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Massachusetts Standards Alignment

We Cover 95% of the Curriculum Frameworks in Massachusetts.

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Generation Genius LessonStateStandards DocumentGradeState IDStandardsSort
MACurriculum FrameworksGrade 33-LS4-5(MA)Provide evidence to support a claim that the survival of a population is dependent upon reproduction.2
Engineering Design Process;MACurriculum FrameworksGrade 55.3-5-ETS3-2(MA)Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.2
Animal & Plant Life Cycles; MACurriculum FrameworksGrade 33-LS1-1Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen.2
Animals Help Their Babies Survive;MACurriculum FrameworksGrade 11-LS1-2Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive.1
Balanced & Unbalanced Forces; MACurriculum FrameworksGrade 33-PS2-1Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object.2
Balanced & Unbalanced Forces; MACurriculum FrameworksGrade 55-PS2-1Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center.2
Biodiversity of Life on Earth; MACurriculum FrameworksGrade 22-LS4-1Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of living things living in different types of areas.1
Brain Processing of Senses; Human Body Systems; Structure of Living Things; Adaptations and the Environment; MACurriculum FrameworksGrade 44-LS1-1Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction.2
Changing the Shape of Land; MACurriculum FrameworksGrade 22-ESS2-1Investigate and compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.1
Changing the Shape of Land; MACurriculum FrameworksGrade 22-ESS2-4(MA)Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform.1
Classification of Materials; Material Properties and Purposes; MACurriculum FrameworksGrade 22-PS1-1Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture, and absorbency.1
Collisions; MACurriculum FrameworksGrade 44-PS3-1Use evidence to construct an explanation relating the speed of an object to the energy of that object.2
Collisions; MACurriculum FrameworksGrade 44-PS3-3Ask questions and predict outcomes about the changes in energy that occur when objects collide.2
Communication Over Distances; MACurriculum FrameworksGrade 11-PS4-4Use tools and materials to design and build a device that uses light or sound to send a signal over a distance.1
Conservation of Matter; MACurriculum FrameworksGrade 55-PS1-2Measure and graph the weights (masses) of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight (mass) of matter is conserved.2
Ecosystems; Adaptations and the Environment; MACurriculum FrameworksGrade 33-LS4-3Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive.2
Ecosystems; Adaptations and the Environment; MACurriculum FrameworksGrade 33-LS4-4Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce.2
Energy Transfer; Wave Properties; MACurriculum FrameworksGrade 44-PS3-2Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents.2
Extreme Weather Solutions; MACurriculum FrameworksGrade 33-ESS3-1Evaluate the merit of a design solution that reduces the damage caused by weather.2
Extreme Weather Solutions; Natural Disasters; MACurriculum FrameworksGrade 44-ESS3-2Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans.2
Food Webs; MACurriculum FrameworksGrade 55-LS2-2(MA)Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.2
Fossils & Extinction; Earth's Landscapes; MACurriculum FrameworksGrade 33-LS4-1Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize that most kinds of plants and animals that once lived on Earth are no longer found anywhere.2
Four Seasons and Day Length; MACurriculum FrameworksGrade 11-ESS1-2Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment.1
Habitats;MACurriculum FrameworksGrade 22-LS2-3(MA)Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live.1
Heating and Cooling; MACurriculum FrameworksGrade 22-PS1-4Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot.1
How Do We Use Food; Food Webs; MACurriculum FrameworksGrade 55-LS1-1Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction.2
How Do We Use Food; Food Webs; MACurriculum FrameworksGrade 55-LS2-1Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil.2
How Do We Use Food; Food Webs; MACurriculum FrameworksGrade 55-PS3-1Use a model to describe that the food animals digest (a) contains energy that was once energy from the Sun, and (b) provides energy and nutrients for life processes, including body repair, growth, motion, body warmth, and reproduction.2
Information Transfer; MACurriculum FrameworksGrade 44-PS4-3Develop and compare multiple ways to transfer information through encoding, sending, receiving, and decoding a pattern.2
Introduction to Light; MACurriculum FrameworksGrade 11-PS4-3Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all the light, or redirect light when put in the path of a beam of light.1
