Science & Math
$/yr
Missouri Standards Alignment
Science Lessons
Math Lessons
| Generation Genius Lesson | State | Standards Document | Grade | State ID | Standards | Sort |
|---|---|---|---|---|---|---|
| MO | Learning Standards | Grade 4 | 4.PS2.B.1 | Plan and conduct a fair test to compare and contrast the forces (measured by a spring scale in Newtons) required to overcome friction when an object moves over different surfaces (i.e., rough/smooth). | 2 | |
| Causes of Seasons; | MO | Learning Standards | Grade 5 | 5.ESS1.B.1 | Make observations during different seasons to relate the amount of daylight to the time of year. | 2 |
| Animal & Plant Life Cycles; | MO | Learning Standards | Grade 3 | 3.LS1.B.1 | Develop a model to compare and contrast observations on the life cycle of different plants and animals. | 2 |
| Balanced & Unbalanced Forces; | MO | Learning Standards | Grade 4 | 4.PS2.A.2 | 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; | MO | Learning Standards | Grade 4 | 4.PS2.B.2 | Predict how changes in either the amount of force applied to an object or the mass of the object affects the motion (speed and direction) of the object. | 2 |
| Balanced & Unbalanced Forces; | MO | Learning Standards | Grade 5 | 5.PS2.B.1 | Support an argument that the gravitational force exerted by Earth on objects is directed toward the planet's center. | 2 |
| Brain Processing of Senses; | MO | Learning Standards | Grade 4 | 4.LS1.D.1 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. | 2 |
| Brain Processing of Senses; Human Body Systems; | MO | Learning Standards | Grade 5 | 5.LS1.A.1 | Compare and contrast the major organs/organ systems (e.g. support, reproductive, digestive, transport/circulatory, excretory, response) that perform similar functions for animals belonging to different vertebrate classes. | 2 |
| Brain Processing of Senses; Human Body Systems; Structure of Living Things; Adaptations and the Environment; | MO | Learning Standards | Grade 4 | 4.LS1.A.1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and plant reproduction. | 2 |
| Changing the Shape of Land; | MO | Learning Standards | Grade 2 | 2.ESS2.A.1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. | 1 |
| Classification of Materials; Material Properties and Purposes; | MO | Learning Standards | Grade K | K.PS1.A.1 | Make qualitative observations of the physical properties of objects (i.e., size, shape, color, mass). | 1 |
| Classification of Materials; Material Properties and Purposes; Solids, Liquids and Gases; | MO | Learning Standards | Grade 2 | 2.PS1.A.1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. | 1 |
| Collisions; | MO | Learning Standards | Grade 4 | 4.PS3.A.1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. | 2 |
| Communication Over Distances; | MO | Learning Standards | Grade 1 | 1.PS4.C.1 | 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 |
| Conservation of Matter; | MO | Learning Standards | Grade 5 | 5.PS1.A.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 weight of matter is conserved. | 2 |
| Earth's Landscapes; | MO | Learning Standards | Grade 4 | 4.ESS1.C.1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. | 2 |
| Earth’s Orbit and Rotation; | MO | Learning Standards | Grade 5 | 5.ESS1.B.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; | MO | Learning Standards | Grade 3 | 3.LS3.D.1 | 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; Animal Group Behavior; Adaptations and the Environment; | MO | Learning Standards | Grade 3 | 3.LS1.A.1 | Construct an argument with evidence that in a particular ecosystem some organisms -- based on structural adaptations or behaviors -- can survive well, some survive less well, and some cannot survive at all. | 2 |
| Ecosystems; Animal Group Behavior; Adaptations and the Environment; | MO | Learning Standards | Grade 3 | 3.LS3.C.1 | Construct an argument with evidence that in a particular ecosystem some organisms -- based on structural adaptations or behaviors -- can survive well, some survive less well, and some cannot. | 2 |
| Extreme Weather Solutions; Natural Disasters; | MO | Learning Standards | Grade 3 | 3.ESS3.B.1 | Make a claim about the merit of an existing design solution (e.g. levies, tornado shelters, sea walls, etc.) that reduces the impacts of a weather-related hazard. | 2 |
| Extreme Weather Solutions; Natural Disasters; | MO | Learning Standards | Grade 4 | 4.ESS3.A.1 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. | 2 |
| Food Webs; | MO | Learning Standards | Grade 5 | 5.LS2.B.1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. | 2 |
