sis
is u
sed
by s
cien
tists
as
an id
ea th
at
may
con
trib
ute
impo
rtan
t new
kno
wle
dge
for
the
eval
uatio
n of
a s
cien
tific
theo
ry.
• T
he te
rm “
theo
ry” a
s us
ed in
sci
ence
is v
ery
diffe
rent
from
the
com
mon
use
out
side
of
scie
nce.
• T
heor
ies
and
law
s pr
ovid
e ex
plan
atio
ns in
sc
ienc
e, b
ut th
eorie
s do
not
with
tim
e be
com
e la
ws
or fa
cts.
• A
sci
entifi
c th
eory
is a
sub
stan
tiate
d ex
plan
atio
n of
som
e as
pect
of t
he n
atur
al w
orld
, bas
ed o
n a
body
of f
acts
that
hav
e be
en re
peat
edly
con
firm
ed
thro
ugh
obse
rvat
ion
and
expe
rimen
t, an
d th
e sc
ienc
e co
mm
unity
val
idat
es e
ach
theo
ry b
efor
e it
is a
ccep
ted.
If n
ew e
vide
nce
is d
isco
vere
d th
at
the
theo
ry d
oes
not a
ccom
mod
ate,
the
theo
ry is
ge
nera
lly m
odifi
ed in
ligh
t of t
his
new
evi
denc
e.
• M
odel
s, m
echa
nism
s, a
nd e
xpla
natio
ns
colle
ctiv
ely
serv
e as
tool
s in
the
deve
lopm
ent o
f a
scie
ntifi
c th
eory
.
• La
ws
are
stat
emen
ts o
r de
scrip
tions
of t
he
rela
tions
hips
am
ong
obse
rvab
le p
heno
men
a.
• S
cien
tists
ofte
n us
e hy
poth
eses
to d
evel
op a
nd
test
theo
ries
and
expl
anat
ions
.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
84 National Science Teachers Association
Chapter 2C
onne
ctio
ns to
the
Nat
ure
of S
cien
ce (
cont
inue
d)
Un
der
stan
din
gs
Ab
ou
t th
e N
atu
re o
f S
cien
ce M
ost
Clo
sely
Ass
oci
ated
Wit
h C
ross
cutt
ing
Co
nce
pts
Cat
ego
ryG
rad
es K
–2G
rad
es 3
–5G
rad
es 6
–8G
rad
es 9
–12
Sci
ence
Is a
Way
o
f K
no
win
g
• S
cien
ce k
now
ledg
e he
lps
us k
now
abo
ut
the
wor
ld.
• S
cien
ce is
bot
h a
body
of k
now
ledg
e an
d pr
oces
ses
that
ad
d ne
w k
now
ledg
e.
• S
cien
ce is
a w
ay o
f kn
owin
g th
at is
use
d by
man
y pe
ople
.
• S
cien
ce is
bot
h a
body
of k
now
ledg
e an
d th
e pr
oces
ses
and
prac
tices
use
d to
add
to th
at b
ody
of k
now
ledg
e.
• S
cien
ce k
now
ledg
e is
cum
ulat
ive
and
man
y pe
ople
, fro
m m
any
gene
ratio
ns a
nd n
atio
ns, h
ave
cont
ribut
ed to
sci
ence
kno
wle
dge.
• S
cien
ce is
a w
ay o
f kno
win
g us
ed b
y m
any
peop
le, n
ot ju
st s
cien
tists
.
• S
cien
ce is
bot
h a
body
of k
now
ledg
e th
at
repr
esen
ts a
cur
rent
und
erst
andi
ng o
f nat
ural
sy
stem
s an
d th
e pr
oces
ses
used
to r
efine
, el
abor
ate,
rev
ise,
and
ext
end
this
kno
wle
dge.
• S
cien
ce is
a u
niqu
e w
ay o
f kno
win
g , a
nd th
ere
are
othe
r w
ays
of k
now
ing.
• S
cien
ce d
istin
guis
hes
itsel
f fro
m o
ther
way
s of
kn
owin
g th
roug
h us
e of
em
piric
al s
tand
ards
, lo
gica
l arg
umen
ts, a
nd s
kept
ical
rev
iew
.
• S
cien
ce k
now
ledg
e ha
s a
hist
ory
that
incl
udes
th
e r e
finem
ent o
f, an
d ch
ange
s to
, the
orie
s,
idea
s, a
nd b
elie
fs o
ver
time.
