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Curriculum Sequences
Standards Study Guide for
the Next Generation of
Science Instruction
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The Next Generation Science Standards were designed to enhance how science is
taught and learned in our nation’s classrooms. Carolina supports this comprehensive set
of standards, and believes that they will prepare today’s students to innovate, lead, and
excel in the STEM careers of the future.
Carolina Knows Educators Have Questions about the Next Generation Science Standards
Carolina’s Pledge to You At Carolina, we are committed to helping educators learn how to read, understand, and
apply the Next Generation Science Standards. We’ve created this tool for administrators
and teachers that helps make the new standards comprehensible and easy to implement
using GEMS® Curriculum Sequences.
Making It Easy To make your journey toward implementing the Next Generation Science Standards
easier, Carolina educators have organized the components of the Next Generation
Science Standards documents into one easy-to-read format to help you better
understand the new standards, deliver more effective implementation, and become
more effective in establishing district support.
Saving You Time This standards study guide connects all the references of the three-dimensional
framework—Core Ideas, Practices, and Crosscutting Concepts—to the units of the
Ocean Sciences Sequences and the Space Science Sequences.
Introduction
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This study guide follows the Topic Arrangement prepared by the Next Generation Science
Standards writing team. We have organized all the appropriately coded information for
each Sequence. To read a study guide, follow the steps below:
1. Select a GEMS Curriculum Sequence.
2. The four columns across the top show the Disciplinary Core Ideas (organized
by topic) and the Crosscutting Concepts (organized by grade level) covered in
the sequence.
3. The last row of the table includes Science and Engineering Practices and
Engineering Design opportunities (organized by grade level) addressed by
the Sequence.
4. The units that address each item follow the descriptions, in red.
Using the Standards Study Guides
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GEMS® Curriculum Sequences Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
4-ESS2.Earth’s Systems3-LS1.From Molecules to Organisms:
Structures and ProcessesGrade 3
ESS2.B: Plate Tectonics and Large-Scale System Interactions
•Thelocationsofmountainranges,deepoceantrenches,oceanfloorstructures,earthquakes,andvolcanoesoccurinpatterns.Mostearthquakesandvolcanoesoccurinbandsthatareoftenalongtheboundariesbetweencontinentsandoceans.Majormountainchainsforminsidecontinentsorneartheiredges.MapscanhelplocatethedifferentlandandwaterfeatureareasofEarth.(4-ESS2-2)UNIT 1
LS1.B: Growth and Development of Organisms •Reproductionisessentialtothecontinuedexistence
ofeverykindoforganism.Plantsandanimalshaveuniqueanddiverselifecycles.(3-LS1-1)UNIT 2
Cause and Effect •Causeandeffectrelationshipsareroutinely
identifiedandusedtoexplainchange.(3-LS2-1),(3-LS4-3)UNIT 2
Systems and System Models •Asystemcanbedescribedintermsofits
componentsandtheirinteractions.(3-LS4-4)UNITS 2, 3
Connections to Engineering, Technology, and Applications of Science
Interdependence of Science, Engineering, and Technology
•Knowledgeofrelevantscientificconceptsandresearchfindingsisimportantinengineering.(3-LS4-3)UNIT 2
Patterns •Patternsofchangecanbeusedtomakepredictions.
(3-LS1-1)UNIT 2
5-ESS2.Earth’s Systems 3-LS2.Ecosystems: Interactions, Energy, and Dynamics Grade 4
ESS2.A: Earth Materials and Systems•Earth’smajorsystemsarethegeosphere(solidand
moltenrock,soil,andsediments),thehydrosphere(waterandice),theatmosphere(air),andthebiosphere(livingthings,includinghumans).ThesesystemsinteractinmultiplewaystoaffectEarth’ssurfacematerialsandprocesses.Theoceansupportsavarietyofecosystemsandorganisms,shapeslandforms,andinfluencesclimate.Windsandcloudsintheatmosphereinteractwiththelandformstodeterminepatternsofweather.(5-ESS2-1)UNIT 1
ESS2.C: The Roles of Water in Earth’s Surface Processes
•NearlyallofEarth’savailablewaterisintheocean.Mostfreshwaterisinglaciersorunderground;onlyatinyfractionisinstreams,lakes,wetlands,andtheatmosphere.(5-ESS2-2)UNIT 1
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
•Whentheenvironmentchangesinwaysthataffectaplace’sphysicalcharacteristics,temperature,oravailabilityofresources,someorganismssurviveandreproduce,othersmovetonewlocations,yetothersmoveintothetransformedenvironment,andsomedie.(secondaryto3-LS4-4)UNITS 2, 3
Patterns •Patternscanbeusedasevidencetosupportan
explanation.(4-ESS2-2)UNIT 1
Systems and System Models •Asystemcanbedescribedintermsofits
componentsandtheirinteractions.(4-LS1-1),(4-LS1-2)UNIT 2
Connections to Engineering, Technology, and Applications of Science
Influence of Engineering, Technology, and Science on Society and the Natural World
•Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,todecreaseknownrisks,andtomeetsocietaldemands.(4-ESS3-2)UNIT 1
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Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
4-ESS2.Earth’s Systems3-LS1.From Molecules to Organisms:
Structures and ProcessesGrade 3
ESS2.B: Plate Tectonics and Large-Scale System Interactions
•Thelocationsofmountainranges,deepoceantrenches,oceanfloorstructures,earthquakes,andvolcanoesoccurinpatterns.Mostearthquakesandvolcanoesoccurinbandsthatareoftenalongtheboundariesbetweencontinentsandoceans.Majormountainchainsforminsidecontinentsorneartheiredges.MapscanhelplocatethedifferentlandandwaterfeatureareasofEarth.(4-ESS2-2)UNIT 1
LS1.B: Growth and Development of Organisms •Reproductionisessentialtothecontinuedexistence
ofeverykindoforganism.Plantsandanimalshaveuniqueanddiverselifecycles.(3-LS1-1)UNIT 2
Cause and Effect •Causeandeffectrelationshipsareroutinely
identifiedandusedtoexplainchange.(3-LS2-1),(3-LS4-3)UNIT 2
Systems and System Models •Asystemcanbedescribedintermsofits
componentsandtheirinteractions.(3-LS4-4)UNITS 2, 3
Connections to Engineering, Technology, and Applications of Science
Interdependence of Science, Engineering, and Technology
•Knowledgeofrelevantscientificconceptsandresearchfindingsisimportantinengineering.(3-LS4-3)UNIT 2
Patterns •Patternsofchangecanbeusedtomakepredictions.