| Four Seasons and Day Length; | MO | Learning Standards | Grade K | K.ESS1.B.1 | Make observations during different seasons to relate the amount of daylight to the time of year. | 1 |
| Habitats; | MO | Learning Standards | Grade K | K.ESS3.A.1 | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. | 1 |
| Heating & Cooling; | MO | Learning Standards | Grade 3 | 3.PS1.B.1 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. | 2 |
| How Do We Use Food; | MO | Learning Standards | Grade 5 | 5.LS1.C.1 | Support an argument that plants get the materials (i.e. carbon dioxide, water, sunlight) they need for growth chiefly from air and water. | 2 |
| How Do We Use Food; Food Webs; | MO | Learning Standards | Grade 5 | 5.PS3.D.1 | Use models to describe that energy stored in food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. | 2 |
| Inspired by Nature (Biomimicry); | MO | Learning Standards | Grade 1 | 1.LS1.A.1 | Use 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 |
| Introduction to Sound; | MO | Learning Standards | Grade 2 | 2.PS4.A.1 | Plan and conduct investigations to provide evidence that changes in vibration create change in sound. | 1 |
| Introduction to Sound; | MO | Learning Standards | Grade 1 | 1.PS4.A.1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. | 1 |
| Introduction to Traits; | MO | Learning Standards | Grade 1 | 1.LS3.A.1 | Make observations to construct an evidence based account that young plants and animals are like, but not exactly like, their parents. | 1 |
| Introduction to Weather; | MO | Learning Standards | Grade 1 | 1.ESS2.D.1 | Identify patterns indicating relationships between observed weather data and weather phenomena (e.g., temperature and types of precipitation, clouds and amounts of precipitation). | 1 |
| Introduction to Weather; | MO | Learning Standards | Grade K | K.ESS2.D.1 | Use and share observations of local weather conditions to describe patterns over time. | 1 |
| Light Reflection & Vision; | MO | Learning Standards | Grade 5 | 5.PS4.A.1 | Develop a model to describe that objects can be seen only when light is reflected off them or when they produce their own light. | 2 |
| Living Things Change Their Environment; | MO | Learning Standards | Grade K | K.ESS2.E.1 | With prompting and support, construct an argument using evidence for how plants and animals (including but not limited to humans) can change the environment to meet their needs. | 1 |
| Magnets & Static Electricity; | MO | Learning Standards | Grade 3 | 3.PS2.B.1 | Plan and conduct investigations to determine the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other. | 2 |
| Maps of Landforms; | MO | Learning Standards | Grade 2 | 2.ESS2.B.1 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. | 1 |
| Material Properties and Purposes; | MO | Learning Standards | Grade 2 | 2.PS1.A.2 | Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. | 1 |
| Natural Disasters; | MO | Learning Standards | Grade 4 | 4.ESS2.B.1 | Analyze and interpret data from maps to describe patterns of Earth’s features. | 2 |
| Oceans, Lakes and Rivers; | MO | Learning Standards | Grade 2 | 2.ESS2.C.1 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. | 1 |
| Particle Nature of Matter; | MO | Learning Standards | Grade 3 | 3.PS1.A.1 | Predict and investigate that water can change from a liquid to a solid (freeze), and back again (melt), or from a liquid to a gas (evaporation), and back again (condensation) as the result of temperature changes. | 2 |
| Particle Nature of Matter; | MO | Learning Standards | Grade 5 | 5.PS1.A.1 | Develop a model to describe that matter is made of particles too small to be seen. | 2 |
| Patterns in the Sky; | MO | Learning Standards | Grade 1 | 1.ESS1.A.1 | Describe the presence of the Sun, Moon, and stars in the sky over time. | 1 |
| Patterns in the Sky; | MO | Learning Standards | Grade 1 | 1.ESS1.A.2 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. | 1 |
| Patterns of Motion & Friction; | MO | Learning Standards | Grade 4 | 4.PS2.A.1 | Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. | 2 |
| Plant Growth Conditions; | MO | Learning Standards | Grade 2 | 2.LS2.A.1 | Plan and conduct investigations on the growth of plants when growing conditions are altered (e.g., dark vs. light, water vs. no water). | 1 |
| Plants Need Water And Light; Animals Need Food; Living vs. Non-Living Things; | MO | Learning Standards | Grade K | K.LS1.C.1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. | 1 |
| Pollination and Seed Dispersal; | MO | Learning Standards | Grade 2 | 2.LS2.A.2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. | 1 |
