DCI: Earth's Place in the Universe

MS.ESS1.B: Earth and the Solar SystemThis model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short­term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

(MS­ESS1­1) UT.6.1.1

DCI: Earth's Place in the Universe

MS.ESS1.B: Earth and the Solar SystemThe solar system appears to have formed from a disk of dust and gas, drawn together by gravity.

(MS­ESS1­2)UT.6.1.2

DCI: Earth's Place in the Universe

MS.ESS1.C: The History of Planet EarthThe geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale.

(MS­ESS1­4)

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incl

uded

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ndar

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incl

uded

in U

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ndar

ds.

DC

I: Ea

rth'

s Pl

ace

in th

e U

nive

rse

MS.ES

S1.A: T

he Universe and Its

Stars

Patterns of the apparent motion of the sun, the

moon, and stars in

the sky can be observed,

described, predicted, and explained with

models.

(MS­ESS1­1)

U

T.6.

1.1

DC

I: Ea

rth'

s Pl

ace

in th

e U

nive

rse

MS.ES

S1.A: T

he Universe and Its

Stars

Earth and its solar system are part of the Milky

Way galaxy, which is

one of m

any galaxies in the

universe.

(MS­ESS1­2)

U

T.6.

1.2

Performance ExpectationUT.6.1.3 Use computational thinking to analyze data and determine the scale and properties of objects in the solar system. Examples of scale could include size and distance. Examples of properties could include layers, temperature, surface features, and orbital radius. Data sources could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models.For Clarification Statements and Assessment Boundaries, see NGSS. MS-ESS1-3

Performance ExpectationMS­ESS1­4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6­billion­year­old history.Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions. Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.

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ndar

ds.

DCI: Earth's Place in the Universe

MS.ESS1.B: Earth and the Solar SystemThe solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.

(MS­ESS1­2), (MS­ESS1­3)UT.6.1.2, UT.6.1.3

Perf

orm

ance

Exp

ecta

tion

UT.

6.1.

1 D

evel

op a

nd u

se a

mod

el o

f th

e su

n-Ea

rth-

moo

n sy

stem

to

desc

ribe

the

cycl

ic p

atte

rns

of lu

nar

phas

es, e

clip

ses

of th

e su

n an

d m

oon,

and

sea

sons

. Exa

mpl

es o

f m

odel

s co

uld

be p

hysi

cal,

grap

hica

l, or

con

cept

ual.

For C

larif

icat

ion

Sta

tem

ents

and

Ass

essm

ent

Bou

ndar

ies,

see

NG

SS

.M

S-ES

S1-1

Perf

orm

ance

Exp

ecta

tion

UT.

6.1.

2 D

evel

op a

nd u

se a

mod

el to

de

scrib

e th

e ro

le o

f gra

vity

and

iner

tia

in o

rbita

l mot

ions

of o

bjec

ts in

our

so

lar s

yste

m.

For C

larif

icat

ion

Sta

tem

ents

and

Ass

essm

ent

Bou

ndar

ies,

see

NG

SS

.

MS-

ESS1

-2

Science and Engineering Practices

Developing and Using ModelsModeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.Develop and use a model to describe phenomena.

(MS­ESS1­1), (MS­ESS1­2)UT.6.1.1, UT.6.1.2

Science and Engineering Practices

Analyzing and Interpreting DataAnalyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.Analyze and interpret data to determine similarities and differences in findings.

(MS­ESS1­3) UT.6.1.3

Science and Engineering Practices

Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS­ESS1­4) N

ot in

clud

ed in

UT

6th

Gra

de S

tand

ards

.

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incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Cro

sscu

tting

Con

cept

s

Patte

rns

Patterns can be used to identify cause­

and­effect relationships.

(MS­ESS1­1)

UT.6.1.1

Cro

sscu

tting

Con

cept

s

Scale, Propo

rtion, and

Quantity

Time, space, and energy phenom

ena can be

observed at various

scales using models to

study system

s that are too large or too sm

all.

(MS­ESS1­3), (MS­ESS1­4)

UT.6.1.3

Common Core State Standards for ELA/Literacy

Reading in ScienceRST.6­8.1 ­ Key Ideas and DetailsCite specific textual evidence to support analysis of science and technical texts.

(MS­ESS1­3), (MS­ESS1­4)UT.6.1.3

Common Core State Standards for ELA/Literacy

Reading in ScienceRST.6­8.7 ­ Integration of Knowledge and IdeasIntegrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

(MS­ESS1­3) UT.6.1.3

Crosscutting Concepts

Systems and System ModelsModels can be used to represent systems and their interactions.

(MS­ESS1­2)UT.6.1.2

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Speaking

& Listening

SL.8.5 ­ Presentatio

n of Kno

wledg

e and Ideas

Integrate multim

edia and visual displays into

presentations to clarify information, strengthen

claims and evidence, and add interest. (MS­ESS1­1)

U

T.6.

1.1

Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sEx

pression

s & Equ

ations

6.EE

.B.6 ­ Reason abou

t and

solve

one­varia

ble equatio

ns and

inequalities.

Use variables to represent num

bers and write

expressions when solving a real­world or

mathematical problem

; understand that a variable

can represent an unknow

n number, or, depending

on the purpose at hand, any

num

ber in a specified

set.

(MS­ESS1­2), (MS­ESS1­4)

UT.

6.1.

2

Common Core State Standards for MathematicsMathematical PracticesMP.2 ­ Reason abstractly and quantitativelyMathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

(MS­ESS1­3) UT.6.1.3

Common Core State Standards for MathematicsMathematical PracticesMP.4 ­ Model with mathematicsMathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. A student might apply proportional reasoning to plan a school event or analyze a problem in the community. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two­way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. (MS­ESS1­1), (MS­ESS1­2) UT.6.1.1, UT.6.1.2

Common Core State Standards for ELA/Literacy

Writing in ScienceWHST.6­8.2 ­ Text Types and PurposesWrite informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

(MS­ESS1­4)

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ndar

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Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sRatios & Propo

rtional R

elationships

6.RP.A.1 ­ Und

erstand ratio

con

cepts

and use ratio

reason

ing to solve

prob

lems.

