Time Frame
1st nine
weeks
Content to be taught
PS3-5 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.
Describe that when
the arrangement of
objects interacting at
a distance changes,
different amounts of
potential energy are
stored in the system.
PS2-4 Construct and
present arguments
using evidence to
support the claim that
gravitational
interactions are
attractive and depend
on the masses of
interacting objects.
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.
PS3-3 Apply scientific
principles to design,
construct, and test a
device that either
minimizes or
maximizes thermal
energy transfer.*
ETS1-2 Evaluate
competing design
solutions using a
systematic process to
determine how well
they meet the criteria
Learning Targets
Target 1: Types of Energy
1.1 Discuss the sources of different types of energy. (potential, kinetic,
solar, wind, hydro, electrical, electromagnetic, sound, nuclear,
mechanical, chemical, thermal, etc)
1.2 Explain how energy is transferred in waves.
1.3 Explain the direction and sequence of energy transfer.
1.4 Explain the law of conservation of energy.
1.5 Discuss the relationship between motion and energy
Product Target: Create a visual of the different types of energy that
demonstrates real-world examples of each type.
Product Target: Design a Rube Goldberg invention that demonstrates
understanding of energy transfer.
Target 2: Gravity
2.1 Explain gravity’s effect on different objects.
2.2 Describe the relationship between mass and gravitational force.
2.3 Describe the relationship between gravitational force and the
distance between objects. (different planets)
2.4 Identify unit used to measure gravitational force.
Target 3: Kinetic versus Potential Energy
3.1 Describe the relationship between motion and energy.
3.2 Explain the difference between potential and kinetic energy.
3.3 Describe how an object’s position affects potential energy. (Relate
gravity to potential energy)
Product Target: Design a functional roller coaster that demonstrates
potential and kinetic energy at various points.
Target 4: Matter and its relationship with Energy
4.1 Compare physical and chemical properties of a variety of
substances, including solids, liquids, gases, and plasma.
4.2 Describe how matter changes states.
4.3 Explain the process of vaporization, evaporation, condensation,
freezing, boiling, melting, and sublimation as a change of state.
Target 5: Kinetic Molecular Theory of Matter.
5.1 Compare and contrast heat and thermal energy.
5.2 Discuss motion of particles in various states of matter.
5.3 Describe how particle motion is related to temperature.
5.4 Describe how temperature is affected when substances mix/touch.
Target 6: Thermal Energy and Heat Transfer
6.1 Discuss the direction of heat flow in objects.
6.2 Discuss the importance and the effect of conductors on thermal
energy transfer
6.3 Discuss the importance and the effect of insulators on thermal
energy transfer
6.4 Explain how heat is transferred by conduction, convection, and
radiation.
6.5 Explain how heat is transferred by conduction, convection, and
radiation.
and constraints of the
problem.
ETS1-4 Develop a
model to generate
data for iterative
testing and
modification of a
proposed object, tool,
or process such that
an optimal design can
be achieved.
2nd nine
weeks
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.
PS4-2 Develop and
use a model to
describe that waves
are reflected,
absorbed, or
transmitted through
various materials.
6.6 Explain how heat is transferred by conduction, convection, and
radiation.
6.7 Determine at what temperature thermal equilibrium will occur when
matter of different temperatures is exposed to each other.
Product target: Design and create an apparatus that demonstrates
understanding of heat transfer (solar cooker, insulation device)
I will define a mechanical wave.
I will identify and explain that waves have a repeating pattern
with wavelength, frequency, and amplitude.
I will describe the relationship between amplitude and energy of
a wave.
I will use a graph or chart to identify patterns in the amplitudeenergy relationship.
I will use mathematical representations to describe a simple
model for waves that includes how the amplitude of a wave is
related to the energy of a wave.
I can recognize an electromagnetic wave.
PS4-3 Integrate
qualitative scientific
and technical
information to support
the claim that digitized
signals are a more
reliable way to encode
and transmit
information than
analog signals.
I will define medium of a wave.
I can explain that a sound wave needs a medium in which to
travel.
I will describe how a wave is reflected from various materials.
I will describe how the energy of a wave is absorbed by various
materials.
I will explain how a wave is transmitted through various
materials.
PS2-3 Ask questions
about data to
determine the factors
that affect the strength
of electric and
magnetic forces.