Introduction to Sound; MACurriculum FrameworksGrade 11-PS4-1Demonstrate that vibrating materials can make sound and that sound can make materials vibrate.1
Introduction to Traits;MACurriculum FrameworksGrade 11-LS3-1Use information from observations (first-hand and from media) to identify similarities and differences among individual plants or animals of the same kind.1
Introduction to Weather; MACurriculum FrameworksKindergartenK-ESS2-1Use and share quantitative observations of local weather conditions to describe patterns over time.1
Introduction to Weather; MACurriculum FrameworksKindergartenK-ESS3-2Obtain and use information about weather forecasting to prepare for, and respond to, different types of local weather.1
Light Reflection & Vision; MACurriculum FrameworksGrade 44-PS4-2Develop a model to describe that light must reflect off an object and enter the eye for the object to be seen.2
Living Things Change Their Environment; MACurriculum FrameworksKindergartenK-ESS2-2Construct an argument supported by evidence for how plants and animals (including humans) can change the environment.1
Magnets & Static Electricity; MACurriculum FrameworksGrade 33-PS2-3Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other.2
Magnets & Static Electricity; MACurriculum FrameworksGrade 33-PS2-4Define a simple design problem that can be solved by applying the use of the interactions between magnets.2
Maps of Landforms; MACurriculum FrameworksGrade 22-ESS2-2Map the shapes and types of landforms and bodies of water in an area.1
Material Properties and Purposes; MACurriculum FrameworksGrade 22-PS1-2Test different materials and analyze the data obtained to determine which materials have the properties that are best suited for an intended purpose.1
Moon & Its Phases; Earth’s Orbit and Rotation; Sun and Other Stars; MACurriculum FrameworksGrade 55-ESS1-2Use a model to communicate Earth’s relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year.2
Natural Disasters; MACurriculum FrameworksGrade 44-ESS2-2Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans.2
Oceans, Lakes and Rivers; MACurriculum FrameworksGrade 22-ESS2-3Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid.1
Particle Nature of Matter; MACurriculum FrameworksGrade 55-PS1-1Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid.2
Patterns in the Sky; MACurriculum FrameworksGrade 11-ESS1-1Use observations of the Sun, Moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set.1
Patterns of Motion & Friction;MACurriculum FrameworksGrade 22-PS3-1(MA)Design and conduct an experiment to show the effects of friction on the relative temperature and speed of objects that rub against each other.1
Plant Growth Conditions; Animal & Plant Life Cycles;MACurriculum FrameworksKindergartenK-LS1-2(MA)Recognize that all plants and animals grow and change over time.1
Plant Growth Conditions; Plants Need Water And Light; Animals Need Food; MACurriculum FrameworksKindergartenK-LS1-1Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow.1
Properties of Matter;MACurriculum FrameworksGrade 22-PS1-3Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects.1
Properties of Matter; MACurriculum FrameworksGrade 55-PS1-3Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.2
Properties of Matter; Chemical vs. Physical Changes; MACurriculum FrameworksGrade 55-PS1-4Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties (a chemical reaction) or not (a mixture).2
Pushes and Pulls; MACurriculum FrameworksKindergartenK-PS2-1Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.1
Reducing Our Impact on Earth; Natural Resources; MACurriculum FrameworksKindergartenK-ESS3-3Communicate solutions to reduce the amount of natural resources an individual uses.1
Renewable vs. Nonrenewable Resources; MACurriculum FrameworksGrade 44-ESS3-1Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not.2
Renewable vs. Nonrenewable Resources; MACurriculum FrameworksGrade 55.3-5-ETS3-1(MA)Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants.2
Renewable vs. Nonrenewable Resources; Energy Transfer; MACurriculum FrameworksGrade 44-PS3-4Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); MACurriculum FrameworksGrade 33.3-5-ETS1-1Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); MACurriculum FrameworksGrade 33.3-5-ETS1-2Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); MACurriculum FrameworksGrade 33.3-5-ETS1-4(MA)Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); MACurriculum FrameworksGrade 44.3-5-ETS1-3Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.2
Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); MACurriculum FrameworksGrade 44.3-5-ETS1-5(MA)Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.2
