Standard 9 - Artifact

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

Curriculum: What do we want each student to learn?
Benchmarks:
Benchmark A:Understand and apply knowledge of properties and uses of earth materials. (Earth & Space)
Benchmark B: Understand and apply knowledge of processes and changes on or in the earth's land, oceans, and atmosphere (Earth & Space)
Benchmark B: Understand and apply knowledge of environmental stewardship. (Life Science)
Benchmark C: Understand and apply knowledge of fossils and the evidence they provide of past life on earth (Earth & Space)
Objectives:
Analyze and interpret data from maps to describe patterns of Earth's features. (patterns)
Make observations and determine the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. (cause and effect)
Explain how earth materials provide many of the resources that humans use and their affect on the environment. (cause and effect)
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landscapes over time.
(patterns)
Essential Questions:
What patterns of Earth can be observed on a map?
What variables affect erosion?
How does our use of resources affect the Earth?
How do fossils and rock layers provide evidence of Earth's history?
Students will know (Facts, names, dates, places, information, vocabulary)...

Topographical maps, continental boundaries, ocean floor, volcanoes,
earthquakes, mountains
Erosion, weathering, slope, abrasion, vegetation, gravity, cycle of heating
and cooling, cycles of freezing and thawing, volume of water flow
Natural resources can be renewable (i.e. wind, water, and sunlight) and non
renewable (i.e. fossil fuel, fissile materials) energy resources
Environmental effects such as loss of habitat (dams, surface mining), and air
pollution (from burning fossil fuels)
Fossils (land and marine), rock layers and formations
4-ESS1-1
Students will understand that (Big ideas, generalizations, principles, ideas

that transfer across situations)...
Maps can be used to identify patterns in Earth's features.
Cause and effect relationships are identified, tested, and used to explain
weathering and/or erosion.
Humans use of resources affect the Earth in positive and negative ways.
Fossils and rock layers show patterns of Earth's change over time.
Students will be able to (Skills of the discipline, social skills, production

skills, processes)...
Analyze and interpret data from maps to explain Earth's patterns.
Examine cause and effect relationships of weathering and/or erosion by
planning investigations and testing possible solutions.
Obtain and combine information from multiple resources to explain causes and
effects of human resource use and environmental change.
Use evidence from patterns in rock formations and fossils to explain Earth's
changes over time.
Assessment: How will we know when each student has learned it?
Formative Assessment(s):
NGSS:
4-ESS2-2
4-ESS2-1
4-ESS3-1
Instruction: How will we engage students in the unit of study?

This section is designed as a working document to guide PLC conversations at the team level. The ideas below may be considered when developing and
selecting learning experiences for the unit of study.
Student Engagement/Exploration (How might students begin to explore the concept?):
Look at a variety of maps and look for patterns, asking questions (e.g. man-made/physical borders of states and countries, depths of oceans, island chains,
height of mountains, etc.)
Anchor/Inquiry Experiences (Interdisciplinary connections):
Other Resources for Investigation:
Opportunities for collaboration/wonder:

i.e. speaking and listening, wonder walls, inquiry groups, etc.
Resources (texts/websites/speakers/etc.):
Energy; Electricity and Magnetism; Gravity

Concept Words: energy and matter; cause and effect
Benchmarks:
Benchmark D: Understand and apply knowledge of sound, light, electricity, magnetism, and heat. (Physical Science)
Benchmark E: Understand and apply knowledge of how forces are related to an object's motion. (Physical Science)
Objectives:
NGSS:
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (energy and
matter)
4-PSS3-2
Ask questions and predict outcomes about the changes in energy that occur when objects collide. (energy and matter)
4-PS3-3
*Ask questions to determine cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other.
(cause and effect)
3-PS2-3
*Define a simple design problem that can be solved by applying scientific ideas about magnets. (cause and effect)
3-PS2-4
Use evidence to construct an explanation relating the speed of an object to the energy of that object. (energy and matter)
4-PS3-1
Supports an argument that the gravitational force exerted by Earth on objects is directed down. (cause and effect)
5-PS2-1
Energy can be moved from place to place by moving objects or through sound,
light, or electric currents.
How can energy be transferred?
When objects collide, their speed affects energy transfer and changes the
object's motions.
Electric and magnetic forces between a pair of objects do not require that the
objects be in contact and variables impact the strength of the force.
How do magnets and electricity affect energy?
The force (push and pull) of magnets can be used to solve design problems.
How could magnets be used to solve problems?
The faster a given object is moving, the more energy it possesses.
How does speed affect energy?
Gravity causes objects to be pulled down towards the center of the Earth.
How does gravity affect objects?