Sci
enti
fic
Kn
ow
led
ge
Ass
um
es a
n
Ord
er a
nd
C
on
sist
ency
in
Nat
ura
l Sys
tem
s
• S
cien
ce a
ssum
es
natu
ral e
vent
s ha
ppen
toda
y as
they
ha
ppen
ed in
the
past
.
• M
any
even
ts a
re
repe
ated
.
• S
cien
ce a
ssum
es
cons
iste
nt p
atte
rns
in
natu
ral s
yste
ms.
• B
asic
law
s of
nat
ure
are
the
sam
e ev
eryw
here
in th
e un
iver
se.
• S
cien
ce a
ssum
es th
at o
bjec
ts a
nd e
vent
s in
na
tura
l sys
tem
s oc
cur
in c
onsi
sten
t pat
tern
s th
at
are
unde
rsta
ndab
le th
roug
h m
easu
rem
ent a
nd
obse
rvat
ion.
• S
cien
ce c
aref
ully
con
side
rs a
nd e
valu
ates
an
omal
ies
in d
ata
and
evid
ence
.
• S
cien
tific
know
ledg
e is
bas
ed o
n th
e as
sum
ptio
n th
at n
atur
al la
ws
oper
ate
toda
y as
they
did
in th
e pa
st a
nd th
ey w
ill c
ontin
ue to
do
so in
the
futu
re.
• S
cien
ce a
ssum
es th
e un
iver
se is
a v
ast s
ingl
e sy
stem
in w
hich
bas
ic la
ws
are
cons
iste
nt.
Sci
ence
Is
a H
um
an
En
dea
vor
• P
eopl
e ha
ve p
ract
iced
sc
ienc
e fo
r a
long
tim
e.
• M
en a
nd w
omen
of
dive
rse
bac k
grou
nds
are
scie
ntis
ts a
nd
engi
neer
s.
• M
en a
nd w
omen
fr
om a
ll cu
lture
s an
d ba
ckgr
ound
s ch
oose
ca
reer
s as
sci
entis
ts
and
engi
neer
s.
• M
ost s
cien
tists
and
en
gine
ers
wor
k in
te
ams.
• S
cien
ce a
ffect
s ev
eryd
ay li
fe.
• C
reat
ivity
and
im
agin
atio
n ar
e im
port
ant t
o sc
ienc
e.
• M
en a
nd w
omen
from
diff
eren
t soc
ial,
cultu
ral,
and
ethn
ic b
ackg
roun
ds w
ork
as s
cien
tists
and
en
gine
ers.
• S
cien
tists
and
eng
inee
rs r
ely
on h
uman
qua
litie
s su
ch a
s pe
rsis
tenc
e, p
reci
sion
, rea
soni
ng, l
ogic
, im
agin
atio
n, a
nd c
reat
ivity
.
• S
cien
tists
and
eng
inee
rs a
re g
uide
d by
hab
its o
f m
ind
such
as
inte
llect
ual h
ones
ty, t
oler
ance
of
ambi
guity
, ske
ptic
ism
, and
ope
nnes
s to
new
idea
s.
• A
dvan
ces
in te
chno
logy
influ
ence
the
prog
ress
of
scie
nce,
and
sci
ence
has
influ
ence
d ad
vanc
es in
te
chno
logy
.
• S
cien
tific
know
ledg
e is
a r
esul
t of h
uman
en
deav
or, i
mag
inat
ion,
and
cre
ativ
ity.
• In
divi
dual
s an
d te
ams
from
man
y na
tions
and
cu
lture
s ha
ve c
ontr
ibut
ed to
sci
ence
and
to
adva
nces
in e
ngin
eerin
g.
• S
cien
tists
’ bac
kgro
unds
, the
oret
ical
co
mm
itmen
ts, a
nd fi
elds
of e
ndea
vor
influ
ence
th
e na
ture
of t
heir
findi
ngs.
• Te
chno
logi
cal a
dvan
ces
hav e
influ
ence
d th
e pr
ogre
ss o
f sci
ence
, and
sci
ence
has
influ
ence
d ad
vanc
es in
tech
nolo
gy.
• S
cien
ce a
nd e
ngin
eerin
g ar
e in
fluen
ced
by
soci
ety,
and
soc
iety
is in
fluen
ced
by s
cien
ce a
nd
engi
neer
ing.