(3-LS1-1)UNIT 2
5-ESS2.Earth’s Systems 3-LS2.Ecosystems: Interactions, Energy, and Dynamics Grade 4
ESS2.A: Earth Materials and Systems•Earth’smajorsystemsarethegeosphere(solidand
moltenrock,soil,andsediments),thehydrosphere(waterandice),theatmosphere(air),andthebiosphere(livingthings,includinghumans).ThesesystemsinteractinmultiplewaystoaffectEarth’ssurfacematerialsandprocesses.Theoceansupportsavarietyofecosystemsandorganisms,shapeslandforms,andinfluencesclimate.Windsandcloudsintheatmosphereinteractwiththelandformstodeterminepatternsofweather.(5-ESS2-1)UNIT 1
ESS2.C: The Roles of Water in Earth’s Surface Processes
•NearlyallofEarth’savailablewaterisintheocean.Mostfreshwaterisinglaciersorunderground;onlyatinyfractionisinstreams,lakes,wetlands,andtheatmosphere.(5-ESS2-2)UNIT 1
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
•Whentheenvironmentchangesinwaysthataffectaplace’sphysicalcharacteristics,temperature,oravailabilityofresources,someorganismssurviveandreproduce,othersmovetonewlocations,yetothersmoveintothetransformedenvironment,andsomedie.(secondaryto3-LS4-4)UNITS 2, 3
Patterns •Patternscanbeusedasevidencetosupportan
explanation.(4-ESS2-2)UNIT 1
Systems and System Models •Asystemcanbedescribedintermsofits
componentsandtheirinteractions.(4-LS1-1),(4-LS1-2)UNIT 2
Connections to Engineering, Technology, and Applications of Science
Influence of Engineering, Technology, and Science on Society and the Natural World
•Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,todecreaseknownrisks,andtomeetsocietaldemands.(4-ESS3-2)UNIT 1
Ocean Sciences Sequence, Grades 3–5
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Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
5-ESS3.Earth and Human Activity 3-LS4.Biological Evolution: Unity and Diversity Grade 5
ESS3.C: Human Impacts on Earth Systems •Humanactivitiesinagriculture,industry,and
everydaylifehavehadmajoreffectsontheland,vegetation,streams,ocean,air,andevenouterspace.ButindividualsandcommunitiesaredoingthingstohelpprotectEarth’sresourcesandenvironments.(5-ESS3-1)UNIT 3
LS4.C: Adaptation •Foranyparticularenvironment,somekindsof
organismssurvivewell,somesurvivelesswell,andsomecannotsurviveatall.(3-LS4-3)UNIT 2
LS4.D: Biodiversity and Humans •Populationsliveinavarietyofhabitats,andchange
inthosehabitatsaffectstheorganismslivingthere.(3-LS4-4)UNITS 2, 3
Systems and System Models •Asystemcanbedescribedintermsofits
componentsandtheirinteractions.(5-LS2-1)UNIT 2;(5-ESS2-1),(5-ESS2-2)UNIT 3
Energy and Matter •Matteristransportedinto,outof,andwithin
systems.(5-LS1-1)UNIT 2
Connections to Nature of Science
Science Addresses Questions About the Natural and Material World
•Sciencefindingsarelimitedtoquestionsthatcanbeansweredwithempiricalevidence.(5-ESS3-1)UNIT 1
Influence of Engineering, Technology, and Science on Society and the Natural World
•Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,todecreaseknownrisks,andtomeetsocietaldemands.(4-ESS3-2)UNIT 3
4-LS1.From Molecules to Organisms: Structures and Processes
LS1.A: Structure and Function •Plantsandanimalshavebothinternalandexternal
structuresthatservevariousfunctionsingrowth,survival,behavior,andreproduction.(4-LS1-1)UNIT 2
5-LS1.From Molecules to Organisms: Structures and Processes
LS1.C: Organization for Matter and Energy Flow in Organisms
•Foodprovidesanimalswiththematerialstheyneedforbodyrepairandgrowthandtheenergytheyneedtomaintainbodywarmthandformotion.(secondaryto5-PS3-1)UNIT 2
•Plantsacquiretheirmaterialforgrowthchieflyfromairandwater.(5-LS1-1)UNIT 2
Science and Engineering Practices Grade 3
Science and Engineering Practices Grade 4
Science and Engineering Practices Grade 5
Engineering Design Grades 3–5
Analyzing and Interpreting Data UNIT 2
Engaging in Argument from Evidence UNITS 2, 3
Analyzing and Interpreting Data UNIT 1
Engaging in Argument from Evidence UNIT 2
Using Mathematics and Computational Thinking UNIT 2
Developing and Using Models UNIT 2
Engaging in Argument from Evidence UNIT 2
Obtaining, Evaluating, and Communicating Information UNIT 3
Constructing Explanations and Designing Solutions UNIT 3
Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena UNIT 2
ETS1.B: Developing Possible Solutions •Atwhateverstage,communicatingwithpeersabout
proposedsolutionsisanimportantpartofthedesignprocess,andsharedideascanleadtoimproveddesigns.(3-5-ETS1-2)
Connections to Engineering, Technology, and Applications of Science
Influence of Engineering, Technology, and Science on Society and the Natural World
•Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,todecreaseknownrisks,andtomeetsocietaldemands.(3-5-ETS-2)UNIT 3
GEMS® Curriculum Sequences
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Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
5-ESS3.Earth and Human Activity 3-LS4.Biological Evolution: Unity and Diversity Grade 5
ESS3.C: Human Impacts on Earth Systems •Humanactivitiesinagriculture,industry,and
everydaylifehavehadmajoreffectsontheland,vegetation,streams,ocean,air,andevenouterspace.ButindividualsandcommunitiesaredoingthingstohelpprotectEarth’sresourcesandenvironments.(5-ESS3-1)UNIT 3
LS4.C: Adaptation •Foranyparticularenvironment,somekindsof
organismssurvivewell,somesurvivelesswell,andsomecannotsurviveatall.(3-LS4-3)UNIT 2
LS4.D: Biodiversity and Humans •Populationsliveinavarietyofhabitats,andchange
inthosehabitatsaffectstheorganismslivingthere.(3-LS4-4)UNITS 2, 3
Systems and System Models •Asystemcanbedescribedintermsofits
componentsandtheirinteractions.(5-LS2-1)UNIT 2;(5-ESS2-1),(5-ESS2-2)UNIT 3
Energy and Matter •Matteristransportedinto,outof,andwithin
systems.(5-LS1-1)UNIT 2
Connections to Nature of Science
Science Addresses Questions About the Natural and Material World
•Sciencefindingsarelimitedtoquestionsthatcanbeansweredwithempiricalevidence.(5-ESS3-1)UNIT 1
Influence of Engineering, Technology, and Science on Society and the Natural World
•Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,todecreaseknownrisks,andtomeetsocietaldemands.(4-ESS3-2)UNIT 3
4-LS1.From Molecules to Organisms: Structures and Processes
LS1.A: Structure and Function •Plantsandanimalshavebothinternalandexternal
structuresthatservevariousfunctionsingrowth,survival,behavior,andreproduction.(4-LS1-1)UNIT 2
5-LS1.From Molecules to Organisms: Structures and Processes
LS1.C: Organization for Matter and Energy Flow in Organisms
•Foodprovidesanimalswiththematerialstheyneedforbodyrepairandgrowthandtheenergytheyneedtomaintainbodywarmthandformotion.(secondaryto5-PS3-1)UNIT 2
•Plantsacquiretheirmaterialforgrowthchieflyfromairandwater.(5-LS1-1)UNIT 2
Science and Engineering Practices Grade 3
Science and Engineering Practices Grade 4
Science and Engineering Practices Grade 5
Engineering Design Grades 3–5
Analyzing and Interpreting Data UNIT 2