Solids, Liquids and Gases; Heating and Cooling; MACurriculum FrameworksKindergartenK-PS1-1(MA)Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature.1
Sun and Other Stars; MACurriculum FrameworksGrade 55-ESS1-1Use observations, first-hand and from various media, to argue that the Sun is a star that appears larger and brighter than other stars because it is closer to Earth.2
Sunlight Warms the Earth; MACurriculum FrameworksKindergartenK-PS3-1Make observations to determine that sunlight warms materials on Earth’s surface.1
Sunlight Warms the Earth; MACurriculum FrameworksKindergartenK-PS3-2Use tools and materials to design and build a model of a structure that will reduce the warming effect of sunlight on an area.1
The Five Senses; Parts of a Plant; External Animal Parts; MACurriculum FrameworksGrade 11-LS1-1Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant.1
Variation of Traits; MACurriculum FrameworksGrade 33-LS3-1Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms.2
Variation of Traits; MACurriculum FrameworksGrade 33-LS3-2Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Give examples of characteristics of living organisms that are influenced by both inheritance and the environment.2
Variation of Traits; MACurriculum FrameworksGrade 33-LS4-2Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.2
Water Cycle (3-5 Version); MACurriculum FrameworksGrade 55-ESS2-1Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation.2
Water Quality & Distribution; MACurriculum FrameworksGrade 55-ESS2-2Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere.2
Water Quality & Distribution; MACurriculum FrameworksGrade 55-ESS3-2(MA)Test a simple system designed to filter particulates out of water and propose one change to the design to improve it.2
Water Quality & Distribution; Interactions of Earth’s Spheres; MACurriculum FrameworksGrade 55-ESS3-1Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process.2
Wave Properties; MACurriculum FrameworksGrade 44-PS4-1Develop a model of a simple mechanical wave (including sound) to communicate that waves (a) are regular patterns of motion along which energy travels, and (b) can cause objects to move.2
Weather vs. Climate; MACurriculum FrameworksGrade 33-ESS2-1Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area.2
Weather vs. Climate; MACurriculum FrameworksGrade 33-ESS2-2Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.2
Weathering & Erosion; Interactions of Earth’s Spheres; MACurriculum FrameworksGrade 44-ESS2-1Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion.2
Weathering & Erosion; Interactions of Earth’s Spheres; Earth's Landscapes; MACurriculum FrameworksGrade 44-ESS1-1Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape over long periods of time.2
What is Engineering?; MACurriculum FrameworksGrade 11.K-2-ETS1-1Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool.1
What is Engineering?; MACurriculum FrameworksGrade 11.K-2-ETS1-2Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more of the solutions.1
What is Engineering?; MACurriculum FrameworksGrade 22.K-2-ETS1-3Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs.1
Solar & Lunar Eclipses;MACurriculum FrameworksGrade 66.MS-ESS1-1aDevelop and use a model of the Earth-Sun-Moon system to explain the causes of lunar phases and eclipses of the Sun and Moon.
Rock Layers (Geologic Time);MACurriculum FrameworksGrade 66.MS-ESS1-4Analyze and interpret rock layers and index fossils to determine the relative ages of rock formations that result from processes occurring over long periods of time.
The Solar System;MACurriculum FrameworksGrade 66.MS-ESS1-5(MA)Use graphical displays to illustrate that Earth and its solar system are one of many in of the Milky Way galaxy, which is one of billions of galaxies in the universe.
Tectonic Plates;MACurriculum FrameworksGrade 66.MS-ESS2-3Analyze and interpret maps showing the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence that Earth’s plates have moved great distances, collided, and spread apart.
Multicellular Organisms;MACurriculum FrameworksGrade 66.MS-LS1-1Provide evidence that all organisms (unicellular and multicellular) are made of cells.
Plant & Animal Cells;MACurriculum FrameworksGrade 66.MS-LS1-2Develop and use a model to describe how parts of cells contribute to the cellular functions of obtaining food, water, and other nutrients from its environment, disposing of wastes, and providing energy for cellular processes.
Multicellular Organisms;MACurriculum FrameworksGrade 66.MS-LS1-3Construct an argument supported by evidence that the body systems interact to carry out essential functions of life.
The Fossil Record;MACurriculum FrameworksGrade 66.MS-LS4-1Analyze and interpret evidence from the fossil record to describe organisms and their environment, extinctions, and changes to life forms throughout the history of Earth.