07-PS2-4
Construct and present
arguments using
evidence to support the
I can describe how objects appear to be a certain color.
I can describe how ROYGBIV is organized by wavelength and
frequency.
I can explain that light travels in a straight line.
I can explain how light refracts or bends as it travels through a
different medium.
I will differentiate between mechanical and electromagnetic
waves.
claim that gravitational
interactions are
attractive and depend
on the masses of
interacting objects.
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.
I will develop a model to show that waves are reflected,
absorbed, or transmitted through various materials.
I will use a model to show that waves are reflected, absorbed, or
transmitted through various materials.
I can describe how waves can be used to communicate.
I can explain how light waves can be used to communicate in
fiber optic cables.
I can describe how radio waves are used to communicate in wifi devices.
I can explain how binary code is used to communicate by making
sound or text on screens.
I will differentiate between digitized and analog signals.
I will analyze evidence to support the claim that digitized signals
(sent as wave impulses) are a more reliable way to encode and
transmit information.
Write a testable question for an experiment.
Describe properties of electric and magnetic (electromagnetic)
forces as being attractive or repulsive.
Explain how electric and magnetic force size depends on
magnitudes of the charges, currents, or magnetic strengths
involved and on the distances between the objects.
Formulate questions about data to determine factors that affect
the strength of electric and magnetic forces.
Formulate a hypothesis for an experiment that is based on
observations and scientific principles of electromagnetism.
Demonstrate that cause and effect relationships may be used to
predict phenomena such as electromagnetism, using
electromagnets, electric motors, or generators.
Analyze electromagnetic forces as to magnitude of charge,
current, magnetic strength, and distance between interacting
objects.
List and understand the parts of an experiment.
Describe field forces as forces that act at a distance.
Explain that field forces exist even when objects are not in
contact with each other.
Analyze the effects of field forces on test objects.
Evaluate an experimental design that provides evidence that field forces
exist.
Conduct an investigation that provides evidence that fields exist
between objects exerting forces on each other even though the
objects are not in contact.
I will:
Provide evidence to support or refute explanations or models.
Describe the gravitational force as being attractive and occurring between
all objects, but only being large enough to be observable when one of the
objects has a large mass.
I will:
Use models to represent systems and their interactions.
I will:
Construct and present arguments using evidence to support the
claim that gravitational interactions are attractive and depend on
the masses of interacting objects.
3rd nine
weeks
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.
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.
PS1-6 Undertake a
design project to
construct, test, and
I can describe a substance as a type of matter with a chemical
composition.
I can recognize that density, melting point, boiling point, and
solubility are physical properties of matter.
I can recognize that flammability and reactivity are chemical
properties of matter.
I can describe a chemical reaction.
I can identify reactants and products.
I can describe physical and chemical changes.
I can describe how atoms rearrange in original substances
during a chemical reaction to form new substances.
I can describe how chemical reactions form new substances with
different properties than the original substances.
I can compare and contrast data.
modify a device that
either releases or
absorbs thermal
energy by chemical
processes.*
I can make inferences based on data.
I can analyze and interpret data on the properties of substances
before and after the substances interact to determine if a
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.
chemical reaction has occurred.
I can explain conservation.
I can describe mass.
I can explain a law.
I can identify a chemical equation.
I can describe how atoms rearrange in original substances
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.
during a chemical reaction to form new substances.
I can describe how chemical reactions form new substances with
different properties than the original substances.
I can describe how the total number of atoms is conserved and
that mass does not change according to the law of conservation
of mass.
I can analyze the number of atoms in the reactants and products
in a chemical equation after a chemical reaction has taken place.
I can develop and use a model to describe how mass is
conserved and the number of atoms does not change during a
chemical reaction.
I can explain concentration.
I can describe thermal energy.
I can define endothermic reaction.
I can define exothermic reaction.
I can use a thermometer accurately to determine temperature.
I can measure a substance with a balance scale.
I can observe elapsed time using a stop watch.
I can hypothesize how solutions may need to be tested, then
modified based on test results to improve the solution.
I can analyze characteristics of a design that are effective and
incorporate those in the new experimental design.
I can design a device that can release or absorb thermal energy
by chemical processes.
I can construct a device that can release or absorb thermal
energy by chemical processes.
I can modify a device that can release or absorb thermal energy
by chemical processes.