Understand the concept of a ratio and use ratio

language to describe a ratio relationship between

two quantities.

MS­ESS1­1), (MS­ESS1­2), (MS­ESS1­3)

U

T.6.

1.1,

UT.

6.1.

2, U

T.6.

1.3

Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sEx

pression

s & Equ

ations

7.EE

.B.4 ­ So

lve real­life and

mathematical problem

s using

numerical and

algebraic expressions

and equatio

ns.

Use variables to represent quantities in a real­world

or mathematical

problem

, and construct simple

equations and inequalities to solve problem

s by

reasoning about the quantities.

(MS­ESS1­2), (MS­ESS1­4)

UT.

6.1.

2

DCI: Earth's Place in the Universe

MS.ESS1.C: The History of Planet EarthTectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

(MS­ESS2­3)

DCI: Earth's Systems

MS.ESS2.A: Earth Materials and SystemsAll Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.

(MS­ESS2­1)

DCI: Earth's Systems

MS.ESS2.A: Earth Materials and SystemsThe planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.

(MS­ESS2­2)

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ndar

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incl

uded

in U

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rade

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ndar

ds.

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incl

uded

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rade

Sta

ndar

ds.

Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sRatios & Propo

rtional R

elationships

7.RP.A.2 ­ Analyze propo

rtional

relatio

nships and

use th

em to

solve

real­world and

mathematical

prob

lems.

Recognize and represent proportional relationships

between quantities.

(MS­ESS1­1), (MS­ESS1­2), (MS­ESS1­3)

U

T.6.

1.1,

UT.

6.1.

2, U

T.6.

1.3

DC

I: Ea

rth'

s Sy

stem

s

MS.ES

S2.C: T

he Roles of W

ater in

Earth’s Su

rface Processes

The complex patterns of the changes and the

movem

ent of w

ater in

the atmosphere,

determined by winds, landforms, and ocean

temperatures and currents, are major

determinants of local weather

patterns.

(MS­ESS2­5)

U

T.6.

3.2

DCI: Earth's Systems

MS.ESS2.B: Plate Tectonics and Large­Scale System InteractionsMaps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

(MS­ESS2­3)

DCI: Earth's Systems

MS.ESS2.C: The Roles of Water in Earth’s Surface ProcessesWater continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.

(MS­ESS2­4)UT.6.3.1

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DCI: Earth's Systems

MS.ESS2.C: The Roles of Water in Earth’s Surface ProcessesWater’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.

(MS­ESS2­2)

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ndar

ds.

DC

I: Ea

rth'

s Sy

stem

s

MS.ES

S2.C: T

he Roles of W

ater in

Earth’s Su

rface Processes

Global m

ovem

ents of w

ater and its changes in

form are propelled by

sunlight and gravity.

(MS­ESS2­4)

U

T.6.

3.1

DC

I: Ea

rth'

s Sy

stem

s

MS.ES

S2.C: T

he Roles of W

ater in

Earth’s Su

rface Processes

Variations in density due to variations in

temperature and salinity

drive a global pattern

of interconnected ocean currents.

(MS­ESS2­6)

U

T.6.

3.3

Performance Expectation

MS­ESS2­1: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials. Assessment Boundary: Assessment does not include the identification and naming of minerals.

Performance ExpectationMS­ESS2­2: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate. Assessment Boundary: none

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ndar

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DCI: Earth's Systems

MS.ESS2.D: Weather and ClimateWeather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

(MS­ESS2­6)UT.6.3.3

DC

I: Ea

rth'

s Sy

stem

s

MS.ES

S2.D: W

eather and

Clim

ate

Because these patterns are so com

plex,

weather can only be

predicted probabilistically.

(MS­ESS2­5)

UT.6.3.2

DC

I: Ea

rth'

s Sy

stem

s

MS.ES

S2.D: W

eather and

Clim

ate

The ocean exerts a major influence on weather

and climate by

absorbing energy from the sun,

releasing it over time, and globally

redistributing it through ocean currents.

(MS­ESS2­6)

UT.6.3.3

Performance Expectation

MS­ESS2­3: Analyze and interpret data on the distribution of fossils and rocks, contintental shapes, and seafloor structures to provide evidence of the past plate motions.Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches). Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.

Performance ExpectationUT.6.3.1 Develop a model to describe how the cycling of water through Earth’s systems is driven by energy from the sun, gravitational forces, and density. For Clarification Statements and Assessment Boundaries, see NGSS.

MS-ESS2-4

Performance ExpectationUT.6.3.2 Investigate the interactions between air masses that cause changes in weather conditions. Collect and analyze weather data to provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather. Examples of data collection could include field observations, laboratory experiments, weather maps, or diagrams.For Clarification Statements and Assessment Boundaries, see NGSS.

MS-ESS2-5

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ndar

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Perf

orm

ance

Exp

ecta

tion

UT.

6.3.

3 D

evel

op a

nd u

se a

mod

el to

sho

w

how

une

qual

hea

ting

of E

arth

’s s

yste

ms

caus

e pa

ttern

s of

atm

osph

eric

and

oce

anic

ci

rcul

atio

n th

at d

eter

min

e re

gion

al c

limat

es.

Emph

asiz

e ho

w w

arm

wat

er a

nd a

ir m

ove

from

the

equa

tor t

owar

d th

e po

les.

Ex

ampl

es o

f mod

els

coul

d in

clud

e U

tah

regi

onal

pat

tern

s su

ch a

s la

ke-e

ffect

and

in

vers

ion.

Fo

r Cla

rific

atio

n S

tate

men

ts a

nd A

sses

smen

t B

ound

arie

s, s

ee N

GS

S.

MS-ES

S2-6

Scie

nce

and

Engi

neer

ing

Prac

tices

Develop

ing and Using

Mod

els

Modeling in 6–8 builds on K–5 experiences and

progresses to developing,

using, and revising

models to describe, test, and predict more abstract

phenom

ena and design systems.

Develop and use a model to describe phenom

ena.

(MS­ESS2­1), (MS­ESS2­6)

UT.6.3.3

Science and Engineering Practices

Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

(MS­ESS2­2)

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Science and Engineering PracticesPlanning and Carrying Out InvestigationsPlanning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions.Collect data about the performance of a proposed object, tool, process, or system under a range of conditions.

