Amplify Science Correlation to New York State P-12...

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Structure and Properties of Matter

NYSSLS Performance Expectation Amplify Science Unit(s) Evidence/specific activities

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.

Chemical Reactions: Mysterious Substance in Westfield’s Water

In Lesson 1.4, students watch the video “Everything is Made of Atoms” (found in the Digital Resources) and then read the article “Atomic Zoom-In” (found in the Amplify Library), both of which use models to introduce students to the idea that everything is made of atoms, and the composition and arrangement of the atoms determines the property of a substance.

Throughout the unit, students use the Chemical Reactions Simulation, which uses molecular models of a range of substances.

In Lesson 2.3, Activity 3 and Lesson 3.4, Activity 3, students draw atomic-scale models of molecules to show their explanation for what is happening in a rusting reaction.

MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.

Phase Change: Titan’s Disappearing Lakes

In Lesson 1.3, Activity 4, students explore the Phase Change Simulation and observe differences in molecular motion at different phases of a substance.

In Lesson 1.4, Activity 2 and Lesson 1.5, Activity 1, students read and discuss the article “Weird Water Events” which describes phase changes in terms of particle motion, thermal energy, and temperature. In Lesson 2.1, Activity, students revisit the Weird Water Events article set, recreating the phase change for their assigned article in the Sim.

Amplify Science Correlation to New York State P-12 Science Learning Standards

Grades 6–8 Middle School Physical Science

2 Amplify Science Correlation to New York State P-12 Science Learning Standards

MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.

Phase Change Engineering Internship

In Day 1, Activity 2, and in Day 2, Activity 2, students read about phase change, energy, and temperature in the context of materials that can be used in engineering to slowly release thermal energy as they change phase.

In Day 3, teacher-only activity titled “Revisiting the Temperature Plateau”, students annotate graphs to further understand phase change, temperature, and energy.

In Days 4-6, students use a digital design tool to test different combinations of phase change materials in portable baby incubator designs, and analyze resulting temperature data.

Thermal Energy: Using Water to Heat a School

In Lesson 1.2, Activity 3, students engage in a hands-on activity in which they investigate the spread of food coloring through water of different temperatures, to support their understanding of temperature as a measure of molecular motion.

In Lesson 1.3, Activity 3, students use the Thermal Energy Simulation to investigate the relationship between temperature and the movement of molecules.

In Lesson 2.3, Activity 2, students use the Thermal Energy Simulation to observe energy between two samples of different temperatures and resulting changes to molecular motion.

MS-PS1-7. Use evidence to illustrate that density is a property that can be used to identify samples of matter.


Florida Edition only

In Lesson 2.4, Activity 4, students read the article “Why is Seawater Salty?” which includes information about density as an important property of substances.



In Lesson 3.3, Activity 4, students compare substances of different densities and infer what these difference mean at the molecular scale.

MS-PS1-8. Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.


In Lesson 3.1, Activity 2, and Lesson 3.2, Activity 3, students read and discuss the article “Liquid Oxygen”, about separating oxygen-- a substance-- from air- a mixture of gases.

In Lessons 4.1-4.4, student analyze evidence and construct scientific arguments about a problem with a machine to separate liquid oxygen from other gases in air.


In Lesson 2.2, Activity 2, students use the Chemical Reactions Simulation to investigate what happens when two substances are mixed (observing that sometimes the substances react to form a new substance, and other times they just form a mixture)


InLesson 2.4, Activity 4, students read the article “Why is Seawater Salty?” which includes information substances and mixtures, using seawater as an example

3Amplify Science Correlation to New York State P-12 Science Learning Standards

Chemical Reactions


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.


In Lesson 2.1, Activity 2, students observe the properties of substances before and after a chemical reaction between Calcium chloride (CaCl2) and Sodium carbonate (Na2CO3), and in Activity 3, students observe this reaction at a macro scale and molecular scale in the Chemical Reactions simulation.

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.


In Lesson 3.2, Activity 2 and 3 students use the Chemical Reactions simulation and read an article “What Happens When Fuels Burn?” to investigate what happens to molecules when a substances burns (a chemical change). Students consider a claim that the atom are destroyed and find evidence in the simulation and article to refute the claim. Student discover that atoms rearrange during a chemical reaction but no atoms are lost.

In Lesson 3.3, Activity 2, students model a chemical change using colored tokens to represent atoms. Students use this model to consider where atoms found in the products come from. Students discover that atoms in the products must come from the reactants because atoms cannot be created from nowhere.

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.