Sci
ence
A
dd
ress
es
Qu
esti
on
s A
bo
ut
the
Nat
ura
l an
d
Mat
eria
l Wo
rld
• S
cien
tists
stu
dy th
e na
tura
l and
mat
eria
l w
orld
.
• S
cien
ce fi
ndin
gs a
re
limite
d to
que
stio
ns
that
can
be
answ
ered
w
ith e
mpi
rical
ev
iden
ce.
• S
cien
tific
know
ledg
e is
con
stra
ined
by
hum
an
capa
city
, tec
hnol
ogy,
and
mat
eria
ls.
• S
cien
ce li
mits
its
expl
anat
ions
to s
yste
ms
that
le
nd th
emse
lves
to o
bser
vatio
n an
d em
piric
al
evid
ence
.
• S
cien
ce k
now
ledg
e ca
n de
scrib
e co
nseq
uenc
es
of a
ctio
ns b
ut is
not
res
pons
ible
for
soci
ety’
s de
cisi
ons.
• N
ot a
ll qu
estio
ns c
an b
e an
swer
ed b
y sc
ienc
e.
• S
cien
ce a
nd te
chno
logy
may
rai
se e
thic
al is
sues
fo
r w
hich
sci
ence
, by
itsel
f, do
es n
ot p
rovi
de
answ
ers
and
solu
tions
.
• S
cien
ce k
now
ledg
e in
dica
tes
wha
t can
hap
pen
in n
atur
al s
yste
ms—
not w
hat s
houl
d ha
ppen
. T
he la
tter
invo
lves
eth
ics,
val
ues,
and
hum
an
deci
sion
s ab
out t
he u
se o
f kno
wle
dge.
• M
any
deci
sion
s ar
e no
t mad
e us
ing
scie
nce
alon
e, b
ut r
ely
on s
ocia
l and
cul
tura
l con
text
s to
re
solv
e is
sues
.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
85The NSTA Quick-Reference Guide to the NGSS, Middle School
K–12 Progressions
Co
nne
ctio
ns to
Eng
ine
erin
g, T
ec
hno
log
y, a
nd A
pp
lica
tions
of S
cie
nce
G
rad
es K
–2G
rad
es 3
–5G
rad
es 6
–8G
rad
es 9
–12
Inte
rdep
end
ence
of
Sci
ence
, En
gin
eeri
ng
, an
d T
ech
no
logy
• S
cien
ce a
nd e
ngin
eerin
g in
volv
e th
e us
e of
tool
s to
obs
erve
and
mea
sure
thin
gs.
• S
cien
ce a
nd te
chno
logy
sup
port
eac
h ot
her.
• To
ols
and
inst
rum
ents
are
use
d to
an
swer
sci
entifi
c qu
estio
ns, w
hile
sc
ient
ific
disc
over
ies
lead
to th
e de
velo
pmen
t of n
ew te
chno
logi
es.
• E
ngin
eerin
g ad
vanc
es h
ave
led
to
impo
rtan
t dis
cove
ries
in v
irtu
ally
eve
ry
field
of s
cien
ce, a
nd s
cien
tific
disc
over
ies
have
led
to th
e de
velo
pmen
t of e
ntire
in
dust
ries
and
engi
neer
ed s
yste
ms.
• S
cien
ce a
nd te
chno
logy
driv
e ea
ch o
ther
fo
rwar
d.
• S
cien
ce a
nd e
ngin
eerin
g co
mpl
emen
t ea
ch o
ther
in th
e cy
cle
know
n as
re
sear
ch a
nd d
evel
opm
ent (
R&
D).
• M
any
R&
D p
roje
cts
may
invo
lve
scie
ntis
ts, e
ngin
eers
, and
oth
ers
with
w
ide
rang
es o
f exp
ertis
e.
Infl
uen
ce o
f S
cien
ce, E
ng
inee
rin
g, a
nd
Tec
hn
olo
gy o
n S
oci
ety
and
th
e N
atu
ral W
orl
d
• E
very
hum
an-m
ade
prod
uct i
s de
sign
ed
by a
pply
ing
som
e kn
owle
dge
of th
e na
tura
l wor
ld a
nd is
bui
lt by
usi
ng n
atur
al
mat
eria
ls.
• Ta
king
nat
ural
mat
eria
ls to
mak
e th
ings
im
pact
s th
e en
viro
nmen
t.