(MS­ESS2­5) UT.6.3.2

Science and Engineering Practices

Analyzing and Interpreting DataAnalyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.Analyze and interpret data to provide evidence for phenomena.

(MS­ESS2­3)

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incl

uded

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incl

uded

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rade

Sta

ndar

ds.

Scie

nce

and

Engi

neer

ing

Prac

tices

Develop

ing and Using

Mod

els

Modeling in 6–8 builds on K–5 experiences and

progresses to developing,

using, and revising

models to describe, test, and predict more

abstract

phenomena and design systems.

Develop a model to describe unobservable

mechanism

s.

(MS­ESS2­4)

UT.6.3.1

Cro

sscu

tting

Con

cept

s

System

s and Sy

stem

Mod

els

Models can be used to represent systems and

their interactions—such as inputs, processes

and outputs—

and energy, m

atter, and

information flows within systems.

(MS­ESS2­6)

UT.6.3.3

Cro

sscu

tting

Con

cept

s

Cause and

Effe

ctCause and effect relationships may be used

to predict phenomena in

natural or designed

system

s.

(MS­ESS2­5)

UT.6.3.2

Crosscutting Concepts

Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

(MS­ESS2­2)

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Crosscutting Concepts

PatternsPatterns in rates of change and other numerical relationships can provide information about natural systems.

(MS­ESS2­3)

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ndar

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Cro

sscu

tting

Con

cept

sEn

ergy and

Matter

Within a natural or designed system

, the transfer

of energy drives

the motion and/or cycling of

matter.

(MS­ESS2­4)

UT.6.3.1

Crosscutting Concepts

Stability and ChangeExplanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

(MS­ESS2­1)

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Common Core State Standards for ELA/Literacy

Reading in ScienceRST.6­8.7 ­ Integration of Knowledge and IdeasIntegrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

(MS­ESS2­3)

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incl

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incl

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ndar

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Common Core State Standards for ELA/Literacy

Writing in ScienceWHST.6­8.2 ­ Text Types and PurposesWrite informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

(MS­ESS2­2)

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Common Core State Standards for MathematicsExpressions & Equations6.EE.B.6 ­ Reason about and solveone­variable equations andinequalities.Use variables to represent numbers and write expressions when solving a real­world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS­ESS2­2), (MS­ESS2­3)

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incl

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ndar

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Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Reading

in Science

RST

.6­8.1 ­ Key Ideas and Details

Cite specific textual evidence to support analysis

of science and

technical texts.

(MS­ESS2­2), (MS­ESS2­3), (MS­ESS2­5)

UT.6.3.2

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Speaking

& Listening

SL.8.5 ­ Presentatio

n of Kno

wledg

e and Ideas

Integrate multim

edia and visual displays into

presentations to clarify information, strengthen

claims and evidence, and add interest.

(MS­ESS2­1), (MS­ESS2­2), (MS­ESS2­3), (MS­ESS2­6)

UT.6.3.3.

Common Core State Standards for MathematicsExpressions & Equations7.EE.B.4 ­ Solve real­life andmathematical problems usingnumerical and algebraic expressionsand equations.Use variables to represent quantities in a real­world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

(MS­ESS2­2), (MS­ESS2­3)

Common Core State Standards for MathematicsMathematical Practices MP.2 ­ Reason abstractly and quantitativelyMathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

(MS­ESS2­2), (MS­ESS2­3), (MS­ESS2­5)UT.6.3.2

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Common Core State Standards for MathematicsThe Number System6.NS.C.5 ­ Apply and extend previousunderstandings of numbers to thesystem of rational numbers.Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real­world contexts, explaining the meaning of 0 in each situation.

(MS­ESS2­5) UT.6.3.2

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Reading

in Science

RST

.6­8.9 ­ Integration of Kno

wledg

e and Ideas

Com

pare and contrast the information gained from

experim

ents, simulations, video, or m

ultim

edia

sources with that gained from

reading a text on

the same topic.

(MS­ESS2­3), (MS­ESS2­5)

UT.6.3.2

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Writing in Science

WHST

.6­8.8 ­ Research to Build and

Present K

nowledg

eGather relevant information from multiple print and

digital sources, using search terms effectively;

assess the credibility and accuracy of

each

source; and quote or paraphrase the data and

conclusions of

others while avoiding plagiarism

and following a standard format for citation.

(MS­ESS2­5)

UT.6.3.2

DCI: Ecosystems: Interactions, Energy, and Dynamics

MS.LS2.A: Interdependent Relationships in EcosystemsOrganisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.

(MS­LS2­1)UT.6.4.1

DCI: Ecosystems: Interactions, Energy, and Dynamics

MS.LS2.A: Interdependent Relationships in EcosystemsIn any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.

(MS­LS2­1)UT.6.4.1

DCI: Ecosystems: Interactions, Energy, and Dynamics

MS.LS2.A: Interdependent Relationships in EcosystemsGrowth of organisms and population increases are limited by access to resources.

(MS­LS2­1)UT.6.4.1

Perf

orm

ance

Exp

ecta

tion

UT.

6.4.

4 C

onst

ruct

an

argu

men

t sup

port

ed

by e

vide

nce

that

cha

nges

to a

n ec

osys

tem

af

fect

the

stab

ility

of p

opul

atio

ns. E

mph

asiz

e ho

w c

hang

es to

livi

ng a

nd n

onliv

ing

com

pone

nts

in a

n ec

osys

tem

affe

ct

popu

latio

ns in

that

eco

syst

em. E

xam

ples

co

uld

incl

ude

Uta

h ec

osys

tem

s su

ch a

s m

ount

ains

, Gre

at S

alt L

ake,

wet

land

s, a

nd

dese

rts.

For C

larif

icat

ion

Sta

tem

ents

and

Ass

essm

ent

Bou

ndar

ies,

see

NG

SS

. M

S-LS

2-4

Perf

orm

ance

Exp

ecta

tion

UT.

6.4.

