Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Make observations at different times of year to relate the amount of daylight to the time of year.

Make observations at different times of year to relate the amount of daylight to the time of year.

Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. *Students focus on animals in this unit.

Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.

Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.

Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

Develop a model to represent the shapes and kinds of land and bodies of water in an area.

Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Make observations of plants and animals to compare the diversity of life in different habitats.

Make observations of plants and animals to compare the diversity of life in different habitats.

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Obtain and combine information to describe climates in different regions of the world.

Obtain and combine information to describe climates in different regions of the world.

Obtain and combine information to describe climates in different regions of the world. 

Obtain and combine information to describe climates in different regions of the world.

Obtain and combine information to describe climates in different regions of the world.

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

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.

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.

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.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

 Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change.

Make a claim about the merit of a solution to a problem caused when the environment changes and the type of plants and animals that live there may change.

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Ask questions to determine cause and effect relationships 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.

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. *In this unit, students focus on the role of weathering in erosion, deposition, and Earth’s changing landscape.

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Analyze and interpret data from maps to describe patterns of Earth’s features.

Analyze and interpret data from maps to describe patterns of Earth’s features.  how different kinds of rock are mechanically weathered, analyzing how the sediment caused by the weathering can then be eroded. *In this unit, students focus on patterns in the locations of volcanoes and earthquakes.

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, and reproduction.

Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Use evidence to construct an explanation relating the speed of an object to the energy of that object. *Students are introduced to the relationship between energy and speed in this unit.

Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. *In this unit, students are introduced to the concept of patterns caused by the relative motions of the sun, moon, and Earth.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.*Students are introduced to energy transfer in this unit by focusing on moving substances. They will explore other forms of energy transfer in later units. 

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. 

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Generate and compare multiple solutions that use patterns to transfer information.

Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth. 

Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.

Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.

Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

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.

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.

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.

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Support an argument that plants get the materials they need for growth chiefly from air and water.

Support an argument that plants get the materials they need for growth chiefly from air and water.

Support an argument that plants get the materials they need for growth chiefly from air and water.

Support an argument that plants get the materials they need for growth chiefly from air and water.

Support an argument that plants get the materials they need for growth chiefly from air and water.

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Use models to explain factors that upset the stability to local ecosystems.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Use models to explain factors that upset the stability to local ecosystems.

Use models to explain factors that upset the stability to local ecosystems.

Develop a model to describe that matter is made of particles too small to be seen.

Develop a model to describe that matter is made of particles too small to be seen.

Develop a model to describe that matter is made of particles too small to be seen.

 Develop a model to describe that matter is made of particles too small to be seen.

Develop a model to describe that matter is made of particles too small to be seen.

Develop a model to describe that matter is made of particles too small to be seen.

Develop a model to describe that matter is made of particles too small to be seen.

Develop a model to describe that matter is made of particles too small to be seen.

Develop a model to describe that matter is made of particles too small to be seen.

Develop a model to describe that matter is made of particles too small to be seen.

Develop a model to describe that matter is made of particles too small to be seen.

Develop a model to describe that matter is made of particles too small to be seen.

Develop a model to describe that matter is made of particles too small to be seen. 

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

Make observations and measurements to identify materials based on their properties.

Make observations and measurements to identify materials based on their properties.

Make observations and measurements to identify materials based on their properties.

Make observations and measurements to identify materials based on their properties.

Make observations and measurements to identify materials based on their properties.

 Make observations and measurements to identify materials based on their properties.

Make observations and measurements to identify materials based on their properties.

Make observations and measurements to identify materials based on their properties.

Make observations and measurements to identify materials based on their properties.

Make observations and measurements to identify materials based on their properties. 

Make observations and measurements to identify materials based on their properties. 

Make observations and measurements to identify materials based on their properties. 

Make observations and measurements to identify materials based on their properties.

Make observations and measurements to identify materials based on their properties.

Make observations and measurements to identify materials based on their properties.

Make observations and measurements to identify materials based on their properties.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

 Support an argument that the gravitational force exerted by Earth on objects is directed down.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

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.

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.

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.

Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives these processes within and among Earth’s systems.

Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying times and spatial scales.

Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

 Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

 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.

Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

 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.

 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.

 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.

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Gather and synthesize information that sensory receptors respond to stimul

Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

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.

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.

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.

Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

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. *In this unit, students focus on the relationship between the energy transferred and the change in the average kinetic energy of the substance’s particles. They will incorporate the other aspects of the standard in later units.

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.

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.

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.

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.

Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Construct a scientific explanation 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.

Construct a scientific explanation 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.

Construct a scientific explanation 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.

 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

Obtain, evaluate, and communicate evidence of the factors that have caused changes in global temperatures over the past century.

Obtain, evaluate, and communicate evidence of the factors that have caused changes in global temperatures over the past century.

Obtain, evaluate, and communicate evidence of the factors that have caused changes in global temperatures over the past century.

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

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.

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.

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.