Energy, transfer, sound waves, light, heat, and electric currents
Collision, energy transfer, change in speed
Magnets (i.e. positive, negative, repel, attract), static electricity, magnet variables
(i.e. distance, size, orientation), and electromagnet
Design problem (i.e. keeping a latch on a door shut, keeping two moving objects
from touching)
Speed, motion, direction, position

Make observations of energy being transferred by designing investigations to
answer questions or test solutions.
Ask questions, make predictions, and investigate the changes in energy when
objects collide.
Ask questions and conduct investigations by changing variables to determine
cause and effect relationship of electric or magnetic interactions between two
objects not in contact with each other.
Define a simple design problem that can be solved by applying scientific ideas
about magnets.
Use evidence (i.e. measurements, observations, patterns) to show that the
faster an object is moving, the more energy it possesses.
Support an argument with evidence, data, or a model that gravity causes

objects to be pulled down towards the center of the Earth.
Gravitational force

This section is designed as a working document to guide PLC conversations at the team level. The ideas below may be considered when developing and selecting
learning experiences for the unit of study.
Rube Golberg
Teacher
Booklet-https://www.dropbox.com/s/i0vuyubwkum6k3o/Inspire%20Science_Trai
ning_Book_Jan2015_CustomerEdition%20-%20Copy.pdf?dl=0

Space: Stars
Concept Words: patterns; scale, proportion and quantity
Benchmarks:
Benchmark E: Understand and apply knowledge of the properties, movements, and location of objects in our solar system (Earth & Space)
Objectives:
NGSS:
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
(scale, proportion, and quantity)
5-ESS1-1
Represent data in graphical displays to reveal patterns of daily changes in length and directions of shadows, day and night, and the seasonal
appearance of some stars in the night sky. (patterns)
5-ESS1-2
Why do some stars appear brighter than others?

Brightness of the sun and other stars is due to their distance from the Earth, not
their size.
What is the evidence of Earth's movement?
The pattern of Earth's movement affects day and night, daily changes in length
and direction of shadows, and seasonal appearances of some stars in the night
sky.

Scale, proportion, distance
Support an argument with evidence, data, or a model that explains the

differences in the apparent brightness of the sun compared to other stars is due
to their relative distances from Earth.
Earth revolves around the sun.

Earth rotates on an axis.
Certain stars are only visible in particular months/seasons.
Represent data in graphical displays to explain how the pattern of Earth's

movement affects day and night, daily changes in length and direction of
shadows, and seasonal appearances of some stars in the night sky.

This section is designed as a working document to guide PLC conversations at the team level. The ideas below may be considered when developing and
selecting learning experiences for the unit of study.

Correlating SBOs
KDG Science Progress Report Statements
Observes patterns through organization, classification and relationships. (patterns)
Correlating SBOs
Use and share observations of local weather conditions to describe patterns over time (K-ESS2-1)
Understand that seasons of the year, day and night are events that are repeated in regular patterns.
Use observations to describe characteristics of living and non-living things.
Investigates and explains causal relationships through mechanisms across contexts.

(cause and effect)
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond
to, severe weather (*ESS3-2)
Identify influences that affect personal health and health of others (washing hands, covering mouth, etc.)
Analyze data to determine if a design solution works as intended to change the speed or direction of an
object with push or a pull (K-PS2-2)
Investigate to compare the effects of different strengths or different directions of pushes and pulls on the
motion of an objects (K-PS2-1)
Recognizes how changes in scale, proportion, or quantity affect a system's structure or N/A
performance. (scale, proportion and quantity)
Examines systems and system models for components and their interactions. (systems N/A
and system models)
Tracks the transfers of energy and matter within, into, or out of any system. (energy and N/A
matter)
Analyzes the structure and function of living and nonliving things. (structure and
function)
Describe how humans have distinct body structures for functions (walking, thinking, holding, seeing and
talking)
Recognizes conditions of stability and change for natural and built systems. (stability
and change)
N/A
Science
Kdg Progress Report Rubric
Progress Report Statement
Exceeds*
Secure
Developing
Beginning
Observes patterns through
Uses patterns within nature
Observes and describes
Identifies patterns within nature
organization, classification and
and human designs to
patterns within nature and
patterns within nature or
or human designs.
relationships. (patterns)
describe phenomena.
human designs.
human designs.
Investigates and explains causal
Investigates and explains
Justifies cause and effect
Identifies cause and effect
relationships through mechanisms
cause and effect relationships relationships.
relationships.
relationships with teacher
across contexts. (cause and effect)
across contexts.
support.
Recognizes how changes in scale,
N/A
N/A
N/A
N/A
proportion, or quantity affect a system's
structure or performance. (scale,
proportion and quantity)
Examines systems and system models N/A
N/A
N/A
N/A
for components and their interactions.
(systems and system models)
Tracks the transfers of energy and
N/A
N/A
N/A
N/A
matter within, into, or out of any system.
(energy and matter)
Analyzes the structure and function of Applies understanding of
Describes the relationship
Identifies structures and their Identifies structures or
living and nonliving things. (structure
structures and function as it between structures and their
functions.
functions.
and function)
relates to plants and animals. functions.
Recognizes conditions of stability and N/A
N/A
N/A
N/A
change for natural and built systems.
(stability and change)
The asterisk (*) denotes one possible way a student could demonstrate enrichment or extension that would be designated as Exceeds Standard.
Correlating SBOs
1st Grade Science Progress Report Statements
Correlating SBOs
Observe and describe how plants and animals resemble their parents.* (LS3-1) (patterns)
Sort materials (solids/liquids) according to their properties. (patterns)
Identify the properties of solids and liquids. (patterns)
Observe, describe and predict seasonal patterns of sunrise/sunset and phases of the moon.
(patterns)