5 Ev

alua

te c

ompe

ting

desi

gn s

olut

ions

for

pres

ervi

ng e

cosy

stem

reso

urce

s an

d bi

odiv

ersi

ty

base

d on

how

wel

l the

sol

utio

ns m

aint

ain

stab

ility

w

ithin

the

ecos

yste

m. E

mph

asiz

e ob

tain

ing,

ev

alua

ting

and

com

mun

icat

ing

info

rmat

ion

of

diffe

ring

desi

gn s

olut

ions

. Exa

mpl

es c

ould

incl

ude

polic

ies

affe

ctin

g ec

osys

tem

s or

sol

utio

ns fo

r the

pr

eser

vatio

n of

eco

syst

em re

sour

ces

spec

ific

to

Uta

h su

ch a

s ai

r and

wat

er q

ualit

y, p

reve

ntio

n of

so

il er

osio

n, a

nd in

vasi

ve s

peci

es.

For C

larif

icat

ion

Sta

tem

ents

and

Ass

essm

ent B

ound

arie

s,

see

NG

SS

. M

S-LS

2-5

DCI: Ecosystems: Interactions, Energy, and Dynamics

MS.LS2.A: Interdependent Relationships in EcosystemsSimilarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.

(MS­LS2­2) UT.6.4.2

DCI: Ecosystems: Interactions, Energy, and Dynamics

MS.LS2.B: Cycles of Matter and Energy Transfer in EcosystemsFood webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS­LS2­3) UT.6.4.3

DCI: Ecosystems: Interactions, Energy, and Dynamics

MS.LS2.C: Ecosystem Dynamics, Functioning, and ResilienceEcosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.

(MS­LS2­4)UT.6.4.4

Scie

nce

and

Engi

neer

ing

Prac

tices

Develop

ing and Using

Mod

els

Modeling in 6–8 builds on K–5 experiences

and progresses to developing,

using, and

revising models to describe, test, and predict

more abstract

phenomena and design

system

s.Develop a model to describe phenom

ena. (MS­LS2­3)

UT.6.4.3

Scie

nce

and

Engi

neer

ing

Prac

tices

Engaging

in Argum

ent from Evidence

Engaging in argum

ent from evidence in 6–8 builds

on K–5 experiences and

progresses to

constructing a convincing argum

ent that supports

or refutes claims for either explanations or

solutions about the natural and designed world(s).

Evaluate competing design solutions based on

jointly developed and

agreed­upon design criteria.

(MS­LS2­5)

UT.6.4.5

DCI: Ecosystems: Interactions, Energy, and Dynamics

MS.LS2.C: Ecosystem Dynamics, Functioning, and ResilienceBiodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.

(MS­LS2­5)UT.6.4.5

DCI: Biological Evolution: Unity and Diversity

MS.LS4.D: Biodiversity and HumansChanges in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on— for example, water purification and recycling.

(MS­LS2­5)UT.6.4.5

DCI: Engineering Design

MS.ETS1.B: Developing Possible SolutionsThere are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

(MS­LS2­5)UT.6.4.5

Cro

sscu

tting

Con

cept

s

Patte

rns

Patterns can be used to identify cause­and­

effect relationships.

(MS­LS2­2)

UT.6.4.2

Cro

sscu

tting

Con

cept

s

Cause and

Effe

ctCause and effect relationships may be used

to predict phenomena in

natural or designed

system

s.

(MS­LS2­1)

UT.6.4.1

Performance ExpectationUT.6.4.1 Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems. Examples could include water, food, and living space in Utah environments.For Clarification Statements and Assessment Boundaries, see NGSS.

MS-LS2-1

Performance ExpectationUT.6.4.2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments such as competition, predation, and mutualism. For Clarification Statements and Assessment Boundaries, see NGSS.

MS-LS2-2

Performance ExpectationUT.6.4.3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasize food webs and the role of producers, consumers, and decomposers in various ecosystems. Examples could include Utah ecosystems.For Clarification Statements and Assessment Boundaries, see NGSS.

MS-LS2-3

Cro

sscu

tting

Con

cept

s

Energy and

Matter

The transfer of energy can be tracked as

energy flow

s through a natural system. (M

S­LS2­3)

U

T.6.

4.3

Cro

sscu

tting

Con

cept

s

Stability and

Chang

eSmall changes in one part of a system

might cause large changes in

another part.

(MS­LS2­4), (MS­LS2­5)

U

T.6.

4.4,

UT.

6.4.

5

Science and Engineering Practices

Analyzing and Interpreting DataAnalyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.Analyze and interpret data to provide evidence for phenomena.

(MS­LS2­1) UT.6.4.1

Science and Engineering Practices

Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena.

(MS­LS2­2) UT.6.4.2

Science and Engineering Practices

Engaging in Argument from EvidenceEngaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

(MS­LS2­4) UT.6.4.4

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Reading

Inform

ational Text

RI.8.8 ­ Integration of Kno

wledg

e and Ideas

Delineate and evaluate the argument and

specific claims in a text, assessing whether the

reasoning is sound and the evidence is

relevant

and sufficient; recognize when irrelevant

evidence is

introduced.

(MS­LS2­4), (MS­LS2­5)

U

T.6.

4.4,

UT.

6.4.

5

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Reading

in Science

RST

.6­8.1 ­ Key Ideas and Details

Cite specific textual evidence to support

analysis of science and

technical texts.

(MS­LS2­1), (MS­LS2­2), (MS­LS2­4)

U

T.6.

4.1,

UT.

6.4.

2, U

T.6.

4.4

DCI: Matter and Its Interactions

MS.PS1.A: Structure and Properties of MatterIn a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.

(MS­PS1­4)

DCI: Matter and Its Interactions

MS.PS1.A: Structure and Properties of MatterSolids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).

(MS­PS1­1)UT.6.2.1

DCI: Matter and Its Interactions

MS.PS1.A: Structure and Properties of MatterThe changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.

(MS­PS1­4)

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Reading

in Science

RST

.6­8.7 ­ Integration of

Kno

wledg

e and Ideas

Integrate quantitative or technical information

expressed in words in

a text with a version of

that information expressed visually (e.g., in a

flowchart, diagram, m

odel, graph, or table).

(MS­LS2­1)

UT.6.4.1

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Reading

in Science

RST

.6­8.8 ­ Integration of

Kno

wledg

e and Ideas

Distinguish am

ong facts, re

asoned judgment

based on research

findings, and speculation in

a text.

