Pushes and Pulls; | LA | Student Standards | Kindergarten | K-PS2-1 | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. | 1 |
Pushes and Pulls; | LA | Student Standards | Kindergarten | K-PS2-2 | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. | 1 |
Sunlight Warms the Earth; | LA | Student Standards | Kindergarten | K-PS3-1 | Make observations to determine the effect of sunlight on Earth’s surface. | 1 |
Sunlight Warms the Earth; | LA | Student Standards | Kindergarten | K-PS3-2 | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. | 1 |
Plants Need Water And Light; Animals Need Food; Living vs. Non-Living Things; | LA | Student Standards | Kindergarten | K-LS-1-1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. | 1 |
Introduction to Weather; | LA | Student Standards | Kindergarten | K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. | 1 |
Living Things Change Their Environment; | LA | Student Standards | Kindergarten | K-ESS2-2 | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. | 1 |
Habitats; | LA | Student Standards | Kindergarten | K-ESS3-1 | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. | 1 |
Introduction to Weather; | LA | Student Standards | Kindergarten | K-ESS3-2 | Ask questions to obtain information about the purpose of weather forecasting to prepare for and respond to severe weather. | 1 |
Reducing Our Impact on Earth; Natural Resources; | LA | Student Standards | Kindergarten | K-ESS3-3 | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. | 1 |
Introduction to Sound; | LA | Student Standards | 1st Grade | 1-PS4-1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. | 1 |
Introduction to Light; | LA | Student Standards | 1st Grade | 1-PS4-2 | Make observations to construct an evidence-based account that objects can be seen only when illuminated. | 1 |
Introduction to Light; | LA | Student Standards | 1st Grade | 1-PS4-3 | Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. | 1 |
Communication Over Distances; | LA | Student Standards | 1st Grade | 1-PS4-4 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. | 1 |
Inspired by Nature (Biomimicry); | LA | Student Standards | 1st Grade | 1-LS1-1 | Use tools and 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. | 1 |
Animals Help Their Babies Survive; | LA | Student Standards | 1st Grade | 1-LS1-2 | Read grade-appropriate texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. | 1 |
Introduction to Traits; | LA | Student Standards | 1st Grade | 1-LS3-1 | Make observations to construct an evidence-based account that young plants and animals are similar, but not exactly like, their parents. | 1 |
Patterns in the Sky; | LA | Student Standards | 1st Grade | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. | 1 |
Four Seasons and Day Length; | LA | Student Standards | 1st Grade | 1-ESS1-2 | Make observations at different times of year to relate the amount of daylight to the time of year. | 1 |
Classification of Materials; Material Properties and Purposes; Solids, Liquids and Gases; | LA | Student Standards | 2nd Grade | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. | 1 |
Material Properties and Purposes; | LA | Student Standards | 2nd Grade | 2-PS1-2 | Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. | 1 |
What is Engineering?; | LA | Student Standards | 2nd Grade | 2-PS1-3 | 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. | 1 |
Heating and Cooling; | LA | Student Standards | 2nd Grade | 2-PS1-4 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. | 1 |
Plant Growth Conditions; | LA | Student Standards | 2nd Grade | 2-LS2-1 | Plan and conduct an investigation to determine if plants need sunlight and water to grow. | 1 |
Pollination and Seed Dispersal; | LA | Student Standards | 2nd Grade | 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. | 1 |
Biodiversity of Life on Earth; | LA | Student Standards | 2nd Grade | 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. | 1 |
Timescale of Earth's Events; | LA | Student Standards | 2nd Grade | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. | 1 |
Changing the Shape of Land; | LA | Student Standards | 2nd Grade | 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. | 1 |
Maps of Landforms; | LA | Student Standards | 2nd Grade | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. | 1 |
Oceans, Lakes and Rivers; | LA | Student Standards | 2nd Grade | 2-ESS2-3 | Obtain and communicate information to identify where water is found on Earth and that it can be solid or liquid. | 1 |
Animal Group Behavior; | LA | Student Standards | 3rd Grade | 3-LS2-1 | Construct and support an argument that some animals form groups that help members survive. | 2 |
Animal & Plant Life Cycles; | LA | Student Standards | 3rd Grade | 3-LS1-1 | Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. | 2 |