• P
eopl
e’s
need
s an
d w
ants
cha
nge
over
tim
e, a
s do
thei
r de
man
ds fo
r ne
w a
nd
impr
oved
tech
nolo
gies
.
• E
ngin
eers
impr
ove
exis
ting
tech
nolo
gies
or
dev
elop
new
one
s to
incr
ease
thei
r be
nefit
s, d
ecre
ase
know
n ris
ks, a
nd
mee
t soc
ieta
l dem
ands
.
• W
hen
new
tech
nolo
gies
bec
ome
a vai
labl
e, th
ey c
an b
ring
abou
t cha
nges
in
the
way
peo
ple
live
and
inte
ract
with
on
e an
othe
r.
• A
ll hu
man
act
ivity
dra
ws
on n
atur
al
reso
urce
s an
d ha
s bo
th s
hort
- an
d lo
ng-
term
con
sequ
ence
s, p
ositi
ve a
s w
ell a
s ne
gativ
e, fo
r th
e he
alth
of p
eopl
e an
d th
e na
tura
l env
ironm
ent.
• T
he u
ses
of te
chno
logi
es a
nd a
ny
limita
tions
on
thei
r us
e ar
e dr
iven
by
indi
vidu
al o
r so
ciet
al n
eeds
, des
ires,
an
d va
lues
; by
the
findi
ngs
of s
cien
tific
rese
arch
; and
by
diffe
renc
es in
suc
h fa
ctor
s as
clim
ate,
nat
ural
res
ourc
es,
and
econ
omic
con
ditio
ns.
• Te
chno
logy
use
var
ies
o ver
tim
e an
d fr
om r
egio
n to
reg
ion.
• M
oder
n ci
viliz
atio
n de
pend
s on
m
ajor
tech
nolo
gica
l sy s
tem
s, s
uch
as a
gric
ultu
re, h
ealth
, wat
er, e
nerg
y,
tran
spor
tatio
n, m
anuf
actu
ring,
co
nstr
uctio
n, a
nd c
omm
unic
atio
ns.
• E
ngin
eers
con
tinuo
usly
mod
ify th
ese
s yst
ems
to in
crea
se b
enefi
ts w
hile
de
crea
sing
cos
ts a
nd r
isks
.
• N
ew te
chno
logi
es c
an h
ave
deep
im
pact
s on
soc
iety
and
the
envi
ronm
ent,
incl
udin
g so
me
that
wer
e no
t ant
icip
ated
.
• A
naly
sis
of c
osts
and
ben
efits
is a
cr it
ical
as
pect
of d
ecis
ions
abo
ut te
chno
logy
.
Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
Willa
rdThe
NSTA
Quic
k Refe
renc
e to
the N
GSS
Willa
rdThe
NSTA
Quic
k-Refe
renc
e G
uide
to the
NG
SS
Grades 6–8
PB354X2ISBN: 978-1-941316-12-2
The Quick-Reference Guide to the
NGSSSince the release of the first draft of the Next Generation Science Standards (NGSS), NSTA has been at the forefront in promoting the standards and helping science educators become familiar with and learn to navigate this exciting but complex document. Later, when the final version was released and states began adopting the standards, NSTA started to develop resources that would assist educators with their implementation.
Along the way, NSTA learned that even the simplest of resources, like a one-page cheat sheet, can be extremely useful. Many of those tools are collected here, including
• a two-page cheat sheet that describes the practices, core ideas, and cross-cutting concepts that make up the three dimensions described in A Frame-work for K–12 Science Education;
• an “Inside the NGSS Box” graphic that spells out all of the individual sec-tions of text that appear on a page of the NGSS;
• a Venn diagram comparing the practices in NGSS with Common Core State Standards in English language arts and mathematics; and
• matrixes showing how the NGSS are organized by topic and disciplinary core idea.
This guide also highlights the appropriate performance expectations; disciplinary core ideas; practices; crosscutting concepts; connections to engineering, technology, and applications of science; and connections to nature of science. It is designed to be used with the NGSS.
The book’s emphasis is on easy. Find the parts of the standards most relevant to you, acquaint yourself with the format, and find out what each of the different parts means. The NSTA Quick-Reference Guides to the NGSS are also available in other grade-specific versions—one each for elementary and high school—plus a comprehensive K–12 edition. The four Quick-Reference Guides are indispens-able to science teachers at all levels, as well as to administrators, curriculum developers, and teacher educators.
http://ngss.nsta.org
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Copyright © 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781941316122.
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