In Lesson 3.2, Activity 2 and 3 students use the Chemical Reactions simulation and read an article “What Happens When Fuels Burn?” to investigate what happens to molecules when a substances burns (a chemical change). Students consider a claim that the atom are destroyed and find evidence in the simulation and article to refute the claim. Student discover that atoms rearrange during a chemical reaction but no atoms are lost.

In Lesson 3.3, Activity 2, students model a chemical change using colored tokens to represent atoms. Students use this model to consider where atoms found in the products come from. Students discover that atoms in the products must come from the reactants because atoms cannot be created from nowhere.

MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy during a chemical and/or physical process.


In the Chemical Reaction simulation students can discover several examples of both endothermic and exothermic reactions.

In Lesson 3.1, Activity 3 and Lesson 3.2, Activity 3 students read and discuss the article “What Happens When Fuels Burn?” which describes an endothermic chemical reaction.


In Day 1, Activity 2, and in Day 2, Activity 2, students read about phase change, and how thermal energy can be absorbed or released during a phase change in the context of materials that can be used in engineering to slowly release thermal energy as they change phase.

In Day 3, teacher-only activity titled “Revisiting the Temperature Plateau”, students annotate graphs to further understand thermal energy released or absorbed during phase change.


Forces and Interactions


MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects

Force and Motion: Docking Failure in Space

In Lesson 3.1, Activity 2 and Lesson 3.3, Activity 2, students read and discuss “Crash!” an article about collisions between objects of similar or different masses.

In Lesson 3.2, Activity 2, students test effects of collisions between balls of similar and different masses, and in Activity 3, they perform similar tests in the Force and Motion Simulation.

In Lesson 3.4, Activity 3, students use what they have discovered about Newton’s Third Law to explain what happened in a collision in space between two objects of very different masses. And in Activity 4, they create a visual model showing this explanation.

In Lessons 4.1-4.3, students use what they have discovered about Newton’s Third Law to create scientific arguments about the results of a collision in a movie scene.

MS-PS2-2. 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.


In Lesson 1.3, Activity 3, students use the Force and Motion simulation to investigate forces. Students run tests in the simulation to make objects start moving, stop moving, speed up and slow down. Students observe that a force is always required to change the velocity of an object.

In Lesson 3.2, Activity 2, students investigate the forces in a collision by causing collisions between two balls. Students discover that in a collision the forces on each object are in opposite directions which cause the objects to change speed and/or change direction.

In Lesson 2.1, Activity 2, students conduct a controlled experiment to investigate the relationship between mass, force, and velocity change.

In Lesson 2.2, Activities 2 and 3, students read the article, “Designing Wheelchairs” which describes how the the mass of a wheelchair affects how much force is needed to change the motion of the wheelchair.

MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

Magnetic Fields: Launching a Spacecraft

In Lesson 3.1, Activity 2, students conduct physical tests to gather evidence about how magnet strength and distance between magnetic poles affects magnetic force.

In Lesson 3.2, Activity 2, students conduct tests in the Magnetic Fields Simulation to gather evidence about how magnet strength and distance between magnetic poles affects magnetic force.

In Lesson 3.3, Activities 2 and 3, students analyze data about magnetic spacecraft launches, and use what they have discovered about the strength of magnetic forces to create a visual model explaining why one launch was faster than expected.

In Lesson 4.1, Activity 3, students evaluate designs for electromagnetic roller coaster launchers that include the number of wire coils on the magnets.

In Lesson 4.2, Activity 2, students use the Magnetic Fields Simulation to conduct experiments on the factors that affect the strength of magnetic forces

In the homework of Lesson 1.5, students read the article “Painting with Static Electricity” about electrostatic fields and forces in the context of spray painting without making a mess.


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 and the distance between them.


In Lesson 3.2, activity 4, Students read the article Escaping a Black Hole about the gravitational forces between objects. Students learn that a gravitational force is a pull that acts between all objects and the greater the mass of the objects the greater the force. Students also learn that the gravitational force between two objects depends on how far apart they are: the closer the two objects, the stronger the field between them.

Force and Motion Engineering Internship

An optional article describes gravitational forces in the context of objects falling to Earth.

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.


In Lesson 1.2, Activity 3 and Activity 4, students investigate forces acting at a distance using magnets and the Magnetic Fields simulation. Students gather evidence from both sources to discover that magnetic forces can attract or repel objects at a distance.

In Lesson 1.4, Activities 2 and 3, and Lesson 1.5, Activity 2 students read “Earth’s Geomagnetism” which describes the Earth’s magnetic field and magnetic forces between the Earth’s core and other objects.