Engaging in Argument from Evidence UNITS 2, 3
Analyzing and Interpreting Data UNIT 1
Engaging in Argument from Evidence UNIT 2
Using Mathematics and Computational Thinking UNIT 2
Developing and Using Models UNIT 2
Engaging in Argument from Evidence UNIT 2
Obtaining, Evaluating, and Communicating Information UNIT 3
Constructing Explanations and Designing Solutions UNIT 3
Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena UNIT 2
ETS1.B: Developing Possible Solutions •Atwhateverstage,communicatingwithpeersabout
proposedsolutionsisanimportantpartofthedesignprocess,andsharedideascanleadtoimproveddesigns.(3-5-ETS1-2)
Connections to Engineering, Technology, and Applications of Science
Influence of Engineering, Technology, and Science on Society and the Natural World
•Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,todecreaseknownrisks,andtomeetsocietaldemands.(3-5-ETS-2)UNIT 3
Ocean Sciences Sequence, Grades 3–5 continued
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Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
MS-ESS1.Earth’s Place In The UniverseMS-LS1.From Molecules to Organisms:
Structures and ProcessesMS-PS1.Matter and Its Interactions Crosscutting Concepts
ESS1.C: The History of Planet Earth •Thegeologictimescaleinterpretedfromrock
strataprovidesawaytoorganizeEarth’shistory.Analysesofrockstrataandthefossilrecordprovideonlyrelativedates,notanabsolutescale.(MS-ESS1-4)**UNIT 3
LS1.C: Organization for Matter and Energy Flow in Organisms
•Plants,algae(includingphytoplankton),andmanymicroorganismsusetheenergyfromlighttomakesugars(food)fromcarbondioxidefromtheatmosphereandwaterthroughtheprocessofphotosynthesis,whichalsoreleasesoxygen.Thesesugarscanbeusedimmediatelyorstoredforgrowthorlateruse.(MS-LS1-6)UNIT 2
•Withinindividualorganisms,foodmovesthroughaseriesofchemicalreactionsinwhichitisbrokendownandrearrangedtoformnewmolecules,tosupportgrowth,ortoreleaseenergy.(MS-LS1-7)UNIT 2
PS1.A: Structure and Properties of Matter •Substancesaremadefromdifferenttypesofatoms,
whichcombinewithoneanotherinvariousways.Atomsformmoleculesthatrangeinsizefromtwotothousandsofatoms.(MS-PS1-1)**UNIT 1
•Gasesandliquidsaremadeofmoleculesorinertatomsthataremovingaboutrelativetoeachother.(MS-PS1-4)UNITS 1, 2
•Inaliquid,themoleculesareconstantlyincontactwithothers;inagas,theyarewidelyspacedexceptwhentheyhappentocollide.Inasolid,atomsarecloselyspacedandmayvibrateinpositionbutdonotchangerelativelocations.(MS-PS1-4)UNIT 1
•Eachpuresubstancehascharacteristicphysicalandchemicalproperties(foranybulkquantityundergivenconditions)thatcanbeusedtoidentifyit.(MS-PS1-2),(MS-PS1-3)**UNIT 2
•Thechangesofstatethatoccurwithvariationsintemperatureorpressurecanbedescribedandpredictedusingthesemodelsofmatter.(MS-PS1-4)UNIT 1
PS1.B: Chemical Reactions** •Substancesreactchemicallyincharacteristicways.
Inachemicalprocess,theatomsthatmakeuptheoriginalsubstancesareregroupedintodifferentmolecules,andthesenewsubstanceshavedifferentpropertiesfromthoseofthereactants.(MS-PS1-2),(MS-PS1-3),(MS-PS1-5)UNIT 2
•Thetotalnumberofeachtypeofatomisconserved,andthusthemassdoesnotchange.(MS-PS1-5)UNIT 2
•Somechemicalreactionsreleaseenergy,othersstoreenergy.(MS-PS1-6)UNIT 2
Patterns •Macroscopicpatternsarerelatedtothenatureof
microscopicandatomic-levelstructure.UNIT 1•Graphs,charts,andimagescanbeusedtoidentify
patternsindata.UNITS 1, 2, 3•Patternscanbeusedtoidentifycauseandeffect
relationships.UNITS 2, 3•Patternsinratesofchangeandothernumerical
relationshipscanprovideinformationaboutnaturalandhumandesignedsystems.UNITS 2, 3
Cause and Effect •Causeandeffectrelationshipsmaybeusedto
predictphenomenainnaturalordesignedsystems.UNITS 1, 2, 3
Scale, Proportion, and Quantity •Time,space,andenergyphenomenacanbeobserved
atvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.UNITS 1, 2, 3
Energy and Matter •Energymaytakedifferentforms(e.g.energyinfields,
thermalenergy,energyofmotion).**UNIT 1•Thetransferofenergycanbetrackedasenergyflows
throughadesignedornaturalsystem.UNIT 1•Matterisconservedbecauseatomsareconservedin
physicalandchemicalprocesses.UNIT 2•Withinanaturalsystem,thetransferofenergydrives
themotionand/orcyclingofmatter.UNITS 1, 2, 3
Systems and System Models •Modelscanbeusedtorepresentsystemsandtheir
interactions—suchasinputs,processesandoutputs—andenergyandmatterflowswithinsystems.UNITS 1, 2, 3
•Systemsmayinteractwithothersystems;theymayhavesub-systemsandbeapartoflargercomplexsystems.UNITS 1, 2, 3
Structure and Function •Complexandmicroscopicstructuresandsystems
canbevisualized,modeled,andusedtodescribehowtheirfunctiondependsontherelationshipsamongitsparts,thereforecomplexnaturalanddesignedstructures/systemscanbeanalyzedtodeterminehowtheyfunction.UNITS 1, 2, 3
•Structurescanbedesignedtoserveparticularfunctions.UNIT 3
GEMS® Curriculum Sequences
** Introduces some aspects of the Performance Expectations as well as the Practices and the Disciplinary Core Ideas
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Ocean Sciences Sequence, Grades 6–8
Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
MS-ESS1.Earth’s Place In The UniverseMS-LS1.From Molecules to Organisms:
Structures and ProcessesMS-PS1.Matter and Its Interactions Crosscutting Concepts
ESS1.C: The History of Planet Earth •Thegeologictimescaleinterpretedfromrock
strataprovidesawaytoorganizeEarth’shistory.Analysesofrockstrataandthefossilrecordprovideonlyrelativedates,notanabsolutescale.(MS-ESS1-4)**UNIT 3
LS1.C: Organization for Matter and Energy Flow in Organisms
•Plants,algae(includingphytoplankton),andmanymicroorganismsusetheenergyfromlighttomakesugars(food)fromcarbondioxidefromtheatmosphereandwaterthroughtheprocessofphotosynthesis,whichalsoreleasesoxygen.Thesesugarscanbeusedimmediatelyorstoredforgrowthorlateruse.(MS-LS1-6)UNIT 2
•Withinindividualorganisms,foodmovesthroughaseriesofchemicalreactionsinwhichitisbrokendownandrearrangedtoformnewmolecules,tosupportgrowth,ortoreleaseenergy.(MS-LS1-7)UNIT 2
PS1.A: Structure and Properties of Matter •Substancesaremadefromdifferenttypesofatoms,
whichcombinewithoneanotherinvariousways.Atomsformmoleculesthatrangeinsizefromtwotothousandsofatoms.(MS-PS1-1)**UNIT 1
•Gasesandliquidsaremadeofmoleculesorinertatomsthataremovingaboutrelativetoeachother.(MS-PS1-4)UNITS 1, 2
•Inaliquid,themoleculesareconstantlyincontactwithothers;inagas,theyarewidelyspacedexceptwhentheyhappentocollide.Inasolid,atomsarecloselyspacedandmayvibrateinpositionbutdonotchangerelativelocations.(MS-PS1-4)UNIT 1
•Eachpuresubstancehascharacteristicphysicalandchemicalproperties(foranybulkquantityundergivenconditions)thatcanbeusedtoidentifyit.(MS-PS1-2),(MS-PS1-3)**UNIT 2
•Thechangesofstatethatoccurwithvariationsintemperatureorpressurecanbedescribedandpredictedusingthesemodelsofmatter.(MS-PS1-4)UNIT 1
PS1.B: Chemical Reactions** •Substancesreactchemicallyincharacteristicways.