(MS­LS2­5)

UT.6.4.5

DCI: Matter and Its Interactions

MS.PS1.B: Chemical ReactionsSubstances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.

(MS­PS1­2), (MS­PS1­3),(MS­PS1­5)UT.6.2.2

DCI: Matter and Its Interactions

MS.PS1.B: Chemical ReactionsThe total number of each type of atom is conserved, and thus the mass does not change.

(MS­PS1­5)

DCI: Matter and Its Interactions

MS.PS1.B: Chemical ReactionsSome chemical reactions release energy, others store energy.

(MS­PS1­6)

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Speaking

& Listening

SL.8.1 ­ Com

prehension

and

Collabo

ratio

nEngage effectively in a range of collaborative

discussions (one­on­one, in groups, and teacher­

led) with diverse partners on grade 8

topics,

texts, and issues, building on others’ ideas and

expressing

their own clearly. (M

S­LS2­2)

UT.6.4.2

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Speaking

& Listening

SL.8.4 ­ Presentatio

n of

Kno

wledg

e and Ideas

Present claims and findings, emphasizing

salient points in a focused,

coherent m

anner

with relevant evidence, sound valid reasoning,

and well­chosen details; use appropriate eye

contact, adequate volum

e, and clear

pronunciation.

(MS­LS2­2)

UT.6.4.2

DCI: Energy

MS.PS3.A: Definitions of EnergyThe term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects.

(MS­PS1­4)

DCI: Energy

MS.PS3.A: Definitions of EnergyThe temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material.

(MS­PS1­4)

DCI: Engineering Design

MS.ETS1.B: Developing Possible SolutionsA solution needs to be tested, and then modified on the basis of the test results in order to improve it.

(MS­PS1­6)

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Speaking

& Listening

SL.8.5 ­ Presentatio

n of Kno

wledg

e and Ideas

Integrate multim

edia and visual displays into

presentations to clarify information, strengthen

claims and evidence, and add interest. (M

S­LS2­3)

UT.6.4.3

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Writing in Science

WHST

.6­8.1 ­ Text Types and

Pu

rposes

Cite specific textual evidence to support

analysis of science and

technical texts. (M

S­LS2­4)

UT.6.4.4

DCI: Engineering Design

MS.ETS1.C: Optimizing the Design SolutionAlthough one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process ­that is, some of the characteristics may be incorporated into the new design.

(MS­PS1­6)

DCI: Engineering Design

MS.ETS1.C: Optimizing the Design SolutionThe iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

(MS­PS1­6)

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

DCI: Matter and Its Interactions

MS.PS1.A: Structure and Properties of MatterGases and liquids are made of molecules or inert atoms that are moving about relative to each other.

(MS­PS1­4)Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

DC

I: M

atte

r and

Its

Inte

ract

ions

MS.PS

1.A: S

tructure and

Prop

erties of Matter

Substances are made from different types of

atom

s, which com

bine

with one another in

various ways. Atoms form molecules that

range in size from tw

o to thousands of atoms.

(MS­PS1­1)

UT.6.2.1

DC

I: M

atte

r and

Its

Inte

ract

ions

MS.PS

1.A: S

tructure and

Prop

erties of Matter

Each pure substance has characteristic

physical and chemical

properties (for any bulk

quantity under given conditions) that can be

used to identify it.

(MS­PS1­2), (MS­PS1­3)

UT.6.2.2

Performance Expectation

UT.6.2.2 Develop a model to predict the effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter (solid, liquid or gas) and during phase changes (melting, freezing, condensing, and evaporating).For Clarification Statements and Assessment Boundaries, see NGSS.

MS-PS1-2

Performance ExpectationMS­PS1­3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the syntheic material. Examples of new materials could include new medicine, foods, and alternative fuels. Assessment Boundary: Assessment is limited to qualitative information.

Performance ExpectationMS­PS1­4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.Clarification Statement: Emphasis is on qualitative molecular­level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium. Assessment Boundary: none

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Not

incl

uded

in U

T 6t

h G

rade

Sta

ndar

ds.

Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sMathematical Practices

MP.4 ­ M

odel with

mathematics

Mathematically proficient students can apply the mathematics they

know

to solve problem

s arising in everyday life, society, and the

workplace. A

student might apply proportional reasoning to plan a

school event or analyze a problem

in the community. M

athematically

proficient students who can apply what they know

are com

fortable

making assumptions and

approximations to simplify a com

plicated

situation, realizing that these may

need revision later. They are able

to identify important quantities in a

practical situation and map their

relationships using such tools as

diagram

s, tw

o­way tables, graphs,

flowcharts and formulas. They can analyze those relationships

mathematically to draw conclusions. T

hey routinely interpret their

mathematical results in the context of the situation and reflect on

whether the results make sense, possibly improving the model if it

has not served its purpose.

(MS­LS2­5)

UT.

6.4.

5

Perf

orm

ance

Exp

ecta

tion

UT.

6.2.

1 D

evel

op m

odel

s to

sho

w th

at

mol

ecul

es a

re m

ade

of d

iffer

ent k

inds

, pr

opor

tions

, and

qua

ntiti

es o

f ato

ms.

Em

phas

ize

unde

rsta

ndin

g th

at th

ere

are

diffe

renc

es b

etw

een

atom

s an

d m

olec

ules

, an

d th

at c

erta

in c

ombi

natio

ns o

f ato

ms

form

sp

ecifi

c m

olec

ules

. Exa

mpl

es o

f sim

ple

mol

ecul

es c

ould

incl

ude

wat

er (H

2O),

atm

osph

eric

oxy

gen

(O2)

, and

car

bon

diox

ide

(CO

2).

For C

larif

icat

ion

Sta

tem

ents

and

Ass

essm

ent B

ound

arie

s,

see

NG

SS

.M

S-PS

1-1

Performance ExpectationMS­PS1­5: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms. Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.

Performance ExpectationMS­PS1­6: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride. Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.* This performance expectation integrates traditional science content with engineering through a practice or disciplinary code idea.