Balanced & Unbalanced Forces; | LA | Student Standards | 3rd Grade | 3-PS2-1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. | 2 |
Balanced & Unbalanced Forces; | LA | Student Standards | 5th Grade | 5-PS2-1 | Support an argument that the gravitational force exerted by the Earth is directed down. | 2 |
Brain Processing of Senses; | LA | Student Standards | 4th Grade | 4-LS1-2 | Construct an explanation to describe how animals receive different types of information through their senses, process the information in their brains, and respond to the information in different ways. | 2 |
Brain Processing of Senses; Human Body Systems; Structure of Living Things; Adaptations and the Environment; | LA | Student Standards | 4th Grade | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. | 2 |
Collisions; | LA | Student Standards | 4th Grade | 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. | 2 |
Collisions; | LA | Student Standards | 4th Grade | 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. | 2 |
Conservation of Matter; | LA | Student Standards | 5th Grade | 5-PS1-2 | Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total amount of matter is conserved. | 2 |
Earth’s Orbit and Rotation; | LA | Student Standards | 5th Grade | 5-ESS1-2 | 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. | 2 |
Ecosystems; | LA | Student Standards | 3rd Grade | 3-LS4-4 | Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. | 2 |
Ecosystems; Adaptations and the Environment; | LA | Student Standards | 3rd Grade | 3-LS4-3 | Construct and support an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. | 2 |
Energy Transfer; Wave Properties; | LA | Student Standards | 4th Grade | 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. | 2 |
Extreme Weather Solutions; | LA | Student Standards | 3rd Grade | 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impact of a weather-related hazard. | 2 |
Extreme Weather Solutions; Natural Disasters; | LA | Student Standards | 4th Grade | 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. | 2 |
Food Webs; | LA | Student Standards | 5th Grade | 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. | 2 |
Fossils & Extinction; Earth's Landscapes; | LA | Student Standards | 3rd Grade | 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. | 2 |
How Do We Use Food; | LA | Student Standards | 5th Grade | 5-LS1-1 | Ask questions about how air and water affect the growth of plants. | 2 |
How Do We Use Food; Food Webs; | LA | Student Standards | 5th Grade | 5-PS3-1 | 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. | 2 |
Light Reflection & Vision; | LA | Student Standards | 4th Grade | 4-PS4-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. | 2 |
Magnets & Static Electricity; | LA | Student Standards | 3rd Grade | 3-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. | 2 |
Magnets & Static Electricity; | LA | Student Standards | 3rd Grade | 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets. | 2 |
Natural Disasters; | LA | Student Standards | 4th Grade | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. | 2 |
Particle Nature of Matter; | LA | Student Standards | 5th Grade | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. | 2 |
Patterns of Motion & Friction; | LA | Student Standards | 3rd Grade | 3-PS2-2 | Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. | 2 |
Properties of Matter; | LA | Student Standards | 5th Grade | 5-PS1-3 | Make observations and measurements to identify materials based on their properties. | 2 |
Properties of Matter; Chemical vs. Physical Changes; | LA | Student Standards | 5th Grade | 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. | 2 |
Renewable vs. Nonrenewable Resources; | LA | Student Standards | 4th Grade | 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment. | 2 |
Renewable vs. Nonrenewable Resources; Energy Transfer; | LA | Student Standards | 4th Grade | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. | 2 |
Sun and Other Stars; | LA | Student Standards | 5th Grade | 5-ESS1-1 | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. | 2 |
Variation of Traits; | LA | Student Standards | 3rd Grade | 3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from their parents and that variation of these traits exists in a group of similar organisms. | 2 |
Variation of Traits; | LA | Student Standards | 3rd Grade | 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. | 2 |
Variation of Traits; | LA | Student Standards | 3rd Grade | 3-LS4-2 | 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. | 2 |
Water Cycle (3-5 Version); Interactions of Earth’s Spheres; | LA | Student Standards | 5th Grade | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. | 2 |