(cause and effect)
Plan and conduct investigations to provide evidence that vibrating materials can make sound
and that sound can make materials vibrate. (cause and effect)
Plan and conduct an investigation to determine the effect of placing objects made with different
materials in the path of a beam of light. (cause and effect)
Observe how materials can be changed from one state to another. (cause and effect)
Determine the effect of sunlight on the Earth's surface. (PS3-1) (cause and effect)
and system models)
Tracks the transfers of energy and matter within, into, or out of any system. (energy and Recognize that Earth materials consist of solids, liquids and gases. (energy and matter)
matter)
function)
Explain the function of the parts of a plant. (structure and function)

Explain how plants and/or animals survive, grow, and meet their needs. (LS1-1) (structure and
function)
and change)
N/A
Science
1st Grade Progress Report Rubric
Exceeds*
Observes patterns within
nature and human made
designs to describe
phenomena (happenings) and
guide classification.
Designs, investigates and
explains cause and effect
relationships across contexts.
N/A
Secure
Developing
Observes patterns within nature

and human made designs to
describe phenomena
(happenings).
Investigates and explains cause
and effect relationships across
contexts.
N/A

human made designs.
Identify and explain cause
and effect relationships
across contexts.
N/A
Beginning
Observes or describes patterns
within nature or man made
designs.

Identify cause and effect
N/A
N/A
N/A
N/A
Relate understanding of
Explore and describe how states Describe matter according to Classify objects according to
matter within, into, or out of any system. states of matter to a larger
of matter change due to outside physical properties.
states of matter.
(energy and matter)
system or process.
influences/factors.
Analyzes the structure and function of Alter structures of an object to Compare and contrast structures Describe the relationship
Describe a function of a
improve function.
and functions of similar objects. between structure and
structure.
and function)
function.
N/A
N/A
N/A
x
2nd Grade Science Progress Report Statements
Correlating SBOs
Obtain information to identify where water is found on Earth and that it can be solid or liquid.
(ES2-3)
Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties. (PS1-1)
Make observations and/or measurements of an object's motion to provide evidence that a
pattern can be used to predict future motion. (3-PS2-2)
Describe the major stages in the life cycles of animals/insects.
Make observations of plants and animals to compare the diversity of life in different habitats.
(LS4-1)

(cause and effect)
Describe how humans change environments in ways that can be either beneficial or detrimental
to themselves or other organisms.
Plan and conduct an investigation to provide evidence of the effects of balanced and
unbalanced forces on the motion of an object. (3-PS2-1)
Describe how an object's movement can be changed based on the properties of the materials
involved.
Describe how humans depend on their natural and constructed environments.
Examines systems and system models for components and their interactions. (systems NA
and system models)
Tracks the transfers of energy and matter within, into, or out of any system. (energy and Construct an evidence-based account of how an object made of a small set of pieces can be
matter)
disassembled and made into a new object. (PS1-3)
function)
NA
and change)
Use information from several sources to provide evidence that Earth events can occur quickly
or slowly. (ES1-1)
Compare multiple solutions designed to slow or prevent wind or water from changing the shape
of the land. (ES2-1)
Science
2nd Grade Progress Report Rubric
Examines systems and system models
(energy and matter)
Analyzes the structure and function of
and function)
Recognizes conditions of stability and
Exceeds*
Use similarities and
differences within patterns to
sort and classify natural
objects, as well as identify
patterns related to cycles.
Designs, investigates, and
relationships across contexts
with evidence to explain the
change.
N/A
Secure
Identify similarities and
differences between natural
objects and between human
designs as well as observing
patterns related to cycles.
Designs, investigates and
Developing
Beginning
Observes patterns within
nature and human designs to
describe phenomena.
human designs.
Understands cause and effect
cause and effect relationships relationships.
across contexts.
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Describe how energy can be

transferrred in various ways
between objects.
N/A
Explains how objects can be

disassembled, made into other
objects, or changed.
N/A
Explains how objects can be