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Science and Engineering PracticesDeveloping and Using ModelsModeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.Develop a model to describe unobservable mechanisms.

(MS­PS1­5)

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Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sRatios & Propo

rtional R

elationships

6.RP.A.3 ­ Und

erstand ratio

con

cepts

and use ratio

reason

ing to solve

prob

lems.

Use ratio and rate reasoning to solve real­world and

mathematical

problem

s, e.g., by reasoning about

tables of equivalent ratios, tape

diagram

s, double

number line diagrams, or equations.

(MS­LS2­5)

U

T.6.

4.5

Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sStatistics & Probability

6.SP

.B.5 ­ Su

mmarize and describ

edistrib

utions.

Sum

marize numerical data sets in relation to

their context.

(MS­LS2­2)

U

T.6.

4.2

Science and Engineering Practices

Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. (MS­PS1­6)

Science and Engineering PracticesObtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in 6–8 builds on K–5 experiences and progresses to evaluating the merit and validity of ideas and methods. Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. (MS­PS1­3)

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Crosscutting Concepts

Energy and MatterThe transfer of energy can be tracked as energy flows through a designed or natural system.

(MS­PS1­6)

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Scie

nce

and

Engi

neer

ing

Prac

tices

Develop

ing and Using

Mod

els

Modeling in 6–8 builds on K–5 experiences

and progresses to developing,

using, and

revising models to describe, test, and predict

more abstract

phenomena and design

system

s.Develop a model to predict and/or describe

phenom

ena.

(MS­PS1­1),(M

S­PS1­4)

UT.6.2.1

Scie

nce

and

Engi

neer

ing

Prac

tices

Analyzing

and

Interpretin

g Data

Analyzing data in 6–8 builds on K–5 experiences

and progresses to

extending quantitative analysis

to investigations, distinguishing between

correlation and causation, and basic statistical

techniques of data and error a

nalysis.

Analyze and

interpret data to determine similarities and

differences

in findings.

(MS­PS1­2)

U

T.6.

2.2

Crosscutting Concepts

Cause and EffectCause and effect relationships may be used to predict phenomena in natural or designed systems.

(MS­PS1­4)

Crosscutting Concepts

Energy and MatterMatter is conserved because atoms are conserved in physical and chemical processes.

(MS­PS1­5)

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Crosscutting Concepts

Structure and FunctionStructures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. (MS­PS1­3)

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Cro

sscu

tting

Con

cept

s

Patte

rns

Macroscopic patterns are related to the nature

of microscopic and

atomic­level structure.

(MS­PS1­2)

UT.6.2.2

Cro

sscu

tting

Con

cept

s

Scale, Propo

rtion, and

Quantity

Time, space, and energy phenom

ena can be

observed at various

scales using models to

study system

s that are too large or too sm

all.

(MS­PS1­1)

UT.6.2.1

Common Core State Standards for ELA/Literacy

Writing in ScienceWHST.6­8.7 ­ Research to Build and Present KnowledgeConduct short research projects to answer a question (including a self­generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

(MS­PS1­6)

Common Core State Standards for ELA/Literacy

Writing in ScienceWHST.6­8.8 ­ Research to Build and Present KnowledgeGather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

(MS­PS1­3)

Common Core State Standards for MathematicsThe Number System6.NS.C.5 ­ Apply and extend previousunderstandings of numbers to the systemof rational numbers.Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real­world contexts, explaining the meaning of 0 in each situation.

(MS­PS1­4)

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Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Writing in Science

WHST

.6­8.2 ­ Text Types and

Pu

rposes

Write informative/explanatory texts, including the

narration of

historical events, scientific

procedures/ experiments, or technical

processes.

(MS­LS2­2)

U

T.6.

4.2

Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Writing in Science

WHST

.6­8.9 ­ Research to Build

and Present K

nowledg

eDraw evidence from informational texts to

support analysis reflection,

and research.

(MS­LS2­2)

U

T.6.

4.2

Common Core State Standards for ELA/Literacy

Reading in ScienceRST.6­8.1 ­ Key Ideas and DetailsCite specific textual evidence to support analysis of science and technical texts.

(MS­PS1­2), (MS­PS1­3)UT.6.2.2

Common Core State Standards for ELA/Literacy

Reading in ScienceRST.6­8.3 ­ Key Ideas and DetailsFollow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

(MS­PS1­6)

Common Core State Standards for ELA/Literacy

Reading in ScienceRST.6­8.7 ­ Integration of Knowledge and IdeasIntegrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

(MS­PS1­1), (MS­PS1­2), (MS­PS1­4), (MS­PS1­5)UT.6.2.1, UT.6.2.2

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mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sEx

pression

s & Equ

ations

6.EE

.C.9 ­ Represent and

analyze

quantitative relatio

nships

between

depend

ent and

independ

ent variables.

Use variables to represent two quantities in a real­world

problem that

change in relationship to one another; w

rite an

equation to express one

quantity, thought of as the

dependent variable, in terms of the other quantity, thought of

as the independent variable. Analyze the relationship

between the dependent and independent variables using

graphs and

tables, and relate these to the equation.

(MS­LS2­3)

UT.6.4.3

Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sRatios & Propo

rtional R

elationships

6.RP.A.3 ­ Und

erstand ratio

con

cepts

and use ratio

reason

ing to solve

prob

lems.

Use ratio and rate reasoning to solve real­world

and mathematical

problem

s, e.g., by reasoning

about tables of equivalent ratios, tape

diagram

s,

double num

ber line diagrams, or equations.

(MS­PS1­1), (MS­PS1­2),(M

S­PS1­5)

U

T.6.

2.1,

UT.

6.2.

2

DCI: Energy

MS.PS3.A: Definitions of EnergyTemperature is not a measure of energy; the relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present.

(MS­PS3­3), (MS­PS3­4)UT.6.2.4, UT.6.2.3

DCI: Energy

MS.PS3.A: Definitions of EnergyMotion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.

(MS­PS3­1)

DCI: Energy

MS.PS3.A: Definitions of EnergyA system of objects may also contain stored (potential) energy, depending on their relative positions.

(MS­PS3­2)

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Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sStatistics & Probability

6.SP

.B.4 ­ Su

mmarize and describ

edistrib

utions.