Comparative Anatomy; MACurriculum FrameworksGrade 66.MS-LS4-2Construct an argument using anatomical structures to support evolutionary relationships among and between fossil organisms and modern organisms.
Heat: Transfer of Thermal Energy; MACurriculum FrameworksGrade 66.MS-PS1-6Plan and conduct an experiment involving exothermic and endothermic chemical reactions to measure and describe the release or absorption of thermal energy.
MACurriculum FrameworksGrade 66.MS-PS1-7(MA)Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe, calculate, and compare relative densities of different materials.
MACurriculum FrameworksGrade 66.MS-PS1-8(MA)Conduct an experiment to show that many materials are mixtures of pure substances that can be separated by physical means into their component pure substances.
Gravitational Forces Between Objects;MACurriculum FrameworksGrade 66.MS-PS2-4Use evidence to support the claim that gravitational forces between objects are attractive and are only noticeable when one or both of the objects have a very large mass.
Wave Reflection, Absorption & Transmittance;MACurriculum FrameworksGrade 66.MS-PS4-1Use diagrams of a simple wave to explain that (a) a wave has a repeating pattern with a specific amplitude, frequency, and wavelength, and (b) the amplitude of a wave is related to the energy of the wave.
Wave Reflection, Absorption & Transmittance;MACurriculum FrameworksGrade 66.MS-PS4-2Use diagrams and other models to show that both light rays and mechanical waves are reflected, absorbed, or transmitted through various materials.
Digital vs. Analog Signals;MACurriculum FrameworksGrade 66.MS-PS4-3Present qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses representing 0s and 1s) can be used to encode and transmit information.
Engineering Design Process; MACurriculum FrameworksGrade 66.MS-ETS1-1Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. Include potential impacts on people and the natural environment that may limit possible solutions.
Engineering Design Process; MACurriculum FrameworksGrade 66.MS-ETS1-5(MA)Create visual representations of solutions to a design problem. Accurately interpret and apply scale and proportion to visual representations.
Engineering Design Process; MACurriculum FrameworksGrade 66.MS-ETS1-6(MA)Communicate a design solution to an intended user, including design features and limitations of the solution.
MACurriculum FrameworksGrade 66.MS-ETS2-1(MA)Analyze and compare properties of metals, plastics, wood, and ceramics, including flexibility, ductility, hardness, thermal conductivity, electrical conductivity, and melting point.
Engineering Design Process; MACurriculum FrameworksGrade 66.MS-ETS2-2(MA)Given a design task, select appropriate materials based on specific properties needed in the construction of a solution.
Engineering Design Process; MACurriculum FrameworksGrade 66.MS-ETS2-3(MA)Choose and safely use appropriate measuring tools, hand tools, fasteners, and common hand-held power tools used to construct a prototype.
Rock Layers (Geologic Time);MACurriculum FrameworksGrade 77.MS-ESS2-2Construct an explanation based on evidence for how Earth’s surface has changed over scales that range from local to global in size.
Water Cycle (6-8 Version)MACurriculum FrameworksGrade 77.MS-ESS2-4Develop a model to explain how the energy of the Sun and Earth’s gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth’s hydrosphere.
Predicting Natural Disasters;MACurriculum FrameworksGrade 77.MS-ESS3-2Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events.
Human Impacts on the Environment;MACurriculum FrameworksGrade 77.MS-ESS3-4Construct an argument supported by evidence that human activities and technologies can to mitigate the impact of increases in human population and per capita consumption of natural resources on the environment.
Reproduction of Living Things; MACurriculum FrameworksGrade 77.MS-LS1-4Construct an explanation based on evidence for how characteristic animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants.
Competition in Ecosystems; MACurriculum FrameworksGrade 77.MS-LS2-1Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce resources on the growth of organisms and the size of populations in an ecosystem.
Symbiosis (Interactions Between Organisms)MACurriculum FrameworksGrade 77.MS-LS2-2Describe how relationships among and between organisms in an ecosystem can be competitive, predatory, parasitic, and mutually beneficial and that these interactions are found across multiple ecosystems.
Food Webs: Cycling of Matter & Flow of EnergyMACurriculum FrameworksGrade 77.MS-LS2-3Develop a model to describe that matter and energy are transferred among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes.