| Properties of Matter; Chemical vs. Physical Changes; | MO | Learning Standards | Grade 5 | 5.PS1.B.2 | Conduct an investigation to determine whether the combining of two or more substances results in new substances. | 2 |
| Pushes and Pulls; | MO | Learning Standards | Grade 2 | 2.PS2.A.1 | Analyze data to determine how the motion of an object changed by an applied force or the mass of an object. | 1 |
| Pushes and Pulls; | MO | Learning Standards | Grade K | K.PS2.A.2 | Describe ways to change the motion of an object (i.e., how to cause an object to go slower, go faster, go farther, change direction, stop). | 1 |
| Pushes and Pulls; | MO | Learning Standards | Grade K | K.PS2.A.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 |
| Reducing Our Impact on Earth; Natural Resources; | MO | Learning Standards | Grade K | K.ESS3.B.1 | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. | 1 |
| Renewable vs. Nonrenewable Resources; Energy Transfer; | MO | Learning Standards | Grade 4 | 4.PS3.B.1 | Provide evidence to construct an explanation of an energy transformation (e.g. temperature change, light, sound, motion, and magnetic effects) | 2 |
| Renewable vs. Nonrenewable Resources; Energy Transfer; | MO | Learning Standards | Grade 4 | 4.PS3.B.2 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | MO | Learning Standards | Grade 3 | 3.ETS1.A.1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | MO | Learning Standards | Grade 3 | 3.ETS1.B.1 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | MO | Learning Standards | Grade 3 | 3.ETS1.C.1 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | MO | Learning Standards | Grade 4 | 4.ETS1.A.1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | MO | Learning Standards | Grade 4 | 4.ETS1.B.1 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | MO | Learning Standards | Grade 4 | 4.ETS1.C.1 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | MO | Learning Standards | Grade 5 | 5.ETS1.A.1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | MO | Learning Standards | Grade 5 | 5.ETS1.B.1 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | 2 |
| Renewable vs. Nonrenewable Resources; Extreme Weather Solutions; Natural Disasters; What Is Science? (3-5 Version); | MO | Learning Standards | Grade 5 | 5.ETS1.C.1 | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | 2 |
| Simple Machines; | MO | Learning Standards | Grade 4 | 4.PS3.C.1 | Use models to explain that simple machines change the amount of effort force and/or direction of force. | 2 |
| Sun and Other Stars; | MO | Learning Standards | Grade 5 | 5.ESS1.A.1 | Support an argument that relative distances from Earth affects the apparent brightness of the sun compared to other stars. | 2 |
| Sunlight Warms the Earth; | MO | Learning Standards | Grade 1 | 1.PS3.A.1 | Identify the source of energy that causes an increase in the temperature of an object (e.g., Sun, stove, flame, light bulb). | 1 |
| Sunlight Warms the Earth; | MO | Learning Standards | Grade K | K.PS3.A.1 | Make observations to determine the effect of sunlight on Earth’s surface. | 1 |
| Sunlight Warms the Earth; | MO | Learning Standards | Grade K | K.PS3.B.1 | With prompting and support, use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. | 1 |
| Timescale of Earth's Events; | MO | Learning Standards | Grade 2 | 2.ESS1.C.1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. | 1 |
| Variation of Traits; | MO | Learning Standards | Grade 3 | 3.LS3.A.1 | Construct scientific arguments to support claims that some characteristics of organisms are inherited from parents and some are influenced by the environment. | 2 |
| Variation of Traits; | MO | Learning Standards | Grade 3 | 3.LS3.B.1 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and finding mates. | 2 |
| Water Cycle (3-5 Version); Interactions of Earth’s Spheres; | MO | Learning Standards | Grade 5 | 5.ESS2.A.1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. | 2 |
| Water Quality & Distribution; | MO | Learning Standards | Grade 5 | 5.PS1.B.1 | Plan and conduct investigations to separate the components of a mixture/solution by their physical properties (i.e., sorting, filtration, magnets, screening). | 2 |
| Water Quality & Distribution; | MO | Learning Standards | Grade 5 | 5.ESS2.C.1 | 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; | MO | Learning Standards | Grade 5 | 5.ESS3.C.1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. | 2 |
| Wave Properties; | MO | Learning Standards | Grade 4 | 4.PS4.A.1 | Develop a model of waves to describe patterns in terms of amplitude or wavelength and that waves can cause objects to move. (Boundary: The terms amplitude and wavelength should not be assessed.) | 2 |
