https://padlet.com/nspinney/zr65tuytbdyu en-us 2018-01-26 19:04:52 UTC 2026-02-20 22:13:11 UTC hello@padlet.com nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/226749928 MS-LS1-1. | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.]]]> 2018-01-31 19:00:41 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/226749928 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227053962 MS-LS1-2. | Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: 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.]]]> 2018-02-01 14:32:11 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227053962 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227054555 By the end of this unit, students will demonstrate an understanding that all living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions.]]> 2018-02-01 14:32:57 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227054555 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227055650 MS-LS1-3. | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: 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 Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.]]]> 2018-02-01 14:34:33 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227055650 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227056232 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. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]]]> 2018-02-01 14:35:26 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227056232 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227056996 By the end of this unit, students will demonstrate an understanding that Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues or organs that are specialized for particular body functions.]]> 2018-02-01 14:36:31 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227056996 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227058333 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 successful reproduction of animals and plants respectively. [Clarification Statement: 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.]
MS-LS1-5. | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]
MS-LS1-6. | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]]]> 2018-02-01 14:38:30 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227058333 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227059155 By the end of this unit, students will demonstrate and understanding that plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. Animals obtain food from eating plants or eating other animals. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. In most animals and plants, oxygen reacts with carbon containing molecules (sugars) to provide energy and produce carbon dioxide; anaerobic bacteria achieve their energy needs in other chemical processes that do not require oxygen.]]> 2018-02-01 14:39:36 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227059155 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227081604 Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in grades 6–8 builds from grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.

• Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. (MS-PS2-3)

Planning and Carrying Out Investigations

Planning 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.

• Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. (MS-PS2-2)
• Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation. (MS-PS2-5)

Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds from 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.

• Construct 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 or a solution to a problem. (MS-PS2-4)

Scientific Knowledge is Based on Empirical Evidence

• Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS-PS1-2)

]]> 2018-02-01 15:14:30 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227081604 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227084557 MS-LS1-7. | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]]]> 2018-02-01 15:19:13 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227084557 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227086441 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. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]
MS-LS2-2. | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.[Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]
MS-LS2-3. | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.[Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]]]> 2018-02-01 15:22:03 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227086441 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227087099 MS-LS2-4. | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]]]> 2018-02-01 15:23:04 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227087099 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227087299 MS-LS2-5. | Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]]]> 2018-02-01 15:23:22 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227087299 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227088443 By the end of this unit, students will demonstrate an understanding taht organisms and populations of organisms are dependent on their environmental interactions both with other living things and with nonliving factors. Growth of organisms and population increases are limited by access to resources. In 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. Similarly, 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.


]]> 2018-02-01 15:25:06 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227088443 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227089658 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.[Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]]]> 2018-02-01 15:27:04 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227089658 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227090596 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. [Clarification Statement: 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.]]]> 2018-02-01 15:28:27 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227090596 nspinney https://padlet.com/nspinney/zr65tuytbdyu/wish/227094728 By the end of this unit students will demonstrate an understanding that organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Animals engage in characteristic behaviors that increase the odds of reproduction. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features (such as attractively colored flowers) for reproduction. Plant growth can continue throughout the plant’s life through production of plant matter in photosynthesis. Genetic factors as well as local conditions affect the size of the adult plant. The growth of an animal is controlled by genetic factors, food intake, and interactions with other organisms, and each species has a typical adult size range.
Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of a specific protein, which in turn affects the traits of the individual (e.g., human skin color results from the actions of proteins that control the production of the pigment melanin). Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. Sexual reproduction provides for transmission of genetic information to offspring through egg and sperm cells. These cells, which contain only one chromosome of each parent’s chromosome pair, unite to form a new individual (offspring). Thus offspring possess one instance of each parent’s chromosome pair (forming a new chromosome pair). Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited or (more rarely) from mutations.
In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism.]]> 2018-02-01 15:34:49 UTC https://padlet.com/nspinney/zr65tuytbdyu/wish/227094728