MS-PS2: Motion and Stability: Forces and Interactions

MS-PS2-3: Students who demonstrate understanding can: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

Charge Launcher
Magnetic Induction
Pith Ball Lab

MS-PS2-4: Students who demonstrate understanding can: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

Gravitational Force
Gravity Pitch
Weight and Mass

MS-PS2-5: Students who demonstrate understanding can: 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.

Charge Launcher
Coulomb Force (Static)
Magnetic Induction
Magnetism
Pith Ball Lab

MS-PS3: Energy

MS-PS3-2: Students who demonstrate understanding can: 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.

Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Potential Energy on Shelves
Roller Coaster Physics
Trebuchet

MS-PS3-4: Students who demonstrate understanding can: 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.

Calorimetry Lab
Energy Conversion in a System
Heat Transfer by Conduction
Phase Changes

MS-PS3-5: Students who demonstrate understanding can: 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.

Air Track
Energy Conversion in a System
Sled Wars

MS-ESS1: Earth’s Place in the Universe

MS-ESS1-1: Students who demonstrate understanding can: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

2D Eclipse
3D Eclipse
Eclipse
Moonrise, Moonset, and Phases
Phases of the Moon
Seasons Around the World
Seasons in 3D
Seasons: Earth, Moon, and Sun
Seasons: Why do we have them?
Summer and Winter

MS-ESS1-2: Students who demonstrate understanding can: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

Gravity Pitch
Solar System
Solar System Explorer

MS-ESS1-3: Students who demonstrate understanding can: Analyze and interpret data to determine scale properties of objects in the solar system.

Solar System
Solar System Explorer
Weight and Mass

MS-LS1: From Molecules to Organisms: Structures and Processes

MS-LS1-4: Students who demonstrate understanding can: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

Flower Pollination
Honeybee Hive

MS-LS1-5: Students who demonstrate understanding can: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Fast Plants® 1 - Growth and Genetics
Growing Plants
Inheritance
Measuring Trees
Seed Germination
Temperature and Sex Determination - Metric

MS-LS1-6: Students who demonstrate understanding can: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

Cell Energy Cycle
Food Chain
Photosynthesis Lab
Plants and Snails
Pond Ecosystem

MS-LS1-7: Students who demonstrate understanding can: 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.

Cell Energy Cycle
Dehydration Synthesis
Digestive System

MS-LS2: Ecosystems: Interactions, Energy, and Dynamics

MS-LS2-1: Students who demonstrate understanding can: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Forest Ecosystem
Pond Ecosystem
Prairie Ecosystem
Rabbit Population by Season
Rainfall and Bird Beaks - Metric

MS-LS2-2: Students who demonstrate understanding can: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Forest Ecosystem
Pond Ecosystem
Prairie Ecosystem

MS-LS2-3: Students who demonstrate understanding can: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Carbon Cycle
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Forest Ecosystem
Pond Ecosystem
Prairie Ecosystem

MS-LS2-4: Students who demonstrate understanding can: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Forest Ecosystem
Pond Ecosystem
Prairie Ecosystem
Rabbit Population by Season
Rainfall and Bird Beaks - Metric

MS-LS3: Heredity: Inheritance and Variation of Traits

MS-LS3-1: Students who demonstrate understanding can: 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.

Evolution: Mutation and Selection
Genetic Engineering
Human Karyotyping

MS-ETS1: Engineering Design

MS-ETS1-1: Students who demonstrate understanding can: 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.

Crumple Zones
Feel the Heat
GMOs and the Environment
Genetic Engineering
Pendulum Clock
Trebuchet

MS-ETS1-2: Students who demonstrate understanding can: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Crumple Zones
Digestive System
Feel the Heat
GMOs and the Environment
Genetic Engineering
Pendulum Clock
Programmable Rover
Trebuchet

MS-ETS1-4: Students who demonstrate understanding can: 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.

Crumple Zones
Feel the Heat
Pendulum Clock
Trebuchet

Correlation last revised: 9/24/2019

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.