| Weather vs. Climate; | MO | Learning Standards | Grade 3 | 3.ESS2.D.1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. | 2 |
| Weather vs. Climate; | MO | Learning Standards | Grade 3 | 3.ESS2.D.2 | Obtain and combine information to describe climates in different regions of the world. | 2 |
| Weathering & Erosion; Interactions of Earth’s Spheres; | MO | Learning Standards | Grade 4 | 4.ESS2.A.1 | Plan and conduct scientific investigations or simulations to provide evidence how natural processes (e.g. weathering and erosion) shape Earth's surfaces. | 2 |
| What is Engineering?; | MO | Learning Standards | Grade K | K.ETS1.C.1 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. | 1 |
| What is Engineering?; | MO | Learning Standards | Grade 1 | 1.ETS1.C.1 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. | 1 |
| What is Engineering?; | MO | Learning Standards | Grade 2 | 2.ETS1.C.1 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. | 1 |
| What is Engineering?; | MO | Learning Standards | Grade K | K.ETS1.A.1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | 1 |
| What is Engineering?; | MO | Learning Standards | Grade 1 | 1.ETS1.A.1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | 1 |
| What is Engineering?; | MO | Learning Standards | Grade 2 | 2.ETS1.A.1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | 1 |
| What is Engineering?; | MO | Learning Standards | Grade K | K.ETS1.B.1 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. | 1 |
| What is Engineering?; | MO | Learning Standards | Grade 1 | 1.ETS1.B.1 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. | 1 |
| What is Engineering?; | MO | Learning Standards | Grade 2 | 2.ETS1.B.1 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. | 1 |
| Atoms & Molecules; | MO | Learning Standards | MS Physical Sciences | 6-8.PS1.A.1 | Develop models to describe the atomic composition of simple molecules and extended structures. | |
| Chemical Reactions; | MO | Learning Standards | MS Physical Sciences | 6-8.PS1.A.2 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | |
| Synthetic Materials; | MO | Learning Standards | MS Physical Sciences | 6-8.PS1.A.3 | Gather, analyze, and present information to describe that synthetic materials come from natural resources and how they impact society. | |
| Intro to Thermal Energy; | MO | Learning Standards | MS Physical Sciences | 6-8.PS1.A.4 | Develop a model that describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. | |
| Chemical Reactions; | MO | Learning Standards | MS Physical Sciences | 6-8.PS1.B.1 | Develop and use a model to describe how the total number of atoms remains the same during a chemical reaction and thus mass is conserved. | |
| Intro to Thermal Energy; | MO | Learning Standards | MS Physical Sciences | 6-8.PS1.B.2 | Construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. | |
| Newton’s Laws of Motion; | MO | Learning Standards | MS Physical Sciences | 6-8.PS2.A.1 | Apply physics principles to design a solution that minimizes the force of an object during a collision and develop an evaluation of the solution. | |
| Newton’s Laws of Motion; | MO | Learning Standards | MS Physical Sciences | 6-8.PS2.A.2 | Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. | |
| Electric & Magnetic Fields; | MO | Learning Standards | MS Physical Sciences | 6-8.PS2.B.1 | Analyze diagrams and collect data to determine the factors that affect the strength of electric and magnetic forces. | |
| Gravitational Forces Between Objects; | MO | Learning Standards | MS Physical Sciences | 6-8.PS2.B.2 | Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects. | |
| Electric & Magnetic Fields; | MO | Learning Standards | MS Physical Sciences | 6-8.PS2.B.3 | Conduct an investigation and evaluate the experimental design to provide evidence that electric and magnetic fields exist between objects exerting forces on each other even though the objects are not in contact. | |
| Potential vs. Kinetic Energy; | MO | Learning Standards | MS Physical Sciences | 6-8.PS3.A.1 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | |
| Potential vs. Kinetic Energy; | MO | Learning Standards | MS Physical Sciences | 6-8.PS3.A.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. | |
| Heat: Transfer of Thermal Energy; | MO | Learning Standards | MS Physical Sciences | 6-8.PS3.A.3 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. | |
| Heat: Transfer of Thermal Energy; | MO | Learning Standards | MS Physical Sciences | 6-8.PS3.A.4 | Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample. | |