disassembled.
Can identify some smaller parts

of an object.
N/A
N/A
Measure change over time to Communicates how things stay Observes and discusses how Observes how things stay the
show how slowly or rapidly it the same while other things
things stay the same while
same and how things change.
occurs.
change slowly or rapidly within other things change.
natural and built systems.
Correlating SBOs
3rd Grade Science Progress Report Statements
Correlating SBOs
Represent data in tables and graphical displays to describe typical weather conditions expected
during a particular season. (patterns)
Obtain and combine information to describe climates in different regions of the world. (patterns)
Analyze and interpret data to provide evidence that animals have traits inherited from parents
and that variation of these traits exists in a group of similar organisms. (3-LS3-1) (patterns)

(cause and effect)
Make a claim about the merit of a solution that reduces the impacts of a weather-related
hazard. (cause and effect) ESS3-1
Analyze behaviors that influence health and body systems. (cause and effect)
Construct an argument that some animals form groups that help members survive. (3-LS2-1)
(cause and effect)
Use evidence to support the explanation that traits can be influenced by the environment. (3LS3-2) (cause and effect)
Use evidence to construct an explanation for how the variations in characteristics among
individuals of the same species may provide advantages in surviving, finding mates, and
reproducing. (LS4-2) (cause and effect)
Understand that materials can exist in different states (solid, liquid, and gas) and can be
changed from one state to another by heating or cooling. (cause and effect)
Examines systems and system models for components and their interactions. (systems Advocate for personal, family, and community health. (systems and system models)
and system models)
Make a claim about the merit of a solution to a problem caused when the environment changes
and the types of animals that live there may change. (LS4-4) (systems and system models)
Understand the human organism has systems that interact with each other (circulatory,
respiratory, digestive, musculoskeletal, etc.)
Tracks the transfers of energy and matter within, into, or out of any system. (energy and N/A
matter)
function)
N/A
and change)
N/A
Science
3rd Grade Progress Report Rubric
Exceeds*
Secure
Analyze and interpret data for Use similarities and differences
evidence to identify patterns within patterns to sort and
classify natural objects, as well
as identify patterns related to
cycles.
Design and conduct
investigations where
components (cause) are
changed to create different
with evidence.
results (effects).
N/A
N/A
Developing
Identify similarities and
differences in order to sort
and classify natural objects as
well as patterns related to
cycles.
Investigates, and explains
cause and effect relationships
across contexts with
evidence.
Beginning
Observes patterns in order to
identify similarities and
differences of natural objects
with evidence.

N/A
N/A
Examines systems and system models Construct a model that
Identifies interactions between Identify the components of a
for components and their interactions. demonstrates interactions
interactions between
components of systems.
system
between individual
N/A
N/A
N/A
N/A
(energy and matter)
Analyzes the structure and function of N/A
N/A
N/A
N/A
and function)
N/A
N/A
N/A
Correlating SBOs
4th Grade Science Progress Report Statements
Correlating SBOs
Analyze and interpret data from maps to describe patterns of Earth's features. (ESS2-2)
(patterns)
Identify evidence from patterns in rock formations and fossils in rock layers to support an
explanation for changes in landscapes over time. (ESS1-1) (patterns)
Represent data in graphical displays to reveal patterns of daily changes in length and directions
of shadows, day and night, and the seasonal appearance of some stars in the night sky. (5ESS1-2) (patterns)

