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SD.6-8.ESS.Middle School Earth and Space Science Standards
Middle School Earth and Space Science Standards
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. (SEP: 2; DCI: ESS1.A, ESS1.B; CCC: Patterns)
MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. (SEP: 2; DCI: ESS1.A, ESS1.B; CCC: Systems)
MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. (SEP: 4; DCI: ESS1.B; CCC: Scale/Prop., Technology)
MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. (SEP: 2; DCI: ESS2.A; CCC: Stability/Change)
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. (SEP: 6; DCI: ESS2.A, ESS2.C; CCC: Scale/Prop.)
MS-ESS2-3. Analyze and interpret data on the age of the Earth, distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. (SEP: 4; DCI: ESS2.B, ESS1.C; CCC: Patterns)
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. (SEP: 2; DCI: ESS2.C; CCC: Energy/Matter)
MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. (SEP: 3; DCI: ESS2.C, ESS2.D; CCC: Cause/Effect)
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. (SEP: 2; DCI: ESS2.C, ESS2.D; CCC: Systems)
MS-ESS3-1. 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. (SEP: 6; DCI: ESS3.A ; CCC: Cause/Effect , Technology)
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. (SEP: 4; DCI: ESS3.B; CCC: Patterns, Technology)
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. (SEP: 6 ; DCI: ESS3.C; CCC: Cause/Effect, Technology)
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. (SEP: 7; DCI: ESS3.C; CCC: Cause/Effect, Technology, Nature Science/Consequence-Actions)Quiz, Flash Cards, Worksheet, Game Minerals
MS-ESS3-5. Ask questions to clarify evidence of the factors that may have caused a change in global temperatures over the past century. (SEP: 1; DCI: ESS3.D; CCC: Stability/Change)
SD.6-8.LSS.Middle School Life Science Standards
Middle School Life Science Standards
MS-LS1-1. Plan and carry out an investigation to provide evidence that living things are made of cells; either one cell or many different types and numbers of cells. (SEP: 3; DCI: LS1.A; CCC: Scale/Prop., Technology)Quiz, Flash Cards, Worksheet, Game Cells
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (SEP: 2; DCI: LS1.A; CCC: Structure/Function)Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
MS-LS1-3. Construct an argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (SEP: 7 ; DCI: LS1.A; CCC: Systems)Quiz, Flash Cards, Worksheet, Game Cells
MS-LS1-4. Construct an 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 respectiv
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. (SEP: 6, Nature Science/Empirical Evidence; DCI: LS1.C, PS3.D; CCC: Energy/Matter)
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. (SEP: 2; DCI: LS1.C, PS3.D; CCC: Energy/Matter)
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. (SEP: 6; DCI: LS2.A; CCC: Patterns)
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (SEP: 2; DCI: LS2.B; CCC: Energy/Matter)
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. (SEP: 7; DCI: LS2.C ; CCC: Stability/Change)
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. (SEP:2 ; DCI: LS3.A, LS3.B;
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. (SEP: 2; DCI: LS1.B, LS3.A, LS3.B; CCC: Cause/Effect)
MS-LS4-2. Apply scientific ideas to construct an explanation for similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. (SEP: 6; DCI: LS4.A; CCC: Patterns)
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. (SEP: 6; DCI: LS4.B; CCC: Cause/Effect)
MS-LS4-5. Obtain, evaluate, and communicate information about how technological advances have changed the way humans influence the inheritance of desired traits in organisms. (SEP: 8; DCI: LS4.B; CCC: Cause/Effect, Technology)
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. (SEP: 5; DCI: LS4.C; CCC: Cause/Effect)
SD.6-8.PSS.Middle School Physical Science Standards
Middle School Physical Science Standards
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. (SEP:2 ; DCI: PS1.A; CCC: Scale/Prop. )
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. (SEP: 8; DCI: PS1.A, PS1.B; CCC: Patterns)
MS-PS1-4. 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. (SEP: 2; DCI: PS1.A, PS3.A; CCC: Cause/Effect)
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. (SEP: 2 ; DCI: PS1.B; CCC: Energy/Matter)
MS-PS1-6. Design, construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. (SEP: 6; DCI: PS1.B, ETS1.B, ETS1.C; CCC: Energy/Matter)
MS-PS2-1. Design a solution to a problem involving the motion of two colliding objects that illustrates Newton’s Third Law. (SEP: 6; DCI: PS2.A; CCC: Systems, Technology)
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. (SEP: 3; DCI: PS2.A; CCC: Stability/Change).
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. (SEP: 1; DCI: PS2.B; CCC: Cause/Effect)
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. (SEP: 3; DCI: PS2.B; CCC: Cause/Effect )
MS-PS3-1. Construct and analyze graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. (SEP: 4; DCI: PS3.A; CCC: Scale/Prop.)
MS-PS3-3. Design, construct, and test a device that either minimizes or maximizes thermal energy transfer. (SEP: 6; DCI: PS3.A, PS3.B, ETS1.A, ETS1.B, ; CCC: Energy/Matter)
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. (SEP: 3; DCI: PS3.A, PS3.B; CCC: S
MS-PS3-5. Engage in argument from evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. (SEP: 7; DCI: PS3.B; CCC: Energy/Matter)
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. (SEP: 5; DCI: PS4.A; CCC: Patterns)Quiz, Flash Cards, Worksheet, Game Sound
MS-PS4-2. Develop and use a model to describe how waves are reflected, absorbed, or transmitted through various materials. (SEP: 2; DCI: PS4.A, PS4.B; CCC: Structure)Quiz, Flash Cards, Worksheet, Game Sound
MS-PS4-3. Obtain, evaluate and communicate information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. (SEP: 8; DCI: PS4.C; CCC: Structure, Technology)
SD.RST.6-8.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Integration of Knowledge and IdeasRST.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).Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Craft and StructureRST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
SD.WHST.6-8.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
Production and Distribution of WritingWHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Quiz, Flash Cards, Worksheet, Game Sound
Text Types and PurposesWHST.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.Quiz, Flash Cards, Worksheet, Game Sound
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.6-8.2(a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when usefu
WHST.6-8.2(b) Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
WHST.6-8.2(c) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
WHST.6-8.2(d) Use precise language and domain-specific vocabulary to inform about or explain the topic.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.Quiz, Flash Cards, Worksheet, Game Sound