| Potential vs. Kinetic Energy; | MO | Learning Standards | MS Physical Sciences | 6-8.PS3.B.1 | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. | |
| Wave Reflection, Absorption & Transmittance; | MO | Learning Standards | MS Physical Sciences | 6-8.PS4.A.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. | |
| Wave Reflection, Absorption & Transmittance; | MO | Learning Standards | MS Physical Sciences | 6-8.PS4.A.2 | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. | |
| Plant & Animal Cells; | MO | Learning Standards | MS Life Sciences | 6-8.LS1.A.1 | Provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life. | |
| Plant & Animal Cells; | MO | Learning Standards | MS Life Sciences | 6-8.LS1.A.2 | Develop and use a model to describe the function of a cell as a whole and ways parts of the cells contribute to that function. | |
| Multicellular Organisms; | MO | Learning Standards | MS Life Sciences | 6-8.LS1.A.3 | Develop an argument supported by evidence for how multicellular organisms are organized by varying levels of complexity; cells, tissue, organs, organ systems. | |
| Multicellular Organisms; | MO | Learning Standards | MS Life Sciences | 6-8.LS1.A.4 | Present evidence that body systems interact to carry out key body functions, including providing nutrients and oxygen to cells, removing carbon dioxide and waste from cells and the body, controlling body motion/activity and coordination, and protecting the body. | |
| Reproduction of Living Things; | MO | Learning Standards | MS Life Sciences | 6-8.LS1.B.1 | Construct an explanation for how characteristic animal behaviors as well as specialized plant structures affect the probability of successful reproduction of animals and plants respectively. | |
| Competition in Ecosystems; | MO | Learning Standards | MS Life Sciences | 6-8.LS1.B.2 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | |
| Photosynthesis & Respiration; | MO | Learning Standards | MS Life Sciences | 6-8.LS1.C.1 | Construct a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms. | |
| Competition in Ecosystems; | MO | Learning Standards | MS Life Sciences | 6-8.LS2.A.1 | Analyze and interpret data to provide evidence for the effects of resource availability on individual organisms and populations of organisms in an ecosystem. | |
| Competition in Ecosystems; | MO | Learning Standards | MS Life Sciences | 6-8.LS2.A.2 | Construct an explanation that predicts the patterns of interactions among and between the biotic and abiotic factors in a given ecosystem. | |
| Food Webs: Cycling of Matter & Flow of Energy; | MO | Learning Standards | MS Life Sciences | 6-8.LS2.B.1 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | |
| Competition in Ecosystems; | MO | Learning Standards | MS Life Sciences | 6-8.LS2.C.1 | Construct an argument supported by empirical evidence that explains how changes to physical or biological components of an ecosystem affect populations. | |
| Maintaining Biodiversity; | MO | Learning Standards | MS Life Sciences | 6-8.LS2.C.2 | Evaluate benefits and limitations of differing design solutions for maintaining an ecosystem. | |
| The Fossil Record; | MO | Learning Standards | MS Life Sciences | 6-8.LS4.A.1 | Analyze and interpret evidence from the fossil record to infer patterns of environmental change resulting in extinction and changes to life forms throughout the history of the Earth. | |
| Natural Selection; | MO | Learning Standards | MS Life Sciences | 6-8.LS4.B.1 | 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; | MO | Learning Standards | MS Life Sciences | 6-8.LS4.B.2 | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. | |
| Natural Selection; | MO | Learning Standards | MS Life Sciences | 6-8.LS4.C.1 | Interpret graphical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | |
| Solar & Lunar Eclipses; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS1.A.1 | Develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon. | |
| Causes of Seasons; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS1.A.2 | Develop and use a model of the Earth-sun system to explain the cyclical pattern of seasons, which includes the Earth's tilt and directional angle of sunlight on different areas of Earth across the year. | |
| The Solar System; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS1.A.3 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. | |
| The Solar System; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS1.B.1 | Analyze and interpret data to determine scale properties of objects in the solar system. | |
| Rock Layers (Geologic Time); | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS1.C.1 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's history. | |