In the homework of Lesson 1.5, students read the article “Painting with Static Electricity” about electrostatic fields and forces in the context of spray painting without making a mess.

In Lesson 3.2, activity 4, Students read the article Escaping a Black Hole about the gravitational forces between objects. Students learn that a gravitational force is a pull that acts between all objects and the greater the mass of the objects the greater the force. Students also learn that the gravitational force between two objects depends on how far apart they are: the closer the two objects, the stronger the field between them.

Energy


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.

Harnessing Human Energy In Lesson 1.3, Activity 2, students collaborate to categorize a series of objects based on whether they see evidence of energy. The teacher introduces the term kinetic energy and potential energy and students learn that objects that are moving have kinetic energy and that objects that have the ability to make something move in the future have potential energy.


In Lesson 2.1, Activities 2 and 3, and Lesson 2.2, activity 2, students read “The Potential For Speed” which describes how potential energy can be converted to kinetic energy and explains the relationship between the speed of an object and how much kinetic energy it has.

In Lesson 2.2, Activity 3, students conduct physical tests in which they convert potential energy to kinetic energy and draw conclusions about the amount of energy based on the speed of the objects when they are in motion.


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.


In Lesson 3.3 for homework, students read “Wrecking Ball”, which explains how mass is related to kinetic energy and why a wrecking ball’s large amount of kinetic energy allows it to break through the walls of buildings.

The Force and Motion simulation displays total kinetic energy for the objects simulated, which varies depending both upon their mass and their speed.

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

Harnessing Human Energy In Lesson 1.3, Activity 2, students collaborate to categorize a series of objects based on whether they see evidence of energy. The teacher introduces the term kinetic energy and potential energy and students learn that objects that are moving have kinetic energy and that objects that have the ability to make something move in the future have potential energy.


In Lesson 2.1, Activities 2 and 3, and Lesson 2.2, activity 2, students read “The Potential For Speed” which describes how potential energy can be stored in a system of objects depending on the arrangement of the objects.

In Lesson 2.2, Activity 3, students conduct physical tests in which they arrange convert gravitational, elastic, and magnetic potential energy to kinetic energy.

In Lesson 2.3, Activity 2, students conduct tests in the Magnetic Fields Simulation to gather evidence that will help them determine how a system of magnets stores potential energy in a magnetic field.

In Lesson 3.2, Activity 2, students use the Magnetic Fields Simulation to investigate how moving against a magnetic force can store different amounts of potential energy in the magnetic field, depending on the strength of the magnetic forces.

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.


Throughout chapters 1-3, students gather evidence for an argument about which heating systems would best transfer thermal energy to heat a school.

In Lesson 2.2, Activities 2 and 3, and Lesson 2.3, Activity 3, students read and discuss “How Air Conditioning Makes Cities Hotter” which describes thermal energy transfer in the context of air conditioners.

In Lesson 2.5, Activity 2 of Thermal Energy, students use the Thermal Energy sim to collect and analyze data about two samples before and after contact in order to discover that energy transfers until all the molecules are moving at about the same speed.


In lessons 4-6, using the Futura BabyWarmer digital design tool, students iteratively design portable baby warmers to transfer an optimal amount of thermal energy to a premature infant. They vary types of phase change materials that emit thermal energy as they melt, and types of insulative material.

In Lesson 4, Activity 2, students read about insulative materials and how they affect the rate of thermal energy transfer.


MS-PS3-4. 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 of matter.


Throughout chapters 1-3, students gather evidence for an argument about which heating systems would best transfer thermal energy to heat a school.

In Lesson 2.4, Activity 2, students use the Thermal Energy Simulation to investigate how energy transfers between different objects at different temperatures.

In Lesson 3.1, Activities 2 and 3, and Lesson 3.2 Activity 2, students read and discuss “Thermal Energy Is NOT Temperature” which describes how the mass of two objects or samples affects energy transfer between them.

In Lesson 3.2, Activity 3, student use an energy cube model to show how samples made of different numbers of molecules reach an equilibrium temperature.

In Lesson 3.3, the class observes an experiment in which energy transfer between two samples of the same mass is compared to energy transfer between samples of different masses, then students conduct a similar experiment in the Thermal Energy Simulation.

For homework in Lesson 3.3, students read “Dumpling Dilemma: Oil or Water?” which describes how the type of matter affects energy transfer. Students can also vary the type of matter in the Thermal Energy SImulation to discover that this variable affects energy transfer.

