https://padlet.com/VUSDSTEM/rom3m4n9cbfj en-us 2019-12-04 22:34:26 UTC 2020-02-04 22:30:59 UTC hello@padlet.com VUSDSTEM https://padlet.com/VUSDSTEM/rom3m4n9cbfj/wish/440631803 | 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.  | Earth’s Systems  | Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.  | A quantitative understanding of the latent heats of vaporization and fusion is not assessed  | Module: The Water Cycle    Pages 137–140, 141

| MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions  | Earth’s Systems  | Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation)  | :  Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations  | Module: Weather and Climate  Pages 217–221, 253–258, 259

| 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.  | Earth’s Systems  | Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.  | Assessment does not include the dynamics of the Coriolis effect  | Module: Weather and Climate   Pages 253–258, 259]]> 2020-02-04 22:22:01 UTC https://padlet.com/VUSDSTEM/rom3m4n9cbfj/wish/440631803 VUSDSTEM https://padlet.com/VUSDSTEM/rom3m4n9cbfj/wish/440632128 | MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.  | From Molecules to Organisms  | Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.  | Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts  | Module: Body Systems     Pages 124, 165–170

 | 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 probability of success  | From Molecules to Organisms  | Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds; and, creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.  |Module: Reproduction of Organisms Pages 47–49, 64, 73–75

| 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.  | Heredity  | Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.  Module: Reproduction of Organisms Pages 83–88]]> 2020-02-04 22:22:45 UTC https://padlet.com/VUSDSTEM/rom3m4n9cbfj/wish/440632128 VUSDSTEM https://padlet.com/VUSDSTEM/rom3m4n9cbfj/wish/440632636  | MS-PS3-4Plan 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 temper  | Energy  | Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.  | Assessment does not include calculating the total amount of thermal energy transferred  | Module: Energy and Matter Pages 76–78, 79–80, 84–85, 91–98]]> 2020-02-04 22:24:10 UTC https://padlet.com/VUSDSTEM/rom3m4n9cbfj/wish/440632636