Inachemicalprocess,theatomsthatmakeuptheoriginalsubstancesareregroupedintodifferentmolecules,andthesenewsubstanceshavedifferentpropertiesfromthoseofthereactants.(MS-PS1-2),(MS-PS1-3),(MS-PS1-5)UNIT 2
•Thetotalnumberofeachtypeofatomisconserved,andthusthemassdoesnotchange.(MS-PS1-5)UNIT 2
•Somechemicalreactionsreleaseenergy,othersstoreenergy.(MS-PS1-6)UNIT 2
Patterns •Macroscopicpatternsarerelatedtothenatureof
microscopicandatomic-levelstructure.UNIT 1•Graphs,charts,andimagescanbeusedtoidentify
patternsindata.UNITS 1, 2, 3•Patternscanbeusedtoidentifycauseandeffect
relationships.UNITS 2, 3•Patternsinratesofchangeandothernumerical
relationshipscanprovideinformationaboutnaturalandhumandesignedsystems.UNITS 2, 3
Cause and Effect •Causeandeffectrelationshipsmaybeusedto
predictphenomenainnaturalordesignedsystems.UNITS 1, 2, 3
Scale, Proportion, and Quantity •Time,space,andenergyphenomenacanbeobserved
atvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.UNITS 1, 2, 3
Energy and Matter •Energymaytakedifferentforms(e.g.energyinfields,
thermalenergy,energyofmotion).**UNIT 1•Thetransferofenergycanbetrackedasenergyflows
throughadesignedornaturalsystem.UNIT 1•Matterisconservedbecauseatomsareconservedin
physicalandchemicalprocesses.UNIT 2•Withinanaturalsystem,thetransferofenergydrives
themotionand/orcyclingofmatter.UNITS 1, 2, 3
Systems and System Models •Modelscanbeusedtorepresentsystemsandtheir
interactions—suchasinputs,processesandoutputs—andenergyandmatterflowswithinsystems.UNITS 1, 2, 3
•Systemsmayinteractwithothersystems;theymayhavesub-systemsandbeapartoflargercomplexsystems.UNITS 1, 2, 3
Structure and Function •Complexandmicroscopicstructuresandsystems
canbevisualized,modeled,andusedtodescribehowtheirfunctiondependsontherelationshipsamongitsparts,thereforecomplexnaturalanddesignedstructures/systemscanbeanalyzedtodeterminehowtheyfunction.UNITS 1, 2, 3
•Structurescanbedesignedtoserveparticularfunctions.UNIT 3
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Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
MS-ESS2.Earth’s Systems MS-LS2.Ecosystems: Interactions, Energy, and Dynamics MS-PS3.Energy Crosscutting Concepts
ESS2.A: Earth’s Materials and Systems •AllEarthprocessesaretheresultofenergyflowing
andmattercyclingwithinandamongtheplanet’ssystems.ThisenergyisderivedfromthesunandEarth’shotinterior.TheenergythatflowsandmatterthatcyclesproducechemicalandphysicalchangesinEarth’smaterialsandlivingorganisms.(MS-ESS2-1)UNITS 2, 3
•Theplanet’ssystemsinteractoverscalesthatrangefrommicroscopictoglobalinsize,andtheyoperateoverfractionsofasecondtobillionsofyears.TheseinteractionshaveshapedEarth’shistoryandwilldetermineitsfuture.(MS-ESS2-2)UNITS 2, 3
ESS2.C: The Roles of Water in Earth’s Surface Processes
•Watercontinuallycyclesamongland,ocean,andatmosphereviatranspiration,evaporation,condensationandcrystallization,andprecipitation,aswellasdownhillflowsonland.(MS-ESS2-4)UNIT 1
•Thecomplexpatternsofthechangesandthemovementofwaterintheatmosphere,determinedbywinds,landforms,andoceantemperaturesandcurrents,aremajordeterminantsoflocalweatherpatterns.(MS-ESS2-5)UNITS 1, 3
•Globalmovementsofwateranditschangesinformarepropelledbysunlightandgravity.(MS-ESS2-4)UNITS 1, 3
•Variationsindensityduetovariationsintemperatureandsalinitydriveaglobalpatternofinterconnectedoceancurrents.(MS-ESS2-6)UNITS 1, 3
ESS2.D: Weather and Climate •Weatherandclimateareinfluencedbyinteractions
involvingsunlight,theocean,theatmosphere,ice,landforms,andlivingthings.Theseinteractionsvarywithlatitude,altitude,andlocalandregionalgeography,allofwhichcanaffectoceanicandatmosphericflowpatterns.(MS-ESS2-6)UNITS 1, 3
•Becausethesepatternsaresocomplex,weathercanonlybepredictedprobabilistically.(MS-ESS2-5)UNIT 3
•Theoceanexertsamajorinfluenceonweatherandclimatebyabsorbingenergyfromthesun,releasingitovertime,andgloballyredistributingitthroughoceancurrents.(MS-ESS2-6)UNITS 1, 3
LS2.A: Interdependent Relationships in Ecosystems •Organisms,andpopulationsoforganisms,are
dependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors.(MS-LS2-1)UNITS 2, 3
•Growthoforganismsandpopulationincreasesarelimitedbyaccesstoresources.(MS-LS2-1)**UNITS 2, 3
LS2.B: Cycle of Matter and Energy Transfer in Ecosystems
•Foodwebsaremodelsthatdemonstratehowmatterandenergyistransferredbetweenproducers,consumers,anddecomposersasthethreegroupsinteractwithinanecosystem.Transfersofmatterintoandoutofthephysicalenvironmentoccurateverylevel.Decomposersrecyclenutrientsfromdeadplantoranimalmatterbacktothesoilinterrestrialenvironmentsortothewaterinaquaticenvironments.Theatomsthatmakeuptheorganismsinanecosystemarecycledrepeatedlybetweenthelivingandnonlivingpartsoftheecosystem.(MS-LS2-3)UNIT 2
LS2.C Ecosystem Dynamics, Functioning, and Resilience
•Ecosystemsaredynamicinnature;theircharacteristicscanvaryovertime.Disruptionstoanyphysicalorbiologicalcomponentofanecosystemcanleadtoshiftsinallitspopulations.(MS-LS2-4)UNITS 2, 3
PS3.A: Definitions of Energy** •Theterm“heat”asusedineverydaylanguage
refersbothtothermalmotion(themotionofatomsormoleculeswithinasubstance)andradiation(particularlyinfraredandlight).Inscience,heatisusedonlyforthissecondmeaning;itreferstoenergytransferredwhentwoobjectsorsystemsareatdifferenttemperatures.(secondarytoMS-PS1-4)UNIT 1
•Temperatureisnotameasureofenergy;therelationshipbetweenthetemperatureandthetotalenergyofasystemdependsonthetypes,states,andamountsofmatterpresent.(secondarytoMS-PS1-4)UNIT 1
PS3.B: Conservation of Energy and Energy Transfer
•Theamountofenergytransferneededtochangethetemperatureofamattersamplebyagivenamountdependsonthenatureofthematter,thesizeofthesample,andtheenvironment.(MS-PS3-4)**UNIT 1
•Energyisspontaneouslytransferredoutofhotterregionsorobjectsandintocolderones.(MS-PS3-3)UNIT 1
PS3.D: Energy in Chemical Processes and Everyday Life
•Thechemicalreactionbywhichplantsproducecomplexfoodmolecules(sugars)requiresanenergyinput(i.e.,fromsunlight)tooccur.Inthisreaction,carbondioxideandwatercombinetoformcarbon-basedorganicmoleculesandreleaseoxygen.(secondarytoMS-LS1-6)UNIT 2