MS-PS3-5. Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.

Harnessing Human Energy In Lesson 1.2, Activities 2-4, students make observations of systems and gather evidence about energy in each system, constructing the idea that when something moves or changes it is because of energy.

In Lesson 3.2, Activity 2, students engage in a hands-on activity during which they design an energy system that harnesses human kinetic energy and transforms it into another form of energy. Students create Energy Transfer Diagrams to describe how their systems work.


In Lesson 2.2, Activity 2, students read articles about kinetic and potential energy in extreme sports. Students learn that kinetic energy can be converted into potential energy and vice versa. Students identify how potential energy is converted into kinetic energy for movement in a particular sport.

In Lesson 2.2, Activity 3, students use hands on materials to create three energy systems where potential energy is converted into kinetic energy. Students identify when the system has more potential energy and when it has more kinetic energy.

In Lesson 2.3, Activity 2, students use the Magnetic Fields Simulation to gather evidence about how a system of magnets stores potential energy in a magnetic field.

MS-PS3-6. Make observations to provide evidence that energy can be transferred by electric currents

Harnessing Human Energy This is shown in the Harnessing Human Energy simulation as well as in the diagrams in the article Capturing Human Energy, read in Lesson 2.3 and 3.1.


Waves and Electromagnetic Radiation


MS-PS4-1. Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.

Light Waves: Skin Cancer in Australia

In Lesson 2.2, Activities 2 and 3 and Lesson 2.3, Activity 2 students read and discuss “Harvesting Sunlight” which describes different wavelengths of light and how they affect plants in different ways.

In Lesson 2.2, Activity 3, students are introduced to the electromagnetic spectrum by using the Light Waves Simulation, which allows them to explore the effects of changing the wavelength of light on the type of light and its effects.

In Lesson 2.3, students view a video, “The Shape of Waves”, which introduces wave properties and features such as wavelength, frequency and amplitude.

MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.


In lesson 3.1 activity 2, students use a laser pointer and different objects to investigate what can happen to light as it travels. Students discover that light can be reflected, transmitted or absorbed depending on the object it hits.

In lesson 3.1 activity 3, students use the Light Waves simulation to test how different types of light behave when they hit glass and aluminum foil. Students discover that light can be reflected, transmitted or absorbed depending on the type of light and the material it hits.

In lesson 3.6 activity 4, students read the article Making Waves at Swim Practice, about how waves travel different speeds depending on the material they are traveling through. Students learn that when waves change speed when traveling from one material to another the light wave refracts (bends)

MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.


For homework in Lesson 3.1, students read “How Fiber-optic Communication Works” which compares analog and digital signals.


Middle School Life Science

Structure, Function, and Information Processing


MS-LS1-6. 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.

Matter & Energy in Ecosystems: Biodome Collapse

Students gather evidence for the role of photosynthesis in the cycling of matter and flow of energy to explain why a decrease in carbon dioxide could cause a decrease in the amount of energy storage molecules in producers and consumers. In Lesson 1.3 and 1.4, students read the article, “Sunlight and Life,” focused on how photosynthesis bring energy into ecosystems. They combine this information with evidence they gather from the Simulation in Lesson 1.4, Activity 3, where they observe photosynthesis at a cellular level. These activities help students construct the idea that during photosynthesis, energy storage molecules are made using carbon and energy from sunlight, which moves carbon from abiotic to biotic matter.


In Lesson 2.2, students read the article, “Harvesting Sunlight,” and gather information about the types of light from the sun that plants absorb and use as energy for the process of photosynthesis.

MS-LS1-7. Develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism.

Metabolism: Making the Diagnosis

In Lesson 1.2, Activity 2, students use the Metabolism Simulation to observe that molecules from food and air are needed for a body to function.

In Lesson 1.3, students read “Molecules Cells Need,” which explains that molecules from food and oxygen are needed in cells. They then model their understanding of what molecules are needed in a healthy cell.

In Lesson 2.1, Activity 3, students participate in the Body Systems Model to experience the roles of body systems in transporting molecules to the body’s cells and that the digestive system breaks down starches and protein into glucose and amino acids.

In Lesson 3.1, Activity 4, students gather evidence in the Sim to discover that glucose and oxygen molecules are needed in the cells for energy release.

In Lesson 3.2, Activities 2 and 3, students explore cellular respiration through a short article and observing the Simulation. They figure out that inside the cell, glucose and oxygen can be rearranged through cellular respiration to make different molecules and release energy.