I can describe how a new substance is made during a chemical
reaction.
I can explain how plants use sunlight, carbon dioxide, and water
to make glucose and oxygen.
I can explain how algae, phytoplankton, and other
microorganisms use sunlight, carbon dioxide, and water during
photosynthesis to make sugar and oxygen.
I can describe how plants may use these sugars immediately or
they are stored for growth or later use.
I can describe how animals use oxygen
from plants in cellular respiration
and glucose
to get energy.
I can recognize how plants and animals are interdependent in
the process of photosynthesis and cellular respiration.
I can synthesize my learning to give examples of how plants use light,
carbon dioxide, and water to make glucose and oxygen.
I can synthesize how organisms use glucose and oxygen in cellular
respiration to make carbon dioxide.
I can evaluate the role of photosynthesis in cycling matter and the flow of
energy.
I can construct an explanation that describes photosynthesis’s role in the
cycling of matter and flow of energy into and out of organisms.
I can explain how plants give us food in the form of glucose
(carbohydrates).
I can describe how cellular respiration in plants and animals allow them to
use oxygen to release stored energy.
I can describe how oxygen reacts with complex molecules in plants and
animals to make carbon dioxide and other materials.
I can identify how atoms are not created or destroyed in chemical
reactions.
I can synthesize how food molecules are rearranged in chemical reactions
to form new molecules that support growth and release energy.
I can develop a model to describe how food is rearranged during
chemical reactions to form new molecules that help you grow and to have
energy.
4th nine
weeks
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.
I can explain that a cell is the smallest living unit.
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.
I can conduct an investigation to provide evidence that living
LS1-3 Use argument
supported by
evidence for how the
body is a system of
interacting
subsystems
composed of groups
of cells.
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.
LS1-5 Construct a
I can describe unicellular organisms.
I can describe multicellular organisms.
I can describe specialized cells.
I can distinguish differences between living and non-living cells.
things are made of cells, either one cell or many different
numbers and types of cells.
I can describe an organelle.
I can describe the function of the nucleus, chloroplast,
mitochondria, cell membrane, and cell wall.
I can define osmosis.
I can define diffusion.
I can discriminate among the different functions of the nucleus, chloroplast,
mitochondria, cell membrane, and cell wall.
I can develop and use a cell model to describe the function of a cell as a
whole and ways that parts of the cell contribute to the function (specifically
cell wall and cell membrane).
I can describe system.
I can describe subsystem.
I can describe a cell.
I can describe tissue.
I can describe an organ.
I can identify and describe the function of the circulatory, excretory,
digestive, respiratory, muscular, and nervous systems.
I can distinguish between the differences among cells, tissues,
organs, and organ systems.
I can synthesize how the circulatory, excretory, digestive,
respiratory, muscular, and nervous systems interact together.
I can describe animal behaviors that increase the probability of
reproduction.
I can describe the reproductive parts of a flower.
scientific explanation
based on evidence for
how environmental
and genetic factors
influence the growth
of organisms.
ETS1-1 Define the
criteria and
constraints of a
design problem with
sufficient precision to
ensure a successful
solution, taking into
account relevant
scientific principles
and potential impacts
on people and the
natural environment
that may limit possible
solutions.
ETS1-3 Analyze data
from tests to
determine similarities
and differences
among several design
solutions to identify
the best
characteristics of
each that can be
combined into a new
solution to better meet
the criteria for
success.
I can identify animal behaviors that lead to successful reproduction in
plants and animals.
I can describe how plant structure adaptations aid in successful
reproduction.
I can analyze the advantages of specific animal behaviors such as nest
building, herding, vocalization, and colorful plumage, etc., that affect the
probability of successful animal reproduction.
I can conclude that animal behaviors affect the probability of plant
reproduction by transferring pollen or seeds, and creating conditions for
seed germination and growth.
I can differentiate the advantages of specific plant structures that affect the
probability of plant reproduction such as 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.
I can use evidence to justify orally and in written form how specific animal
behavior and specialized plant structures have allowed reproduction of
both species.
I can describe limiting factors.
I can explain environmental limiting factors that influence the growth of
organisms.
I can explain genetic factors that influence the growth of organisms.
I can use evidence to conclude that environmental and genetic factors
influence the growth of organisms
I can construct a scientific explanation based on evidence on how
environmental and genetic factors influence the growth of organisms.