•Cellularrespirationinplantsandanimalsinvolvechemicalreactionswithoxygenthatreleasestoredenergy.Intheseprocesses,complexmoleculescontainingcarbonreactwithoxygentoproducecarbondioxideandothermaterials.(secondarytoMS-LS1-7)UNIT 2
Stability and Change •Explanationsofstabilityandchangeinnaturalordesigned
systemscanbeconstructedbyexaminingthechangesovertimeandforcesatdifferentscales.UNITS 1, 2, 3
•Smallchangesinonepartofasystemmightcauselargechangesinanotherpart.UNITS 1, 2, 3
•Stabilitymightbedisturbedeitherbysuddeneventsorgradualchangesthataccumulateovertime.UNIT 3
Influence of Science, Engineering, and Technology on Society and the Natural World
•Technologiesextendthemeasurement,exploration,modeling,andcomputationalcapacityofscientificinvestigations.UNITS 1, 2, 3
•Allhumanactivitydrawsonnaturalresourcesandhasbothshortandlong-termconsequences,positiveaswellasnegative,forthehealthofpeopleandthenaturalenvironment.UNITS 2, 3
•Theusesoftechnologiesandanylimitationsontheirusearedrivenbyindividualorsocietalneeds,desires,andvalues;bythefindingsofscientificresearch;andbydifferencesinsuchfactorsasclimate,naturalresources,andeconomicconditions.Thustechnologyvariesfromregiontoregionovertime.UNIT 3
Connections to Nature of Science
Science is a Human Endeavor •Scientistsandengineersareguidedbyhabitsofmindsuch
asintellectualhonesty,toleranceofambiguity,skepticism,andopennesstonewideas.UNIT 1
•Advancesintechnologyinfluencetheprogressofscienceandsciencehasinfluenceadvancesintechnology.UNIT 3
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
•Scienceassumesthatobjectsandeventsinnaturalsystemsoccurinconsistentpatternsthatareunderstandablethroughmeasurementandobservation.UNITS 1, 2, 3
Interdependence of Science, Engineering, and Technology**
•Engineeringadvanceshaveledtoimportantdiscoveriesinvirtuallyeveryfieldofscienceandscientificdiscoverieshaveledtothedevelopmentofentireindustries.UNIT 3
Science Addresses Questions About the Natural and Material World
•Scienceknowledgecandescribeconsequencesofactionsbutdoesnotmakethedecisionssocietytakes.UNIT 3
GEMS® Curriculum Sequences
** Introduces some aspects of the Performance Expectations as well as the Practices and the Disciplinary Core Ideas
11
Ocean Sciences Sequence, Grades 6–8 continued
Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
MS-ESS2.Earth’s Systems MS-LS2.Ecosystems: Interactions, Energy, and Dynamics MS-PS3.Energy Crosscutting Concepts
ESS2.A: Earth’s Materials and Systems •AllEarthprocessesaretheresultofenergyflowing
andmattercyclingwithinandamongtheplanet’ssystems.ThisenergyisderivedfromthesunandEarth’shotinterior.TheenergythatflowsandmatterthatcyclesproducechemicalandphysicalchangesinEarth’smaterialsandlivingorganisms.(MS-ESS2-1)UNITS 2, 3
•Theplanet’ssystemsinteractoverscalesthatrangefrommicroscopictoglobalinsize,andtheyoperateoverfractionsofasecondtobillionsofyears.TheseinteractionshaveshapedEarth’shistoryandwilldetermineitsfuture.(MS-ESS2-2)UNITS 2, 3
ESS2.C: The Roles of Water in Earth’s Surface Processes
•Watercontinuallycyclesamongland,ocean,andatmosphereviatranspiration,evaporation,condensationandcrystallization,andprecipitation,aswellasdownhillflowsonland.(MS-ESS2-4)UNIT 1
•Thecomplexpatternsofthechangesandthemovementofwaterintheatmosphere,determinedbywinds,landforms,andoceantemperaturesandcurrents,aremajordeterminantsoflocalweatherpatterns.(MS-ESS2-5)UNITS 1, 3
•Globalmovementsofwateranditschangesinformarepropelledbysunlightandgravity.(MS-ESS2-4)UNITS 1, 3
•Variationsindensityduetovariationsintemperatureandsalinitydriveaglobalpatternofinterconnectedoceancurrents.(MS-ESS2-6)UNITS 1, 3
ESS2.D: Weather and Climate •Weatherandclimateareinfluencedbyinteractions
involvingsunlight,theocean,theatmosphere,ice,landforms,andlivingthings.Theseinteractionsvarywithlatitude,altitude,andlocalandregionalgeography,allofwhichcanaffectoceanicandatmosphericflowpatterns.(MS-ESS2-6)UNITS 1, 3
•Becausethesepatternsaresocomplex,weathercanonlybepredictedprobabilistically.(MS-ESS2-5)UNIT 3
•Theoceanexertsamajorinfluenceonweatherandclimatebyabsorbingenergyfromthesun,releasingitovertime,andgloballyredistributingitthroughoceancurrents.(MS-ESS2-6)UNITS 1, 3
LS2.A: Interdependent Relationships in Ecosystems •Organisms,andpopulationsoforganisms,are
dependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors.(MS-LS2-1)UNITS 2, 3
•Growthoforganismsandpopulationincreasesarelimitedbyaccesstoresources.(MS-LS2-1)**UNITS 2, 3
LS2.B: Cycle of Matter and Energy Transfer in Ecosystems
•Foodwebsaremodelsthatdemonstratehowmatterandenergyistransferredbetweenproducers,consumers,anddecomposersasthethreegroupsinteractwithinanecosystem.Transfersofmatterintoandoutofthephysicalenvironmentoccurateverylevel.Decomposersrecyclenutrientsfromdeadplantoranimalmatterbacktothesoilinterrestrialenvironmentsortothewaterinaquaticenvironments.Theatomsthatmakeuptheorganismsinanecosystemarecycledrepeatedlybetweenthelivingandnonlivingpartsoftheecosystem.(MS-LS2-3)UNIT 2
LS2.C Ecosystem Dynamics, Functioning, and Resilience
•Ecosystemsaredynamicinnature;theircharacteristicscanvaryovertime.Disruptionstoanyphysicalorbiologicalcomponentofanecosystemcanleadtoshiftsinallitspopulations.(MS-LS2-4)UNITS 2, 3
PS3.A: Definitions of Energy** •Theterm“heat”asusedineverydaylanguage
refersbothtothermalmotion(themotionofatomsormoleculeswithinasubstance)andradiation(particularlyinfraredandlight).Inscience,heatisusedonlyforthissecondmeaning;itreferstoenergytransferredwhentwoobjectsorsystemsareatdifferenttemperatures.(secondarytoMS-PS1-4)UNIT 1
•Temperatureisnotameasureofenergy;therelationshipbetweenthetemperatureandthetotalenergyofasystemdependsonthetypes,states,andamountsofmatterpresent.(secondarytoMS-PS1-4)UNIT 1
PS3.B: Conservation of Energy and Energy Transfer
•Theamountofenergytransferneededtochangethetemperatureofamattersamplebyagivenamountdependsonthenatureofthematter,thesizeofthesample,andtheenvironment.(MS-PS3-4)**UNIT 1
