SEP 1:Asking Questions and Defining Problems: Asks testable questions that arise from observations of phenomena, models, or unexpected results.
SEP 3: Planning and Carrying Out Investigations: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.
MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
6.ESS2.5: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
6.ESS3.5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
6.LS1.1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
6.PS3.4: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in average kinetic energy of the particles as measured by the temperature of the sample.
Develop and Use a Model: Develops, uses, evaluates, and revises models to describe, test, and predict phenomena and design solutions.
Mathematical and Computational Thinking: Uses mathematical and computational thinking to identify patterns and trends in data sets in order to evaluate and support scientific conclusions.
MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
6-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.
6-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.
6-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.
6-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
SEP 4: Analyzes and interprets data, using graphical displays, to provide evidence for phenomena.
MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
SEP 6: Constructs explanations based on valid and reliable evidence and applies scientific ideas and principles to explain the phenomena or design a solution to a problem.
6-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
6-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
6-PS3.3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
6-ESS3.3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
SEP 7: Engaging in Argument from Evidence: Engages with evidence to construct or critique a convincing argument that supports or refutes a claim and uses argumentation to listen to, compare, and evaluate competing ideas supported by scientific reasoning.
SEP 8: Obtaining, Evaluating, and Communicating Information: Gather, read, and evaluate scientific and technical information from multiple sources to effectively communicate their findings and ideas through various formats.
MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
6-LS1-4: Use arguments based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
6-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
6-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.