Competition in Ecosystems; MACurriculum FrameworksGrade 77.MS-LS2-4Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.
Maintaining Biodiversity;MACurriculum FrameworksGrade 77.MS-LS2-5Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.
Maintaining Biodiversity;MACurriculum FrameworksGrade 77.MS-LS2-6(MA)Explain how changes to the biodiversity of an ecosystem—the variety of species found in the ecosystem—may limit the availability of resources humans use.
Electric & Magnetic Fields;MACurriculum FrameworksGrade 77.MS-PS2-3Analyze data to describe the effect of distance and magnitude of electric charge on the strength of electric forces.
Electric & Magnetic Fields;MACurriculum FrameworksGrade 77.MS-PS2-5Use scientific evidence to argue that fields exist between objects with mass, between magnetic objects, and between electrically charged objects that exert force on each other even though the objects are not in contact.
Potential vs. Kinetic Energy; MACurriculum FrameworksGrade 77.MS-PS3-1Construct and interpret data and graphs to describe the relationships among kinetic energy, mass, and speed of an object.
Potential vs. Kinetic Energy; MACurriculum FrameworksGrade 77.MS-PS3-2Develop a model to describe the relationship between the relative position of objects interacting at a distance and their relative potential energy in the system.
Heat: Transfer of Thermal Energy; MACurriculum FrameworksGrade 77.MS-PS3-3Apply scientific principles of energy and heat transfer to design, construct, and test a device to minimize or maximize thermal energy transfer.
Heat: Transfer of Thermal Energy; MACurriculum FrameworksGrade 77.MS-PS3-4Conduct an investigation to determine the relationships among the energy transferred, how well the type of matter retains or radiates heat, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
Potential vs. Kinetic Energy; MACurriculum FrameworksGrade 77.MS-PS3-5Present evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Intro to Thermal Energy; MACurriculum FrameworksGrade 77.MS-PS3-6(MA)Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation.
Potential vs. Kinetic Energy; MACurriculum FrameworksGrade 77.MS-PS3-7(MA)Use informational text to describe the relationship between kinetic and potential energy and illustrate conversions from one form to another.
Engineering Design Process; MACurriculum FrameworksGrade 77.MS-ETS1-2Evaluate competing solutions to a given design problem using a decision matrix to determine how well each meets the criteria and constraints of the problem. Use a model of each solution to evaluate how variations in one or more design features, including size, shape, weight, or cost, may affect the function or effectiveness of the solution.
Engineering Design Process; MACurriculum FrameworksGrade 77.MS-ETS1-4Generate and analyze data from iterative testing and modification of a proposed object, tool, or process to optimize the object, tool, or process for its intended purpose.
Engineering Design Process; MACurriculum FrameworksGrade 77.MS-ETS1-7(MA)Construct a prototype of a solution to a given design problem.
Digital vs. Analog Signals;MACurriculum FrameworksGrade 77.MS-ETS3-1(MA)Explain the function of a communication system and the role of its components, including a source, encoder, transmitter, receiver, decoder, and storage.
MACurriculum FrameworksGrade 77.MS-ETS3-2(MA)Compare the benefits and drawbacks of different communication systems.
MACurriculum FrameworksGrade 77.MS-ETS3-3(MA)Research and communicate information about how transportation systems are designed to move people and goods using a variety of vehicles and devices. Identify and describe subsystems of a transportation vehicle, including structural, propulsion, guidance, suspension, and control subsystems.
Engineering Design Process; MACurriculum FrameworksGrade 77.MS-ETS3-4(MA)Show how the components of a structural system work together to serve a structural function. Provide examples of physical structures and relate their design to their intended use.
MACurriculum FrameworksGrade 77.MS-ETS3-5(MA)Use the concept of systems engineering to model inputs, processes, outputs, and feedback among components of a transportation, structural, or communication system.
Causes of Seasons;MACurriculum FrameworksGrade 88.MS-ESS1-1bDevelop and use a model of the Earth-Sun system to explain the cyclical pattern of seasons, which includes the Earth’s tilt and differential intensity of sunlight on different areas of Earth across the year.