In Lesson 3.3, Activity 2, students read about cellular growth and repair in cells to deepen their understanding of the role of protein and amino acid molecules. They then create a model to explain how energy is released to make growth and repair occur in a healthy, functioning cell.


MS-LS1-7. Develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism.

Metabolism Engineering Internship

In Day 2, students read Chapter 2 of their Dossier to learn about the ingredients they can use in their health bars and how they can meet different energy as well as growth and repair needs. They read about carbohydrates with varying glycemic indexes that either break down quickly and provide immediate energy or slowly and provide energy over a long period of time. They also read about how how breaking down proteins aids in growth and repair.


In Lesson 2.2, Activity 2, students use the Matter and Energy in Ecosystems Simulation to observe cellular respiration and gather evidence that oxygen molecules and glucose are turned into energy, carbon dioxide, and water. In Activity 3, students create a model of how organisms give off carbon dioxide.

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.

Populations & Resources: Too Many Moon Jellies

In Lessons 2.1 and 2.2, students read the Reproduction and Energy article set, which focuses on the ideas that reproduction requires energy and populations get this energy from eating other organisms. Using information from the article set and from an experiment with yeast in Lesson 2.2, students figure out the effect of having more energy obtained from resource populations - they are able to reproduce more.

In Lesson 2.3, Activity 2, students gather and analyze data about the effect of increasing the resource population. They determine that the larger the resource population, the more energy is available for the consumer population, which can lead to an increase in reproduction.

In Lessons 3.1 and 3.2, students read “Jelly Population Explosion” to gather information about what happens when there is another population that competes for the same resource. They gather additional evidence using the Sim in Activity 3 of 3.2 and conclude that when two populations competes for the same resource, a change to one of those populations affects the size of the other population.

In Lesson 3.3, students use the Simulation to gather more data on other indirect effects that can change the size of a population.

MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.


In Lesson 1.3, students read the article, “Sunlight and Life,” focused on how photosynthesis bring energy into ecosystems.

In Lesson 1.5, Activity 3, students use the Matter & Energy in Ecosystems Simulation to investigate ways to affect the flow of matter in an ecosystem.

In Lesson 2.1, Activity 2, students complete a digital Sorting Tool activity to show their ideas about which parts of an ecosystem give off carbon dioxide and which do not.

In Lesson 3.1, Activity 3, students read the article “Carbon in the Global Ecosystem”, focused on the carbon cycle.

MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.


In Lessons 2.1 and 2.2, students read the Reproduction and Energy article set, which focuses on the ideas that reproduction requires energy and populations get this energy from eating other organisms. Through these activities, students can see the flow of matter and energy throughout populations that are interconnected on a food web.


MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.


In Lesson 1.5, Activity 3, students use the Matter and Energy in Ecosystems Simulation to gather evidence on what factors can cause energy storage molecules in an ecosystem to decrease. In Lesson 1.6, students figure out how the amount of sunlight and carbon dioxide can affect the amount of energy storage molecules that producers can make.

In Lesson 2.3, Activity 3, students use the Matter and Energy in Ecosystems Simulation to gather evidence for a claim that a decrease in decomposers caused a decrease in carbon dioxide in the air of the biodome.

In Lesson 3.1, Activity 3, students read the article “Carbon in the Global Ecosystem”, focused on the carbon cycle. The article provides them with evidence that a change to carbon in one part of an ecosystem will cause a change to carbon in another part of the ecosystem because the total amount of carbon remains constant.



In Lesson 2.3, Activity 2, students gather and analyze data about the effect of increasing the resource population. They determine that the larger the resource population, the more energy is available for the consumer population, which can lead to an increase in reproduction.

In Lessons 3.1 and 3.2, students read “Jelly Population Explosion” to gather information about what happens when there is another population that competes for the same resource. They gather additional evidence using the Sim in Activity 3 of 3.2 and conclude that when two populations competes for the same resource, a change to one of those populations affects the size of the other population.

In Lesson 3.3, students use the Simulation to gather more data on other indirect effects that can change the size of a population.

Natural Selection: Poisonous Newts

In Lesson 1.4, Activity 2, students use the Natural Selection Simulation to see how ostrilopes with more fur become more common in a cold environment and ostrilopes with less fur become less common.

In Lesson 1.6, Activity 2, students look at graphs that show beginning and ending populations to explain what causes the distribution of traits to change over time.


Interdependent Relationships in Ecosystems


MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems.


In Lesson 1.3, students use an energy token model and a video to gather information about and explain patterns in deaths and births in an ecosystem that can lead to a stable population, an increase in population, and a decrease in population.