(cause and effect)
Make observations and determine the effects of weathering or the rate of erosion by water, ice,
wind, or vegetation. (ESS2-1) (cause and effect)
Explain how earth materials provide many of the resources that humans use and their affect on
the environment. (ESS3-1) (cause and effect)
*Ask questions to determine cause and effect relationship of electric or magnetic interactions
between two objects not in contact with each other. (3-PS2-3) (cause and effect)
*Define a simple design problem that can be solved by applying scientific ideas about magnets.
(3-PS2-4) (cause and effect)
Supports an argument that the gravitational force exerted by Earth on objects is directed down.
(PS2-1) (cause and effect)
Recognizes how changes in scale, proportion, or quantity affect a system's structure or Support an argument that differences in the apparent brightness of the sun compared to other
stars is due to their relative distances from Earth. (5-ESS1-1) (scale, proportion, and quantity)
and system models)
Tracks the transfers of energy and matter within, into, or out of any system. (energy and Make observations to provide evidence that energy can be transferred from place to place by
matter)
sound, light, heat, and electric currents. (PS3-2) (energy and matter)
Ask questions and predict outcomes about the changes in energy that occur when objects
collide. (PS3-3) (energy and matter)
Use evidence to construct an explanation relating the speed of an object to the energy of that
object. (PS3-1) (energy and matter)
function)
N/A
and change)
N/A
Science
4th Grade Progress Report Rubric
Exceeds*
Secure
Developing
Beginning
Use patterns to identify cause Use observable data and
Analyze and interpret data for Recognize patterns to note
organization, classification, and
and effect relationships and evidence to make predictions to evidence to identify patterns change over time.
use graphs and charts to
support explanations for
(of change over time).
identify patterns in data.
changes.
Design and conduct
Design and conduct
components are changed and components (causes) are
relationships across contexts relationships across contexts.
predict the outcome of those changed to create different
with evidence.
investigations. Construct an results (effects).
argument to support that
prediction.
Analyze natural objects and Compare/Contrast natural
Identify natural objects and
proportion, or quantity affect a system's observable phenomena using objects and observable
observable phenomena using observable phenomena.
standard units to measure
phenomena using standard units standard units to measure
and describe physical
to measure and describe
quantities on a large and
physical quantities on a large
small scale.
and small scale.
small scale.
N/A
N/A
N/A
Manipulate variables to
Demonstrate and explain how
Explain how energy can be
Recognize the transfer of
matter within, into, or out of any system. demonstrate and explain how energy can be transferred in
transferred in various ways
energy between objects.
(energy and matter)
energy can be transferred
various ways and between
between objects.
objects.
Analyzes the structure and function of N/A
N/A
N/A
N/A
and function)
N/A
N/A
N/A
Correlating SBOs
Correlating SBOs
N/A

(cause and effect)
Conduct an investigation to determine whether the mixing of two or more substances results in
new substances. (PS1-4) (cause and effect)
Recognizes how changes in scale, proportion, or quantity affect a system's structure or Make observations and measurements to identify materials based on their properties. (5-PS1-3)
(scale, proportion and quantity)
Measure and graph quantities to provide evidence that regardless of the type of change that
occurs when heating, cooling, or mixing substances, the total mass of matter is conserved.
(PS1-2) (scale, proportion and quantity)
Describe and graph the amounts and percentages of water and fresh water in various
reservoirs to provide evidence about the distribution of water on earth. (ESS2-2) (scale,
Examines systems and system models for components and their interactions. (systems Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere,
and system models)
and/or atmosphere interact. (ESS2-1) (systems and system models)
Develop a model to describe the movement of matter among plants, animals, decomposers,
and the environment. (LS2-1) (Emphasis is on the idea that matter that is not food is changed
by plants into matter that is food) (systems and system models)
Obtain and combine information about ways individual communities use science ideas to
protect the Earth's resources and environment. (ESS3-1) (system and system models)
Tracks the transfers of energy and matter within, into, or out of any system. (energy and Understand that when something is broken into parts, those parts still have the same total
matter)
mass. (energy and matter)
Use models to describe that energy in animals' food (used for body repair, growth, motion, and
to maintain body warmth) was once energy from the sun. (PS3-1) (energy and matter)
Support an argument that plants get the materials they need for growth chiefly from air and
water. (LS-1-1) (Emphasis is on the idea that plant matter comes mostly from air and water, not
from the soil.) (energy and matter)
function)
N/A
and change)
Identify ways humans can the change the environment in ways that can be either beneficial or
detrimental to themselves or organisms.(IC)(stability and change)

Exceeds*
N/A
Science
5th Grade Progress Report Rubric
Secure
N/A
Justify and defend your

analysis of the cause and
effect relationship outcome.

Create a scale model of
proportion, or quantity affect a system's natural objects and
observable phenomena.
Examines systems and system models Assess and evaluate how a
for components and their interactions. change in a system's
components can affect their
interactions
Compare and contrast how
matter within, into, or out of any system. energy and matter are
(energy and matter)
transfered in various cycles.
and function)
N/A
Analyze and create multiple

hypothesis by designing and
conducting investigations where
results (effects).
Analyze natural objects and
observable phenomena using
standard units to measure and
describe physical quantities on
a large and small scale.
Developing
N/A
Design and conduct

investigations with multiple
hypothesis where
results (effects).
standard units to measure
small scale.
Construct a model that
Identify the components of a
demonstrates interactions
system and explain how they
between individual components interact in a system
of systems.
Constructs a cycle to
Identifies components of a
demonstrate how energy and
cycle to demonstrate how
matter are transfered in living
energy and matter can be
things and non-living things.
transferred in living and nonliving things.
N/A
N/A
Beginning
N/A
Conducts investigations where
results (effects).
standard units to measure and
describe physical quantities on
a small scale.
Identify the components of a
system.
Identify where energy and
matter are found.
N/A
Create an action plan giving Evaulate the impact of human

Identifies the impact of human Identifies human interactions on
justification for each step of
interactions on systems through interactions on systems
systems.
the action plan connecting to different time frames.
through different time frames.
human interactions on a
system.
Correlating SBOs
Observes patterns through organization, classification and relationships.(patterns)