•Energyisspontaneouslytransferredoutofhotterregionsorobjectsandintocolderones.(MS-PS3-3)UNIT 1
PS3.D: Energy in Chemical Processes and Everyday Life
•Thechemicalreactionbywhichplantsproducecomplexfoodmolecules(sugars)requiresanenergyinput(i.e.,fromsunlight)tooccur.Inthisreaction,carbondioxideandwatercombinetoformcarbon-basedorganicmoleculesandreleaseoxygen.(secondarytoMS-LS1-6)UNIT 2
•Cellularrespirationinplantsandanimalsinvolvechemicalreactionswithoxygenthatreleasestoredenergy.Intheseprocesses,complexmoleculescontainingcarbonreactwithoxygentoproducecarbondioxideandothermaterials.(secondarytoMS-LS1-7)UNIT 2
Stability and Change •Explanationsofstabilityandchangeinnaturalordesigned
systemscanbeconstructedbyexaminingthechangesovertimeandforcesatdifferentscales.UNITS 1, 2, 3
•Smallchangesinonepartofasystemmightcauselargechangesinanotherpart.UNITS 1, 2, 3
•Stabilitymightbedisturbedeitherbysuddeneventsorgradualchangesthataccumulateovertime.UNIT 3
Influence of Science, Engineering, and Technology on Society and the Natural World
•Technologiesextendthemeasurement,exploration,modeling,andcomputationalcapacityofscientificinvestigations.UNITS 1, 2, 3
•Allhumanactivitydrawsonnaturalresourcesandhasbothshortandlong-termconsequences,positiveaswellasnegative,forthehealthofpeopleandthenaturalenvironment.UNITS 2, 3
•Theusesoftechnologiesandanylimitationsontheirusearedrivenbyindividualorsocietalneeds,desires,andvalues;bythefindingsofscientificresearch;andbydifferencesinsuchfactorsasclimate,naturalresources,andeconomicconditions.Thustechnologyvariesfromregiontoregionovertime.UNIT 3
Connections to Nature of Science
Science is a Human Endeavor •Scientistsandengineersareguidedbyhabitsofmindsuch
asintellectualhonesty,toleranceofambiguity,skepticism,andopennesstonewideas.UNIT 1
•Advancesintechnologyinfluencetheprogressofscienceandsciencehasinfluenceadvancesintechnology.UNIT 3
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
•Scienceassumesthatobjectsandeventsinnaturalsystemsoccurinconsistentpatternsthatareunderstandablethroughmeasurementandobservation.UNITS 1, 2, 3
Interdependence of Science, Engineering, and Technology**
•Engineeringadvanceshaveledtoimportantdiscoveriesinvirtuallyeveryfieldofscienceandscientificdiscoverieshaveledtothedevelopmentofentireindustries.UNIT 3
Science Addresses Questions About the Natural and Material World
•Scienceknowledgecandescribeconsequencesofactionsbutdoesnotmakethedecisionssocietytakes.UNIT 3
12
Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
MS-ESS3.Earth and Human Activity MS-PS4.Waves and Their Applications in Technologies
for Information Transfer
ESS3.A: Natural Resources •HumansdependonEarth’sland,ocean,atmosphere,and
biosphereformanydifferentresources.Minerals,freshwater,andbiosphereresourcesarelimited,andmanyarenotrenewableorreplaceableoverhumanlifetimes.Theseresourcesaredistributedunevenlyaroundtheplanetasaresultofpastgeologicprocesses.(MS-ESS3-1)UNITS 2, 3
ESS3.C: Human Impacts on Earth Systems•Humanactivitieshavesignificantlyalteredthebiosphere,
sometimesdamagingordestroyingnaturalhabitatsandcausingtheextinctionofotherspecies.ButchangestoEarth’senvironmentscanhavedifferentimpacts(negativeandpositive)fordifferentlivingthings.(MS-ESS3-3)UNIT 3
•Typicallyashumanpopulationsandper-capitaconsumptionofnaturalresourcesincrease,sodothenegativeimpactsonEarthunlesstheactivitiesandtechnologiesinvolvedareengineeredotherwise.(MS-ESS3-3),(MS-ESS3-4)UNIT 3
ESS3.D: Global Climate Change•Humanactivities,suchasthereleaseofgreenhousegases
fromburningfossilfuels,aremajorfactorsinthecurrentriseinEarth’smeansurfacetemperature(globalwarming).Reducingthelevelofclimatechangeandreducinghumanvulnerabilitytowhateverclimatechangesdooccurdependontheunderstandingofclimatescience,engineeringcapabilities,andotherkindsofknowledge,suchasunderstandingofhumanbehaviorandonapplyingthatknowledgewiselyindecisionsandactivities.(MS-ESS3-5)UNIT 3
PS4.B: Electromagnetic Radiation•Whenlightshinesonanobject,itisreflected,
absorbed,ortransmittedthroughtheobject,dependingontheobject’smaterialandthefrequency(color)ofthelight.(MS-PS4-2)UNIT 3
Science and Engineering Practices Engineering Design
Developing and Using Models UNITS 1, 2, 3
Analyzing and Interpreting Data UNITS 1, 2, 3
Obtaining, Evaluating, and Communicating Information UNITS 1, 2, 3
Planning and Carrying Out Investigations UNITS 1, 2, 3
Constructing Explanations and Designing Solutions UNITS 1, 2, 3
Engaging in Argument from Evidence UNITS 1, 2, 3
Asking Questions and Defining Problems UNIT 2, 3
Using Mathematics and Computational Thinking UNIT 3
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence UNITS 1, 2, 3
ETS1.A: Defining and Delimiting Engineering Problems•Themorepreciselyadesigntask’scriteriaandconstraintscanbedefined,themorelikelyitisthatthedesigned
solutionwillbesuccessful.Specificationofconstraintsincludesconsiderationofscientificprinciplesandotherrelevantknowledgethatarelikelytolimitpossiblesolutions.(MS-ETS1-1)UNIT 3
ETS1.B: Developing Possible Solutions•Therearesystematicprocessesforevaluatingsolutionswithrespecttohowwelltheymeetthecriteriaand
constraintsofaproblem.(MS-ETS1-2)UNIT 3•Modelsofallkindsareimportantfortestingsolutions.(MS-ETS1-4)**UNIT 3
GEMS® Curriculum Sequences
** Introduces some aspects of the Performance Expectations as well as the Practices and the Disciplinary Core Ideas
13
Ocean Sciences Sequence, Grades 6–8 continued
Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
MS-ESS3.Earth and Human Activity MS-PS4.Waves and Their Applications in Technologies
for Information Transfer
ESS3.A: Natural Resources •HumansdependonEarth’sland,ocean,atmosphere,and
biosphereformanydifferentresources.Minerals,freshwater,andbiosphereresourcesarelimited,andmanyarenotrenewableorreplaceableoverhumanlifetimes.Theseresourcesaredistributedunevenlyaroundtheplanetasaresultofpastgeologicprocesses.(MS-ESS3-1)UNITS 2, 3
ESS3.C: Human Impacts on Earth Systems•Humanactivitieshavesignificantlyalteredthebiosphere,