Gravitational Forces Between Objects;MACurriculum FrameworksGrade 88.MS-ESS1-2Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system.
Rocks & Minerals (Including Rock Cycle)MACurriculum FrameworksGrade 88.MS-ESS2-1Use 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.
Air Masses & Weather Fronts;MACurriculum FrameworksGrade 88.MS-ESS2-5Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather.
Climate Zones & Ocean Currents;MACurriculum FrameworksGrade 88.MS-ESS2-6Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the Sun and energy loss due to evaporation or redistribution via ocean currents.
Natural Resource Distribution;MACurriculum FrameworksGrade 88.MS-ESS3-1Analyze and interpret data to explain that the Earth’s mineral and fossil fuel resources are unevenly distributed as a result of geologic processes.
Intro to Climate Change;MACurriculum FrameworksGrade 88.MS-ESS3-5Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century.
Competition in Ecosystems; MACurriculum FrameworksGrade 88.MS-LS1-5Construct an argument based on evidence for how environmental and genetic factors influence the growth of organisms.
Food Webs: Cycling of Matter & Flow of EnergyMACurriculum FrameworksGrade 88.MS-LS1-7Use informational text to describe that food molecules, including carbohydrates, proteins, and fats, are broken down and rearranged through chemical reactions forming new molecules that support cell growth and/or release of energy.
Genes & Mutations;MACurriculum FrameworksGrade 88.MS-LS3-1Develop and use a model to describe that structural changes to genes (mutations) may or may not result in changes to proteins, and if there are changes to proteins there may be harmful, beneficial, or neutral changes to traits.
Reproduction of Living Things; MACurriculum FrameworksGrade 88.MS-LS3-2Construct an argument based on evidence for how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Compare and contrast advantages and disadvantages of asexual and sexual reproduction.
Genes & Mutations;MACurriculum FrameworksGrade 88.MS-LS3-3(MA)Communicate through writing and in diagrams that chromosomes contain many distinct genes and that each gene holds the instructions for the production of specific proteins, which in turn affects the traits of an individual.
Reproduction of Living Things; MACurriculum FrameworksGrade 88.MS-LS3-4(MA)Develop and use a model to show that sexually reproducing organisms have two of each chromosome in their nucleus, and hence two variants (alleles) of each gene that can be the same or different from each other, with one random assortment of each chromosome passed down to offspring from both parents.
Natural Selection;MACurriculum FrameworksGrade 88.MS-LS4-4Use a model to describe the process of natural selection, in which genetic variations of some traits in a population increase some individuals’ likelihood of surviving and reproducing in a changing environment. Provide evidence that natural selection occurs over many generations.
Biotechnology;MACurriculum FrameworksGrade 88.MS-LS4-5Synthesize and communicate information about artificial selection, or the ways in which humans have changed the inheritance of desired traits in organisms.
Atoms & Molecules;MACurriculum FrameworksGrade 88.MS-PS1-1Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances.
Chemical Reactions; MACurriculum FrameworksGrade 88.MS-PS1-2Analyze 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; MACurriculum FrameworksGrade 88.MS-PS1-4Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed.
Chemical Reactions; MACurriculum FrameworksGrade 88.MS-PS1-5Use a model to explain that atoms are rearranged during a chemical reaction to form new substances with new properties. Explain that the atoms present in the reactants are all present in the products and thus the total number of atoms is conserved.
Newton’s Laws of Motion; MACurriculum FrameworksGrade 88.MS-PS2-1Develop a model that demonstrates Newton’s third law involving the motion of two colliding objects.
Newton’s Laws of Motion; MACurriculum FrameworksGrade 88.MS-PS2-2Provide evidence that the change in an object’s speed depends on the sum of the forces on the object (the net force) and the mass of the object.
MACurriculum FrameworksGrade 88.MS-ETS2-4(MA)Use informational text to illustrate that materials maintain their composition under various kinds of physical processing; however, some material properties may change if a process changes the particulate structure of a material.
MACurriculum FrameworksGrade 88.MS-ETS2-5(MA)Present information that illustrates how a product can be created using basic processes in manufacturing systems, including forming, separating, conditioning, assembling, finishing, quality control, and safety. Compare the advantages and disadvantages of human vs. computer control of these processes.

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