Display num

erical data in plots on a number

line, including dot plots, histogram

s, and box

plots.

(MS­PS1­2)

U

T.6.

2.2

Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sStatistics & Probability

6.SP

.B.5 ­ Su

mmarize and describ

edistrib

utions.

Sum

marize numerical data sets in relation to

their context.

(MS­PS1­2)

UT.6.2.2

Performance Expectation

MS­PS3­1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball. Assessment Boundary: none

Performance Expectation

MS­PS3­2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems. Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.

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DCI: Energy

MS.PS3.B: Conservation of Energy and Energy TransferWhen the motion energy of an object changes, there is inevitably some other change in energy at the same time.

(MS­PS3­5)

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DC

I: En

ergy

MS.PS

3.B: C

onservation of Energy

and En

ergy

Transfer

The am

ount of energy transfer needed to

change the temperature of a matter sam

ple by a

given am

ount depends on the nature of the

matter, the size of the sam

ple, and the

environm

ent.

(MS­PS3­4)

UT.6.2.3

DC

I: En

ergy

MS.PS

3.B: C

onservation of Energy

and En

ergy

Transfer

Energy is spontaneously transferred out of

hotter regions or objects

and into colder o

nes.

(MS­PS3­3)

UT.6.2.4

Science and Engineering Practices

Developing and Using ModelsModeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.Develop a model to describe unobservable mechanisms.

(MS­PS3­2)

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Science and Engineering Practices

Analyzing and Interpreting DataAnalyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Construct and interpret graphical displays of data to identify linear and nonlinear relationships.

(MS­PS3­1)

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DCI: Energy

MS.PS3.C: Relationship Between Energy and ForcesWhen two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.

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DC

I: En

gine

erin

g D

esig

n

MS.ET

S1.A: D

efining and

Delimiting

Eng

ineerin

g Prob

lems

The more precisely a design task’s criteria and

constraints can be defined, the more likely it is

that the designed solution will be successful.

Specification of constraints includes

consideration of

scientific principles and other

relevant knowledge that is likely to limit

possible solutions.

(MS­PS3­3)

UT.6.2.4

DC

I: En

gine

erin

g D

esig

n

MS.ET

S1.B: D

evelop

ing Po

ssible

Solutio

nsA solution needs to be tested, and then modified

on the basis of the test results in order to

improve it. There are systematic processes for

evaluating solutions with respect to how well they

meet criteria and

constraints of a problem

.

(MS­PS3­3)

UT.6.2.4

Science and Engineering PracticesEngaging in Argument from EvidenceEngaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon.

(MS­PS3­5)

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Crosscutting Concepts

Systems and System ModelsModels can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.

(MS­PS3­2)

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Performance ExpectationMS­PS3­5: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object. Assessment Boundary: Assessment does not include calculations of energy.

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Scie

nce

and

Engi

neer

ing

Prac

tices

Planning

and

Carrying Out Investigations

Planning and carrying out investigations to answer

questions or test solutions to problem

s in 6–8 builds on K–5

experiences and progresses to

include investigations that

use multiple variables and provide evidence to

support

explanations or design solutions. P

lan an investigation

individually and collaboratively, and in the design: identify

independent and dependent variables and controls, w

hat

tools are needed to do the gathering, how

measurements

will

be recorded, and how

many data are needed to support

a claim.

(MS­PS3­4)

UT.

6.2.

3

Scie

nce

and

Engi

neer

ing

Prac

tices

Con

structing Ex

planations and

Designing

Solutions

Constructing explanations and designing solutions

in 6–8 builds on K–5

experiences and progresses

to include constructing explanations and

designing

solutions supported by multiple sources of evidence

consistent

with scientific ideas, principles, and

theories.

Apply scientific ideas or principles to

design, construct, and test a

design of an object,

tool, process or system.

(MS­PS3­3)

UT.

6.2.

4

Common Core State Standards for ELA/Literacy

Reading in ScienceRST.6­8.7 ­ Integration of Knowledge and IdeasIntegrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

(MS­PS3­1)

Common Core State Standards for ELA/Literacy

Speaking & ListeningSL.8.5 ­ Presentation of Knowledge and IdeasIntegrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

(MS­PS3­2)

Common Core State Standards for ELA/Literacy

Writing in ScienceWHST.6­8.1 ­ Text Types and PurposesCite specific textual evidence to support analysis of science and technical texts.

(MS­PS3­5)

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Perf

orm

ance

Exp

ecta

tion

UT.

6.2.

4 D

esig

n an

obj

ect,

tool

, or p

roce

ss

that

min

imiz

es o

r max

imiz

es h

eat e

nerg

y tr

ansf

er. I

dent

ify c

riter

ia a

nd c

onst

rain

ts,

deve

lop

a pr

otot

ype

for i

tera

tive

test

ing,

an

alyz

e da

ta fr

om te

stin

g, a

nd p

ropo

se

mod

ifica

tions

for o

ptim

izin

g th

e de

sign

so

lutio

n. E

mph

asiz

e de

mon

stra

ting

how

the

stru

ctur

e of

diff

erin

g m

ater

ials

allo

ws

them

to

func

tion

as e

ither

con

duct

ors

or

insu

lato

rs.

For C

larif

icat

ion

Sta

tem

ents

and

Ass

essm

ent B

ound

arie

s,

see

NG

SS

. M

S-PS

3-3

Perf

orm

ance

Exp

ecta

tion

UT.

6.2.

3 Pl

an a

nd c

arry

out

an

inve

stig

atio

n to

det

erm

ine

the

rela

tions

hip

betw

een

tem

pera

ture

ch

ange

s an

d va

ryin

g ty

pes

or

amou

nts

of m

atte

r. Em

phas

ize

reco

rdin

g an

d ev

alua

ting

data

, and

co

mm

unic

atin

g th

e re

sults

of t

he

inve

stig

atio

n.Fo

r Cla

rific

atio

n S

tate

men

ts a

nd A

sses

smen

t Bou

ndar

ies,

se

e N

GS

S.

MS-

PS3-

4

Common Core State Standards for MathematicsRatios & Proportional Relationships7.RP.A.2 ­ Analyze proportionalrelationships and use them to solvereal­world and mathematicalproblems.Recognize and represent proportional relationships between quantities.