sometimesdamagingordestroyingnaturalhabitatsandcausingtheextinctionofotherspecies.ButchangestoEarth’senvironmentscanhavedifferentimpacts(negativeandpositive)fordifferentlivingthings.(MS-ESS3-3)UNIT 3
•Typicallyashumanpopulationsandper-capitaconsumptionofnaturalresourcesincrease,sodothenegativeimpactsonEarthunlesstheactivitiesandtechnologiesinvolvedareengineeredotherwise.(MS-ESS3-3),(MS-ESS3-4)UNIT 3
ESS3.D: Global Climate Change•Humanactivities,suchasthereleaseofgreenhousegases
fromburningfossilfuels,aremajorfactorsinthecurrentriseinEarth’smeansurfacetemperature(globalwarming).Reducingthelevelofclimatechangeandreducinghumanvulnerabilitytowhateverclimatechangesdooccurdependontheunderstandingofclimatescience,engineeringcapabilities,andotherkindsofknowledge,suchasunderstandingofhumanbehaviorandonapplyingthatknowledgewiselyindecisionsandactivities.(MS-ESS3-5)UNIT 3
PS4.B: Electromagnetic Radiation•Whenlightshinesonanobject,itisreflected,
absorbed,ortransmittedthroughtheobject,dependingontheobject’smaterialandthefrequency(color)ofthelight.(MS-PS4-2)UNIT 3
Science and Engineering Practices Engineering Design
Developing and Using Models UNITS 1, 2, 3
Analyzing and Interpreting Data UNITS 1, 2, 3
Obtaining, Evaluating, and Communicating Information UNITS 1, 2, 3
Planning and Carrying Out Investigations UNITS 1, 2, 3
Constructing Explanations and Designing Solutions UNITS 1, 2, 3
Engaging in Argument from Evidence UNITS 1, 2, 3
Asking Questions and Defining Problems UNIT 2, 3
Using Mathematics and Computational Thinking UNIT 3
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence UNITS 1, 2, 3
ETS1.A: Defining and Delimiting Engineering Problems•Themorepreciselyadesigntask’scriteriaandconstraintscanbedefined,themorelikelyitisthatthedesigned
solutionwillbesuccessful.Specificationofconstraintsincludesconsiderationofscientificprinciplesandotherrelevantknowledgethatarelikelytolimitpossiblesolutions.(MS-ETS1-1)UNIT 3
ETS1.B: Developing Possible Solutions•Therearesystematicprocessesforevaluatingsolutionswithrespecttohowwelltheymeetthecriteriaand
constraintsofaproblem.(MS-ETS1-2)UNIT 3•Modelsofallkindsareimportantfortestingsolutions.(MS-ETS1-4)**UNIT 3
14
Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
5-ESS1.Earth’s Place in the Universe4-PS4.Waves and Their Applications in Technologies
for Information TransferGrade 3
ESS1.A: The Universe and Its Stars •Thesunisastarthatappearslargerand
brighterthanotherstarsbecauseitiscloser.StarsrangegreatlyintheirdistancefromEarth.(5-ESS1-1)UNIT 1
ESS1.B: Earth and the Solar System•TheorbitsofEartharoundthesunandof
themoonaroundEarth,togetherwiththerotationofEarthaboutanaxisbetweenitsNorthandSouthpoles,causeobservablepatterns.Theseincludedayandnight;dailychangesinthelengthanddirectionofshadows;anddifferentpositionsofthesun,moon,andstarsatdifferenttimesoftheday,month,andyear.(5-ESS1-2)UNIT 3
PS4.B: The Universe and Its Stars •Anobjectcanbeseenwhenlightreflectedfromitssurfaceenters
theeyes.(4-PS4-2)UNIT 4
MS-ESS1.Earth’s Place in the Universe 5-PS2.Motion and Stability: Forces and Interactions Grade 4
ESS1.A: The Universe and Its Stars•Patternsoftheapparentmotionofthe
sun,themoon,andstarsintheskycanbeobserved,described,predicted,andexplainedwithmodels.(MS-ESS1-1)UNITS 3, 4
PS2.B: Types of Interactions •ThegravitationalforceofEarthactingonanobjectnearEarth’s
surfacepullsthatobjecttowardtheplanet’scenter.(5-PS2-1)UNIT 2
Patterns UNIT 4
Systems and System Models UNIT 4
Cause and Effect: Mechanism and Explanation UNIT 4
Grade 5
Patterns UNITS 1, 2, 3
Scale, Proportion, and Quantity UNIT 1
Systems and System Models UNITS 1, 2, 3
Cause and Effect: Mechanism and Explanation UNITS 2, 3
Stability and Change UNIT 3
Science and Engineering PracticesGrade 3
Science and Engineering PracticesGrade 4
Science and Engineering PracticesGrade 5
Engineering DesignGrades 3–5
Asking Questions and Defining Problems UNIT 4
Developing and Using Models UNIT 4
Planning and Carrying Out Investigations UNIT 4
Analyzing and Interpreting Data UNIT 4
Constructing Explanations and Designing Solutions UNIT 4
Engaging in Argument from Evidence UNIT 4
Obtaining, Evaluating, and Communicating Information UNIT 4
Asking Questions and Defining Problems UNITS 1, 2, 3
Developing and Using Models UNITS 1, 2, 3
Planning and Carrying Out Investigations UNITS 1, 2
Analyzing and Interpreting Data UNITS 1, 2, 3
Using Mathematics and Computational Thinking UNITS 1, 2, 3
Constructing Explanations and Designing Solutions UNITS 1, 2, 3
Engaging in Argument from Evidence UNITS 1, 2, 3
Obtaining, Evaluating, and Communicating Information UNITS 1, 2
GEMS® Curriculum Sequences
15
Space Science Sequence, Grades 3–5
Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
5-ESS1.Earth’s Place in the Universe4-PS4.Waves and Their Applications in Technologies
for Information TransferGrade 3
ESS1.A: The Universe and Its Stars •Thesunisastarthatappearslargerand
brighterthanotherstarsbecauseitiscloser.StarsrangegreatlyintheirdistancefromEarth.(5-ESS1-1)UNIT 1
ESS1.B: Earth and the Solar System•TheorbitsofEartharoundthesunandof
themoonaroundEarth,togetherwiththerotationofEarthaboutanaxisbetweenitsNorthandSouthpoles,causeobservablepatterns.Theseincludedayandnight;dailychangesinthelengthanddirectionofshadows;anddifferentpositionsofthesun,moon,andstarsatdifferenttimesoftheday,month,andyear.(5-ESS1-2)UNIT 3
PS4.B: The Universe and Its Stars •Anobjectcanbeseenwhenlightreflectedfromitssurfaceenters
theeyes.(4-PS4-2)UNIT 4
MS-ESS1.Earth’s Place in the Universe 5-PS2.Motion and Stability: Forces and Interactions Grade 4
ESS1.A: The Universe and Its Stars•Patternsoftheapparentmotionofthe
sun,themoon,andstarsintheskycanbeobserved,described,predicted,andexplainedwithmodels.(MS-ESS1-1)UNITS 3, 4
PS2.B: Types of Interactions •ThegravitationalforceofEarthactingonanobjectnearEarth’s
surfacepullsthatobjecttowardtheplanet’scenter.(5-PS2-1)UNIT 2
Patterns UNIT 4
Systems and System Models UNIT 4
Cause and Effect: Mechanism and Explanation UNIT 4
Grade 5