Water Quality & Distribution; | LA | Student Standards | 5th Grade | 5-ESS2-2 | 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. | 2 |
Water Quality & Distribution; Interactions of Earth’s Spheres; | LA | Student Standards | 5th Grade | 5-ESS3-1 | Generate and compare multiple solutions about ways individual communities can use science to protect the Earth’s resources and environment. | 2 |
Wave Properties; | LA | Student Standards | 4th Grade | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and to show that waves can cause objects to move. | 2 |
Weather vs. Climate; | LA | Student Standards | 3rd Grade | 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. | 2 |
Weather vs. Climate; | LA | Student Standards | 3rd Grade | 3-ESS2-2 | Obtain and combine information to describe climates in different regions around the world. | 2 |
Weathering & Erosion; Earth's Landscapes; | LA | Student Standards | 4th Grade | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landforms over time. | 2 |
Weathering & Erosion; Interactions of Earth’s Spheres; | LA | Student Standards | 4th Grade | 4-ESS2-1 | Plan and conduct investigations on the effects of water, ice, wind, and vegetation on the relative rate of weathering and erosion. | 2 |
Weathering & Erosion; Interactions of Earth’s Spheres; | LA | Student Standards | 4th Grade | 4-ESS2-3 | Ask questions that can be investigated and predict reasonable outcomes about how living things affect the physical characteristics of their environment. | 2 |
Atoms & Molecules; | LA | Student Standards | 6th Grade | 6-MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. | |
Newton’s Laws of Motion; | LA | Student Standards | 6th Grade | 6-MS-PS2-1 | Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. | |
Newton’s Laws of Motion; | LA | Student Standards | 6th Grade | 6-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. | |
Electric & Magnetic Fields; | LA | Student Standards | 6th Grade | 6-MS-PS2-3 | Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. | |
Gravitational Forces Between Objects; | LA | Student Standards | 6th Grade | 6-MS-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. | |
Electric & Magnetic Fields; | LA | Student Standards | 6th Grade | 6-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. | |
Potential vs. Kinetic Energy; | LA | Student Standards | 6th Grade | 6-MS-PS3-1 | 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. | |
Potential vs. Kinetic Energy; | LA | Student Standards | 6th Grade | 6-MS-PS3-2 | Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | |
Wave Reflection, Absorption & Transmittance; | LA | Student Standards | 6th Grade | 6-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 and how the frequency and wavelength change the expression of the wave. | |
Wave Reflection, Absorption & Transmittance; | LA | Student Standards | 6th Grade | 6-MS-PS4-2 | Develop and use a model to describe that waves are refracted, reflected, absorbed, transmitted, or scattered through various materials. | |
Solar & Lunar Eclipses; | LA | Student Standards | 6th Grade | 6-MS-ESS1-1 | Develop and use a model of the Earth-sun-moon system to describe the reoccurring patterns of lunar phases, eclipses of the sun and moon, and seasons. | |
The Solar System; | LA | Student Standards | 6th Grade | 6-MS-ESS1-2 | Use a model to describe the role of gravity in the motions within galaxies and the solar system. | |
The Solar System; | LA | Student Standards | 6th Grade | 6-MS-ESS1-3 | Analyze and interpret data to determine scale properties of objects in the solar system. | |
Human Impacts on the Environment; | LA | Student Standards | 6th Grade | 6-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. | |
Plant & Animal Cells; | LA | Student Standards | 6th Grade | 6-MS-LS1-1 | Conduct an investigation to provide evidence that living things are made of cells, either one or many different numbers and types. | |
Plant & Animal Cells; | LA | Student Standards | 6th Grade | 6-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. | |
Competition in Ecosystems; | LA | Student Standards | 6th Grade | 6-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. | |
Symbiosis (Interactions Between Organisms); | LA | Student Standards | 6th Grade | 6-MS-LS2-2 | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | |
Food Webs: Cycling of Matter & Flow of Energy; | LA | Student Standards | 6th Grade | 6-MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | |
Chemical Reactions; | LA | Student Standards | 7th Grade | 7-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. | |
Intro to Thermal Energy; | LA | Student Standards | 7th Grade | 7-MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and the state of a pure substance when thermal energy is added or removed. | |