(MS­PS3­1), (MS­PS3­5)

Common Core State Standards for MathematicsExpressions & Equations8.EE.A.1 ­ Expressions and EquationsWork with radicals and integerexponents.Know and apply the properties of integer exponents to generate equivalent numerical expressions.

(MS­PS3­1)

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Common Core State Standards for MathematicsRatios & Proportional Relationships6.RP.A.1 ­ Understand ratio conceptsand use ratio reasoning to solveproblems.Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

(MS­PS3­1), (MS­PS3­5)

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ndar

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Com

mon

Cor

e St

ate

Stan

dard

s fo

r ELA

/Lite

racy

Writing in Science

WHST

.6­8.7 ­ Research to Build and

Present K

nowledg

eConduct short research projects to answer a

question (including a self­generated question),

draw

ing on several sources and generating

additional related, focused questions that allow

for m

ultiple avenues

of exploration.

(MS­PS3­3), (MS­PS3­4)

U

T.6.

2.3,

UT.

6.2.

4

Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sStatistics & Probability

6.SP

.B.5 ­ Su

mmarize and describ

edistrib

utions.

Sum

marize numerical data sets in relation to their

context.

(MS­PS3­4)

UT.6.2.3

Common Core State Standards for MathematicsExpressions & Equations8.EE.A.2 ­ Expressions and EquationsWork with radicals and integerexponents.Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. (MS­PS3­1)

Common Core State Standards for MathematicsFunctions8.F.A.3 ­ Define, evaluate, andcompare functions.Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

(MS­PS3­1), (MS­PS3­5)

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Common Core State Standards for MathematicsRatios & Proportional Relationships6.RP.A.2 ­ Understand ratio conceptsand use ratio reasoning to solveproblems.Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship.

(MS­PS3­1)

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Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sEx

pression

s & Equ

ations

8.EE

.A.3 ­ Ex

pression

s and Eq

uatio

nsWork with

radicals

and

integer

expo

nents.

Use num

bers expressed in the form of a single digit

times an integer pow

er of 10 to estimate very large

or very sm

all quantities, and to express how

many

times as much one is than the other.

(MS­PS1­1)

U

T.6.

2.1

Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sMathematical Practices

MP.2 ­ R

eason abstractly and

quantitatively

Mathematically proficient students make sense of quantities and their

relationships in problem

situations. They bring two complem

entary

abilities to bear on problems involving quantitative relationships: the ability

to decontextualize—

to abstract a given situation and represent it

symbolically

and manipulate the representing symbols as if they have a

life of their own,

without necessarily attending to their referents—and the

ability to

contextualize, to pause as needed during the manipulation

process in order

to probe into the referents for the sym

bols involved.

Quantitative reasoning entails habits of creating a coherent representation

of the problem at hand;

considering the units involved; attending to the

meaning of quantities, not

just how

to com

pute them

; and knowing and

flexibly using different

properties of operations and objects.

(MS­PS3­1), (MS­PS3­4), (MS­PS3­5)

UT.

6.2.

3

Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sMathematical Practices

MP.2 ­ R

eason

abstractly and

quantitatively

Mathematically proficient students make sense of quantities and their

relationships in problem

situations. They bring two complem

entary

abilities to bear on problems involving quantitative relationships: the

ability to

decontextualize—

to abstract a given situation and represent it

symbolically

and manipulate the representing symbols as if they have a

life of their own,

without necessarily attending to their referents—and the

ability to

contextualize, to pause as needed during the manipulation

process in order

to probe into the referents for the sym

bols involved.

Quantitative reasoning entails habits of creating a coherent

representation of the problem at hand;

considering the units involved;

attending to the meaning of quantities, not

just how

to com

pute them

; and know

ing and flexibly using different

properties of operations and

objects.

(MS­PS1­1), (MS­PS1­2), (MS­PS1­5)

UT.

6.2.

1, U

T.6.

2.2

Com

mon

Cor

e St

ate

Stan

dard

s fo

r Mat

hem

atic

sMathematical Practices

MP.4 ­ M

odel with

mathematics

Mathematically proficient students can apply the mathematics they know

to solve problem

s arising in everyday life, society, and the workplace. A

student m

ight apply proportional reasoning to plan a school event or

analyze a problem in the community. M

athematically proficient students

who can apply what they know

are com

fortable making assumptions and

approximations to simplify a com

plicated situation, realizing that these

may

need revision later. They are able to identify important quantities in

a practical situation and map their relationships using such tools as

diagrams, tw

o­way tables, graphs, flow

charts and formulas. They can

analyze those relationships mathematically to draw conclusions. They

routinely interpret their mathematical results in the context of the situation

and reflect on whether the results make sense, possibly improving the

model if it has not served its purpose. (MS­PS1­1), (MS­PS1­5)

UT.6.2.1

Performance ExpectationUT.6.3.4 Construct an explanation supported by evidence for how the natural greenhouse effect maintains Earth’s energy balance and a relatively constant temperature. Emphasize how the natural greenhouse effect is necessary for maintaining life on Earth. Examples could include comparisons between Earth and the moon or other planets.For clarification statements and Assessment Boundaries, see NGSS.

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No

alig

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t with

NG

SS

.

No

alig

nmen

t with

NG

SS

.

Common Core State Standards for ELA/Literacy

Reading in ScienceRST.6­8.1 ­ Key Ideas and DetailsCite specific textual evidence to support analysis of science and technical texts.

(MS­PS3­1), (MS­PS3­5)

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Crosscutting Concepts

Energy and MatterEnergy may take different forms (e.g. energy in fields, thermal energy, energy of motion).

(MS­PS3­5)

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Crosscutting Concepts

Scale, Proportion, and QuantityProportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.

(MS­PS3­1), (MS­PS3­4)UT.6.2.3

Crosscutting Concepts

Energy and MatterThe transfer of energy can be tracked as energy flows through a designed or natural system.

(MS­PS3­3)UT.6.2.4

Common Core State Standards for ELA/Literacy

Reading in ScienceRST.6­8.3 ­ Key Ideas and DetailsFollow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

(MS­PS3­3)UT.6.2.4