Patterns UNITS 1, 2, 3
Scale, Proportion, and Quantity UNIT 1
Systems and System Models UNITS 1, 2, 3
Cause and Effect: Mechanism and Explanation UNITS 2, 3
Stability and Change UNIT 3
Science and Engineering PracticesGrade 3
Science and Engineering PracticesGrade 4
Science and Engineering PracticesGrade 5
Engineering DesignGrades 3–5
Asking Questions and Defining Problems UNIT 4
Developing and Using Models UNIT 4
Planning and Carrying Out Investigations UNIT 4
Analyzing and Interpreting Data UNIT 4
Constructing Explanations and Designing Solutions UNIT 4
Engaging in Argument from Evidence UNIT 4
Obtaining, Evaluating, and Communicating Information UNIT 4
Asking Questions and Defining Problems UNITS 1, 2, 3
Developing and Using Models UNITS 1, 2, 3
Planning and Carrying Out Investigations UNITS 1, 2
Analyzing and Interpreting Data UNITS 1, 2, 3
Using Mathematics and Computational Thinking UNITS 1, 2, 3
Constructing Explanations and Designing Solutions UNITS 1, 2, 3
Engaging in Argument from Evidence UNITS 1, 2, 3
Obtaining, Evaluating, and Communicating Information UNITS 1, 2
16
GEMS® Curriculum Sequences Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
MS-ESS1.Earth’s Place in the UniverseMS-PS4.Waves and Their Applications in
Technologies for Information TransferCrosscutting Concepts
ESS1.A: The Universe and Its Stars •Patternsoftheapparentmotionofthesun,the
moon,andstarsintheskycanbeobserved,described,predicted,andexplainedwithmodels.(MS-ESS1-1)UNIT 2
•EarthanditssolarsystemarepartoftheMilkyWaygalaxy,whichisoneofmanygalaxiesintheuniverse.(MS-ESS1-2)UNIT 4
ESS1.B: ESS1.B: Earth and the Solar System •Thismodelofthesolarsystemcanexplaineclipses
ofthesunandthemoon.Earth’sspinaxisisfixedindirectionovertheshort-termbuttiltedrelativetoitsorbitaroundthesun.TheseasonsarearesultofthattiltandarecausedbythedifferentialintensityofsunlightondifferentareasofEarthacrosstheyear.(MS-ESS1-1)UNIT 2
•Thesolarsystemconsistsofthesunandacollectionofobjects,includingplanets,theirmoons,andasteroidsthatareheldinorbitaroundthesunbyitsgravitationalpullonthem.(MS-ESS1-2),(MS-ESS1-3)UNIT 3
•Thesolarsystemappearstohaveformedfromadiskofdustandgas,drawntogetherbygravity.(MS-ESS1-2)UNIT 3
PS4.A: Wave Properties •Asimplewavehasarepeatingpatternwitha
specificwavelength,frequency,andamplitude.(MS-PS4-1)UNITS 1, 4
PS4.B: Electromagnetic Radiation •Whenlightshinesonanobject,itisreflected,
absorbed,ortransmittedthroughtheobject,dependingontheobject’smaterialandthefrequency(color)ofthelight.(MS-PS4-2) UNIT 1
•However,becauselightcantravelthroughspace,itcannotbeamatterwave,likesoundorwaterwaves.(MS-PS4-2)UNITS 1, 4
Patterns UNITS 1, 2, 3, 4
Cause and Effect: Mechanism and Explanation UNITS 1, 2, 3, 4
Scale, Proportion, and Quantity UNITS 1, 2, 3, 4
Systems and System Models UNITS 1, 2, 3, 4
Energy and Matter: Flows, Cycles, and Conservation UNITS 1, 2
Stability and Change UNITS 1, 2, 3, 4
Science and Engineering Practices Engineering Design
Asking Questions and Defining Problems UNITS 1, 2, 3, 4
Planning and Carrying Out Investigations UNIT 1
Developing and Using Models UNITS 2, 3, 4
Analyzing and Interpreting Data UNITS 1, 2, 3, 4
Using Mathematics and Computational Thinking UNITS 2, 3, 4
Constructing Explanations and Designing Solutions UNITS 1, 2, 3, 4
Engaging in Argument from Evidence UNITS 1, 2, 3, 4
Obtaining, Evaluating, and Communicating Information UNITS 1, 2, 3, 4
17
Space Science Sequence, Grades 6–8
Disciplinary Core Ideas: Earth Science Disciplinary Core Ideas: Life Science Disciplinary Core Ideas: Physical Science Crosscutting Concepts
MS-ESS1.Earth’s Place in the UniverseMS-PS4.Waves and Their Applications in
Technologies for Information TransferCrosscutting Concepts
ESS1.A: The Universe and Its Stars •Patternsoftheapparentmotionofthesun,the
moon,andstarsintheskycanbeobserved,described,predicted,andexplainedwithmodels.(MS-ESS1-1)UNIT 2
•EarthanditssolarsystemarepartoftheMilkyWaygalaxy,whichisoneofmanygalaxiesintheuniverse.(MS-ESS1-2)UNIT 4
ESS1.B: ESS1.B: Earth and the Solar System •Thismodelofthesolarsystemcanexplaineclipses
ofthesunandthemoon.Earth’sspinaxisisfixedindirectionovertheshort-termbuttiltedrelativetoitsorbitaroundthesun.TheseasonsarearesultofthattiltandarecausedbythedifferentialintensityofsunlightondifferentareasofEarthacrosstheyear.(MS-ESS1-1)UNIT 2
•Thesolarsystemconsistsofthesunandacollectionofobjects,includingplanets,theirmoons,andasteroidsthatareheldinorbitaroundthesunbyitsgravitationalpullonthem.(MS-ESS1-2),(MS-ESS1-3)UNIT 3
•Thesolarsystemappearstohaveformedfromadiskofdustandgas,drawntogetherbygravity.(MS-ESS1-2)UNIT 3
PS4.A: Wave Properties •Asimplewavehasarepeatingpatternwitha
specificwavelength,frequency,andamplitude.(MS-PS4-1)UNITS 1, 4
PS4.B: Electromagnetic Radiation •Whenlightshinesonanobject,itisreflected,
absorbed,ortransmittedthroughtheobject,dependingontheobject’smaterialandthefrequency(color)ofthelight.(MS-PS4-2) UNIT 1
•However,becauselightcantravelthroughspace,itcannotbeamatterwave,likesoundorwaterwaves.(MS-PS4-2)UNITS 1, 4
Patterns UNITS 1, 2, 3, 4
Cause and Effect: Mechanism and Explanation UNITS 1, 2, 3, 4
Scale, Proportion, and Quantity UNITS 1, 2, 3, 4
Systems and System Models UNITS 1, 2, 3, 4
Energy and Matter: Flows, Cycles, and Conservation UNITS 1, 2
Stability and Change UNITS 1, 2, 3, 4
Science and Engineering Practices Engineering Design
Asking Questions and Defining Problems UNITS 1, 2, 3, 4
Planning and Carrying Out Investigations UNIT 1
Developing and Using Models UNITS 2, 3, 4
Analyzing and Interpreting Data UNITS 1, 2, 3, 4
Using Mathematics and Computational Thinking UNITS 2, 3, 4
Constructing Explanations and Designing Solutions UNITS 1, 2, 3, 4
Engaging in Argument from Evidence UNITS 1, 2, 3, 4
Obtaining, Evaluating, and Communicating Information UNITS 1, 2, 3, 4
18
NOTES
19
CCPGE13100102
NOTES
Standards Study Guide ResourcesLearn More about the Next Generation Science Standardshttp://www.nextgenscience.org/next-generation-science-standards