(causality)
Correlating SBOs
PowerSchool Statement
MS-PS1-2 Analyze and interpret data on the properties of substances before and after the
substances interact to determine if a chemical interaction has occurred.
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms
across multiple ecosystems.
MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic
events and inform the development of technologies to mitigate their effects.
Analyzes properties of substances to determine if chemical

interactions have occured.
Predicts interactions among organisms across multiple
ecosystems.
MS-PS-1-4 Develop a model that predicts and describes changes in particle motion,
temperature, and state of a pure substance when thermal energy is added or removed.
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability
on organisms and populations of organisms in an ecosystem.
MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of
air masses results in changes in weather conditions.
MS-ESS3-1. Construct a scientific explaination based on evidence for how the uneven
distributions of earth's mineral, energy, and groundwater resources are the result of past and
current geoscience processes.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a
human impact on the environment.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human
population and per-capita consumption of natural resources impact Earth's systems.
Describes changes in particle motion, temperature, and

state of a substance
Analyzes the impact of resource availability on organisms
and populations.
Describes how interactions of air masses result in changes
in weather.
Interprets data on natural hazards to forecast future events.
Explains how the distributions of Earth's resources are the

result of geoscience processes.
Designs methods for monitoring and minimizing human
impact on the environment.
Defends how increases in population and consumption
impact Earth's systems.
Recognizes how changes in scale, proportion, or quantity affect a system's structure or MS-PS1-1. Develop models to describe the atomic composition of simple molecules and
performance. (Scale, Proportion & Quantity)
extended structures.
Develops models to describe the atomic composition of

simple molecules.
Examines systems and system models for components and their interactions.(Systems MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the
and system models)
Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Explains how unequal heating and Earth's rotation cause

regional climates.
Tracks the transfers of energy and matter within, into, or out of any system. (Energy and MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living
Matter)
and nonliving parts of an ecosystem.
MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven
by energy from the sun and the force of gravity.
Models the cycling of matter and flow of energy within an

ecosystem.
Models the Earth's water cycle including solar energy and
gravity.
Analyzes the structure and function of living and nonliving things. (Structure and
Function)
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come
from natural resources and impact society.
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not
change in a chemical reaction and thus mass is conserved.
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either
releases or absorbs themal energy by chemical processes.
Describes how synthetic materials come from natural

resources and impact society.
Models how the total number of atoms does not change in
a chemical reaction.
Designs a device to release or absorb thermal energy by
chemical processes.
Recognizes conditions of stability and change for natural and built systems. (Stability
and Change)
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or

biological components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem
services.
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global
temperatures over the past century.
Defends how changes to an ecosystem can affect

populations.
Evaluate competing design solutions for maintaining
biodiversity and ecosystem services.
Investigates factors that have caused the rise in global
temperatures over the past century.

Exceeds*
Secure
Developing
Beginning
Recognizes that macroscopic patterns are related to the nature of microscopic and atomic-level structure.
relationshps.(patterns)
MS-PS1-2 Analyze and interpret data
on the properties of substances before
and after the substances interact to
determine if a chemical interaction has
occurred.
MS-LS2-2 Construct an explanation that
predicts patterns of interactions among
organisms across multiple ecosystems.
MS-ESS3-2. Analyze and interpret data
on natural hazards to forecast future
catastrophic events and inform the
development of technologies to mitigate
their effects.
MS-PS-1-4 Develop a model that
predicts and describes changes in
particle motion, temperature, and state
of a pure substance when thermal
energy is added or removed.
MS-LS2-1. Analyze and interpret data
to provide evidence for the effects of
resource availability on organisms and
populations of organisms in an
ecosystem.
MS-ESS2-5. Collect data to provide
evidence for how the motions and
complex interactions of air masses
results in changes in weather
conditions.
MS-ESS3-1. Construct a scientific
explaination based on evidence for how
the uneven distributions of earth's
mineral, energy, and groundwater
resources are the result of past and
current geoscience processes.
MS-ESS3-3. Apply scientific principles
to design a method for monitoring and
minimizing a human impact on the
environment.
MS-ESS3-4. Construct an argument
supported by evidence for how
increases in human population and percapita consumption of natural resources
impact Earth's systems.

