MO.6-8.PS. Physical Sciences

6-8.PS1. Matter and Its Interactions

6-8.PS1.A. Structure and Properties of Matter

6-8.PS1.A.2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.]

6-8.PS2. Motion and Stability: Forces and Interactions

6-8.PS2.A. Forces and Motion

6-8.PS2.A.2. Plan and conduct 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. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.]

6-8.PS2.B. Types of Interaction

6-8.PS2.B.2. Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.]

6-8.PS3. Energy

6-8.PS3.A. Definitions of Energy

6-8.PS3.A.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. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.]

6-8.PS3.A.3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.]

6-8.PS3.A.4. Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample. [Clarification Statement: 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.]

6-8.PS3.B. Conservation of Energy and Energy Transfer

6-8.PS3.B.1. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.]

6-8.PS4. Waves and Their Applications in Technologies for Information Transfer

6-8.PS4.A. Wave Properties

6-8.PS4.A.2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.]

MO.6-8.LS. Life Sciences

6-8.LS1. From Molecules to Organisms: Structure and Processes

6-8.LS1.A. Structure and Function

6-8.LS1.A.2. Develop and use a model to describe the function of a cell as a whole and ways parts of the cells contribute to that 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.]

6-8.LS1.A.3. Develop an argument supported by evidence for how multicellular organisms are organized by varying levels of complexity; cells, tissue, organs, organ systems.

6-8.LS1.C. Organization for Matter and Energy Flow in Organisms

6-8.LS1.C.1. Construct a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms.

6-8.LS2. Ecosystems: Interactions, Energy, and Dynamics

6-8.LS2.A. Interdependent Relationships in Ecosystems

6-8.LS2.A.2. Construct an explanation that predicts the patterns of interactions among and between the biotic and abiotic factors in a given ecosystem. [Clarification Statement: Relationships may include competition, predation, and symbiosis.]

6-8.LS2.B. Cycles of matter and Energy Transfer in Ecosystems

6-8.LS2.B.1. 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, including food chains and food webs.]

MO.6-8.ESS. Earth and Space Sciences

6-8.ESS1. Earth's Place in the Universe

6-8.ESS1.A. The Universe and its Stars

6-8.ESS1.A.3. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.]

6-8.ESS1.B. Earth and the Solar System

6-8.ESS1.B.1. Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.]

6-8.ESS2. Earth's Systems

6-8.ESS2.A. Earth Materials and Systems

6-8.ESS2.A.1. Develop and use a model to illustrate that energy from the Earth’s interior drives convection which cycles Earth’s crust leading to melting, crystallization, weathering and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building and active volcanic chains. [Clarification Statement: The emphasis is on large-scale cycling resulting from plate tectonics that includes changes in rock types through erosion, heat and pressure.]

6-8.ESS2.A.2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]

6-8.ESS2.B. Plate Tectonics and Large-Scale Systems

6-8.ESS2.B.1. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]

6-8.ESS2.C. The Role of Water in Earth's Surface Processes

6-8.ESS2.C.1. Design and develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: 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.]

6-8.ESS2.C.2. Research, collect, and analyze data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: 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 possible 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).]

6-8.ESS2.C.3. 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. [Clarification Statement: 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.]

6-8.ESS3. Earth and Human Activity

6-8.ESS3.B. Natural Hazards

6-8.ESS3.B.1. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]

6-8.ESS3.C. Human Impacts on Earth's Systems

6-8.ESS3.C.1. Analyze data to define the relationship for how increases in human population and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of data include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change.]

6-8.ESS3.D. Global Climate Change

6-8.ESS3.D.1. Analyze evidence of the factors that have caused the change in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities.]

MO.RST.6-8. Reading Standards for Literacy in Science and Technical Subjects

Integration of Knowledge and Ideas

RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

MO.WHST.6-8. Writing Standards for Literacy in Science and Technical Subjects

Text Types and Purposes

WHST.6-8.1. Write arguments focused on discipline-specific content.

WHST.6-8.1(e) Provide a concluding statement or section that follows from and supports the argument presented.

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.6-8.2(d) Use precise language and domain-specific vocabulary to inform about or explain the topic.

WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.