Chemical Reactions; | LA | Student Standards | 7th Grade | 7-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. | |
Heat: Transfer of Thermal Energy; | LA | Student Standards | 7th Grade | 7-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. | |
Water Cycle (6-8 Version); | LA | Student Standards | 7th Grade | 7-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. | |
Air Masses & Weather Fronts; | LA | Student Standards | 7th Grade | 7-MS-ESS2-5 | Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. | |
Climate Zones & Ocean Currents; | LA | Student Standards | 7th Grade | 7-MS-ESS2-6 | Develop and use a model to describe how unequal heating and rotation of the Earth causes patterns of atmospheric and oceanic circulation that determine regional climates. | |
Intro to Climate Change; | LA | Student Standards | 7th Grade | 7-MS-ESS3-5 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. | |
Multicellular Organisms; | LA | Student Standards | 7th Grade | 7-MS-LS1-3 | Use an argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. | |
Photosynthesis & Respiration; | LA | Student Standards | 7th Grade | 7-MS-LS1-6 | 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. | |
Food Webs: Cycling of Matter & Flow of Energy; | LA | Student Standards | 7th Grade | 7-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. | |
Maintaining Biodiversity; | LA | Student Standards | 7th Grade | 7-MS-LS2-5 | Undertake a design project that assists in maintaining diversity and ecosystem services. | |
Competition in Ecosystems; | LA | Student Standards | 7th Grade | 7-MS-LS2-4 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | |
Reproduction of Living Things; | LA | Student Standards | 7th Grade | 7-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. | |
Natural Selection; | LA | Student Standards | 7th Grade | 7-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. | |
Biotechnology; | LA | Student Standards | 7th Grade | 7-MS-LS4-5 | Gather, read, and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. | |
Atoms & Molecules; | LA | Student Standards | 8th Grade | 8-MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. | |
Synthetic Materials; | LA | Student Standards | 8th Grade | 8-MS-PS1-3 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. | |
Intro to Thermal Energy; | LA | Student Standards | 8th Grade | 8-MS-PS1-6 | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. | |
Heat: Transfer of Thermal Energy; | LA | Student Standards | 8th Grade | 8-MS-PS3-3 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. | |
Potential vs. Kinetic Energy; | LA | Student Standards | 8th Grade | 8-MS-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. | |
Rock Layers (Geologic Time); | LA | Student Standards | 8th Grade | 8-MS-ESS1-4 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s geologic history. | |
Rocks & Minerals (Including Rock Cycle); | LA | Student Standards | 8th Grade | 8-MS-ESS2-1 | Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. | |
Tectonic Plates; | LA | Student Standards | 8th Grade | 8-MS-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. | |
Tectonic Plates; | LA | Student Standards | 8th Grade | 8-MS-ESS2-3 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and sea floor structures to provide evidence of the past plate motions. | |
Natural Resource Distribution; | LA | Student Standards | 8th Grade | 8-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. | |
Predicting Natural Disasters; | LA | Student Standards | 8th Grade | 8-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. | |
Human Impacts on the Environment; | LA | Student Standards | 8th Grade | 8-MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing human impact on the environment. | |
Reproduction of Living Things; | LA | Student Standards | 8th Grade | 8-MS-LS1-4 | Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of survival and successful reproduction of animals and plants respectively. | |
Competition in Ecosystems; | LA | Student Standards | 8th Grade | 8-MS-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | |
Genes & Mutations; | LA | Student Standards | 8th Grade | 8-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. | |
The Fossil Record; | LA | Student Standards | 8th Grade | 8-MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. | |
Comparative Anatomy; | LA | Student Standards | 8th Grade | 8-MS-LS4-2 | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | |
Comparative Anatomy; | LA | Student Standards | 8th Grade | 8-MS-LS4-3 | Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. | |
Natural Selection; | LA | Student Standards | 8th Grade | 8-MS-LS4-6 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations of species over time. | |