| Rocks & Minerals (Including Rock Cycle); Tectonic Plates; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS2.A.1 | Develop and use a model to illustrate that energy from the Earth’s interior drives convection which cycles Earth’s crust leading to melting, crystallization, weathering and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building and active volcanic chains. | |
| Tectonic Plates; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS2.A.2 | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. | |
| Tectonic Plates; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS2.B.1 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. | |
| Water Cycle (6-8 Version); | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS2.C.1 | Design and develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. | |
| Air Masses & Weather Fronts; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS2.C.2 | Research, collect, and analyze data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. | |
| Climate Zones & Ocean Currents; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS2.C.3 | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. | |
| Natural Resource Distribution; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS3.A.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 and human activity. | |
| Predicting Natural Disasters; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS3.B.1 | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. | |
| Human Impacts on the Environment; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS3.C.1 | Analyze data to define the relationship for how increases in human population and per-capita consumption of natural resources impact Earth's systems. | |
| Human Impacts on the Environment; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS3.C.2 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. | |
| Intro to Climate Change; | MO | Learning Standards | MS Earth and Space Sciences | 6-8.ESS3.D.1 | Analyze evidence of the factors that have caused the change in global temperatures over the past century. | |
| Engineering Design Process; | MO | Learning Standards | MS Engineering Design, Technology, and Application of Science | 6-8.ETS1.A.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. | |
| Engineering Design Process; | MO | Learning Standards | MS Engineering Design, Technology, and Application of Science | 6-8.ETS1.B.1 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | |
| Engineering Design Process; | MO | Learning Standards | MS Engineering Design, Technology, and Application of Science | 6-8.ETS1.B.2 | 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. | |
| Engineering Design Process; | MO | Learning Standards | MS Engineering Design, Technology, and Application of Science | 6-8.ETS1.B.3 | 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. |
Other Standards
- Alaska Science Standards
- Alabama Science Standards
- Alberta Science Standards
- Arkansas Science Standards
- Australia Science Standards
- Arizona Science Standards
- British Columbia Science Standards
- California Science Standards
- Colorado Science Standards
- Connecticut Science Standards
- Washington DC Science Standards
- Delaware Science Standards
- Florida Science Standards
- Georgia Science Standards
- Hawaii Science Standards
- Iowa Science Standards
- Idaho Science Standards
- Illinois Science Standards
- Indiana Science Standards
- Kansas Science Standards
- Kentucky Science Standards
- Louisiana Science Standards
- Massachusetts Science Standards
- Manitoba Science Standards
- Maryland Science Standards
- Maine Science Standards
- Michigan Science Standards
- Minnesota Science Standards
- Missouri Science Standards
- Mississippi Science Standards
- Montana Science Standards
- North Carolina Science Standards
- North Dakota Science Standards
- Nebraska Science Standards
- New Hampshire Science Standards
- New Jersey Science Standards
- New Mexico Science Standards
- Nevada Science Standards
- New York Science Standards
- Ohio Science Standards
- Oklahoma Science Standards
- Ontario Science Standards
- Oregon Science Standards
- Pennsylvania Science Standards
- Quebec Science Standards
- Rhode Island Science Standards
- Saskatchewan Science Standards
- South Carolina Science Standards
- South Dakota Science Standards
- Tennessee Science Standards
- Texas Science Standards
- United Kingdom Science Standards
- Utah Science Standards
- Virginia Science Standards
- Vermont Science Standards
- Washington Science Standards
- Wisconsin Science Standards
- West Virginia Science Standards
- Wyoming Science Standards