structure or performance. (Scale,
proportion, and quantity)
MS-PS1-1. Develop models to describe
the atomic composition of simple
molecules and extended structures.
(Systems and system models)
MS-ESS2-6. Develop and use a model
to describe how unequal heating and
rotation of the Earth cause patterns of
atmospheric and oceanic circulation
that determine regional climates.
(Energy and matter)
MS-LS2-3. Develop a model to describe
the cycling of matter and flow of energy
among living and nonliving parts of an
ecosystem.
MS-ESS2-4. Develop a model to
describe the cycling of water through
Earth's systems driven by energy from
the sun and the force of gravity.
living and nonliving things. (Structure
and Function)
MS-PS1-3. Gather and make sense of
information to describe that synthetic
materials come from natural resources
and impact society.
MS-PS1-5. Develop and use a model to
describe how the total number of atoms
does not change in a chemical reaction
and thus mass is conserved.
MS-PS1-6. Undertake a design project
to construct, test, and modify a device
that either releases or absorbs themal
energy by chemical processes.
(Stability and Change)
MS-LS2-4. Construct an argument
supported by empirical evidence that
changes to physical or biological
components of an ecosystem affect
populations.
MS-LS2-5. Evaluate competing design
solutions for maintaining biodiversity
and ecosystem services.
MS-ESS3-5. Ask questions to clarify
evidence of the factors that have
caused the rise in global temperatures
over the past century.
Correlating SBOs
Correlating SBOs
PowerSchool Statement
Observes patterns through organization, classification and relationshps.(patterns)
MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic
patterns of lunar phases, eclipses of the sun and moon, and seasons.
Describe the cyclic patterns of lunar phases,

eclipses, and seasons.

(causality)
MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric
and magnetic forces.
MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence
that fields exist between objects exerting forces on each other even though the objects are not
in contact.
MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an
explanation for how characteristic animal behaviors and specialized plant structures affect the
probablility of successful reproduction of animals and plants respectively.
MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and
genetic factors influence the growth of organisms.
MS-LS3-2: Develop and use a model to describe why asexual reproduction results in offspring
with identical genetic information and sexual reproduction results in offspring with genetic
variation.
Determine the factors that affect the strength of

electric and magnetic forces.
Provide evidence that fields exist between objects
exerting forces on each other.
Determine how animal behaviors and plant
structures affect successful reproduction.
Construct an explanation for how environmental
and genetic factors influence the growth.
Describe why methods of reproduction result in
identical, or varied, genetic information.
Recognizes how changes in scale, proportion, or quantity affect a system's structure or MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells;
performance.
either one cell or many different numbers and types of cells.
MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar
system.
Recognize that organisms are made of (sometimes

many types of) cells (single or multi).
Analyze and interpret data to determine scale
properties of objects in the solar system.
Examines systems and system models for components and their interactions.
MS-PS2-1: Apply Newton's Third Law to design a solution to a problem involving the motion of
two colliding objects.
MS-PS2-4: Construct and present arguments using evidence to support the claim that
gravitational interactions are attractive and depend on the masses of interacting objects.
MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting
subsystems composed of groups of cells.
MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within
galaxies and the solar system.
Apply Newton's Laws to design a solution to a

problem involving two colliding objects.
Use evidence to prove that gravitational
interactions attract and depend on mass.
Describe how the body is a system of interacting
subsystems composed of groups of cells.
Describe the role of gravity in the motions within
galaxies and the solar system.
Tracks the transfers of energy and matter within, into, or out of any system.
MS-LS1-6: Construct a scientific explanantion based on evidence for the role of photosythesis
in the cycling of matter and flow of energy into and out of organisms.
MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions
forming new molecules that supposrt growth and/or release energy as this matter moves
through an organism.
Describe how photosynthesis cycles matter and

energy in and out of organisms.
MS-LS1-2: Develop and use a model to descibe the function of a cell as a whole and ways
parts of cells contribute to the function.
MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by
sending messages to the brain for immediate behavior or storage as memories.
MS-LS3-1: Develop and use a model to describe why structural changes to genes (mutations)
located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral
effects to the structure and function of the organism.
Describe the function of a cell as a whole and the

ways parts of cells contribute to the function.
Describe how sensory receptors respond to stimuli,
send messages, and cause behavior.
MS-PS2-2: Plan an investigation to provide evidence that the change in an object's motion
depends on the sum of the forces on the object and the mass of the object.
Provide evidence that the change in an object's

motion depends on the forces and mass.
Analyzes the structure and function of living and nonliving things.
Recognizes conditions of stability and change for natural and built systems.
Describe how chemical reactions form new

molecules that support growth and release energy.
Describe why structural changes to genes may

affect structure and function of the organism.

Exceeds*
Secure
Developing
Beginning
across contexts. (causality)
structure or performance.
living and nonliving things.
Correlating SBOs
Correlating SBOs
Observes patterns through organization, classification and relationshps.(patterns)
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the
amplitude of a wave is related to the energy in a wave.
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence,
diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption
that natural laws operate today as in the past.
MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences
among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological
development across multiple species to identify relationships not evident in the fully formed anatomy.
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and
seafloor structures to provide evidence of the past plate motions.
HS-ESS1-5. Evaluate evidence of the past and current movements of continenetal and oceanic crust and
the theory of plate tectonics to explain the ages of crustal rocks.
Investigates and explains causal relationships through mechanisms across contexts. (causality)
MS-LS4-4. Construct an explanation based on evidence that describes how

genetic variations of traits in a population increase some individuals
probability of surviving and reproducing in a specific environment.
MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans
influence the inheritance of desired traits in organisms.
MS-LS4-6 Use mathematical representations to support explanations of how
natural selection may lead to increases and decreases of specific
traits in populations over time.
Recognizes how changes in scale, proportion, or quantity affect a system's structure or

performance.
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic
energy to the mass of an object and to the speed of an object.
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of
matter, the mass, and the change in the average kinetic energy of the particles as measured by the
temperature of the sample.
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and
mineral resources based on cost-benefit ratios.
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance
changes, different amounts of potential energy are stored in the system.
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed
Earths surface at varying time and spatial scales.
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or
maximizes thermal energy transfer.*
MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an
object changes, energy is transferred to or from the object.
HS-ESS2-3. Develop a model based on evidence of Earths interior to describe the cycling of matter by
thermal convection.
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted
through various materials.
MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized
signals are a more reliable way to encode and transmit information than analog signals.
MS-ESS2-1 Develop a model to describe the cycling of Earth's materials and the flow of energy that drives
this process.
HS-ESS2-1. Develop a model to illustrate how Earths internal and surface processes operate at different
spatial and temporal scales to form continental and ocean-floor features.
Need to add?
MS-ESS1-4 Construct a scientific explanantion based on evidence from rock strata for how the
geologic time scale is used to organize Earths's 4.6 billion year old history.

Exceeds*
Secure
Developing
Beginning
Correlating SBOs
9-12th Grade Science Progress Report Statements
Observes patterns through organization, classification and relationships.

(causality)
Recognizes how changes in scale, proportion, or quantity affect a system's structure or
performance.
Correlating SBOs

Exceeds*
Secure
Developing
Beginning
relationships.

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Earth Materials: Fossils; Human Use of Natural Resources; Weathering and Erosion

Concept Words: patterns; cause and effect

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

Students will understand that (Big ideas, generalizations, principles, ideas

Students will be able to (Skills of the discipline, social skills, production

Instruction: How will we engage students in the unit of study?

Anchor/Inquiry Experiences (Interdisciplinary connections):

Other Resources for Investigation:

Opportunities for collaboration/wonder:

Energy; Electricity and Magnetism; Gravity

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

Students will be able to (Skills of the discipline, social skills, production

Support an argument with evidence, data, or a model that gravity causes

Instruction: How will we engage students in the unit of study?

Anchor/Inquiry Experiences (Interdisciplinary connections):

Other Resources for Investigation:

Opportunities for collaboration/wonder:

Why do some stars appear brighter than others?

Students will understand that (Big ideas, generalizations, principles, ideas

What is the evidence of Earth's movement?

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

Students will be able to (Skills of the discipline, social skills, production

Scale, proportion, distance

Support an argument with evidence, data, or a model that explains the

Earth revolves around the sun.

Represent data in graphical displays to explain how the pattern of Earth's

Instruction: How will we engage students in the unit of study?

Anchor/Inquiry Experiences (Interdisciplinary connections):

Other Resources for Investigation:

Opportunities for collaboration/wonder:

Investigates and explains causal relationships through mechanisms across contexts.

Investigates and explains causal relationships through mechanisms across contexts.

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

Observes patterns within nature

Observes and describes

Investigates and explains causal

Observes patterns through organization, classification and relationships. (patterns)

Investigates and explains causal relationships through mechanisms across contexts.

Describe how energy can be

Explains how objects can be

Explains how objects can be

Can identify some smaller parts

Observes patterns through organization, classification and relationships. (patterns)

Investigates and explains causal relationships through mechanisms across contexts.

Recognizes how changes in scale,

Observes patterns through organization, classification and relationships. (patterns)

Investigates and explains causal relationships through mechanisms across contexts.

Observes patterns through organization, classification and relationships. (patterns)

Investigates and explains causal relationships through mechanisms across contexts.

Progress Report Statement

Justify and defend your

Recognizes how changes in scale,

Analyze and create multiple

Design and conduct

Create an action plan giving Evaulate the impact of human

Investigates and explains causal relationships through mechanisms across contexts.

Analyzes properties of substances to determine if chemical

Describes changes in particle motion, temperature, and

Interprets data on natural hazards to forecast future events.

Explains how the distributions of Earth's resources are the

Develops models to describe the atomic composition of

Explains how unequal heating and Earth's rotation cause

Models the cycling of matter and flow of energy within an

Describes how synthetic materials come from natural