In lessons 2.1 and 2.2, students use the Reproduction and Energy article set and the yeast experiment to gather information about and explain patterns of interactions between a resource population and consumer population. They find that if there is more energy available from the resource population, the consumer population can reproduce more. They test predictions about this idea using the Simulation in Lesson 2.3 and examine patterns in deaths in the resource population in Lesson 2.4.

In Lessons 3.1 and 3.2, students use evidence from the “Jelly Population Explosion” article and the Simulation to explain the patterns of interactions between two populations competing for the same resource.

In Lesson 3.3, students investigate other patterns of indirect interactions among organisms in a food web.

MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.


Jelly Population Explosion? Students compare two ecosystems, one that was protected by laws that limited fishing.

Article “How Ecosystems Clean Earth’s Water” discusses biodiversity as an important factor in the health and stability of an ecosystem.


Throughout the unit students investigate the collapse of a biodome, a self-contained ecosystem. Using evidence from the biodome students determine that decomposers were not able to break down dead matter, leading to fewer producers in the ecosystem. Students learn the importance of all different trophic levels in a stable ecosystem.

Earth’s Changing Climate Article “Climate Change Solutions” presents several different methods people are using to address carbon emissions and global climate change, which threaten the biodiversity and stability of ecosystems across the planet. This gives students the opportunity to consider and compare different solutions.


Growth, Development, and Reproduction of Organisms


MS-LS1-4. 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.




For homework in Lesson 2.4, students read “Invasion of the Periodical Cicadas,” which helps students learn how behavior affects survival and reproduction. The article explains that periodical cicadas emerge from the ground in 13- or 17-year cycles to mate as a way to avoid predators and increase probability of successful reproduction.

MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Traits & Reproduction: The Genetics of Spider Silk

In Lessons 2.1, students read “Hemophilia, Proteins, and Genes,” which provides evidence for how genes provide instructions for proteins.

In Lesson 2.2, Activity 2, students use a physical model to develop a deeper understanding of the role of genes in the cell. The students model that genes are instructions for proteins and the ribosome is responsible for building the proteins.

In Lesson 2.3, Activity 2, students use the Simulation to gather evidence for the relationship between genes, proteins, and traits.

For homework in Lesson 4.1, students read “Growing Giant Pumpkins,” which explains how a combination of genes and growing conditions allowed farmers to grow giant pumpkins.

Metabolism: Making the Diagnosis

In Lesson 3.3, Activity 2, students read about cellular growth and repair in cells to deepen their understanding of the role of protein and amino acid molecules, which they have learned comes from food and air. They then create a model to explain how energy is released to make growth and repair occur in a healthy, functioning cell.


In Day 2, students read Chapter 2 of their Dossier to learn about the ingredients they can use in their health bars and how they can meet different energy as well as growth and repair needs. They read about how how breaking down proteins aids in growth and repair, reiterating the importance of adding ingredients with protein to the health bars.


MS-LS3-1. Develop and use a model to explain 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.


In Lesson 3.2, Activity 3, students use the Simulation to see how mutations arise in the ostrilope population and they think about the effect they have.

In Lesson 3.2, Activity 2, students see examples of mutations and explain whether they are adaptive, non-adaptive, or neutral.

In Lesson 3.3, Activity 3, students make a model to explain how a mutation that caused a change in poison level led to a change in the distribution of traits in the newt population.


In Lesson 2.2, Activity 3, students use a physical model to investigate how mutations can result to changes to proteins. For homework, they watch a video about the Scottish fold cat that explains how a mutation to a gene caused a change to the structure of a protein and a new trait of folded ears.

Natural Selection Engineering Internship

On Day 2, students read about selection pressure in the dossier, which explains that mutations are random and can result in a trait that gives a parasite drug resistance. These drug resistant parasites can survive and change the distribution of traits.

MS-LS3-2. Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.


Students read the articles “Why are Identical Twins Rare?”, “Sea Anemones and Asexual Reproduction” and “Cloning Mammoths: A Mammoth Task”

In Lesson 3.3, Activity 2, students make and test predictions about the outcomes of sexual reproduction using the Traits & Reproduction Simulation.

In Lesson 3.3, Activity 2, students create a visual model to show their explanation for genetic variation.

MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.


In Lesson 1.2, Activity 2, students are introduced to the spider breeding scenario.

In Lesson 3.6, Activity 4, students use the Traits & Reproduction Simulation to breed spiders with the trait for medium silk flexibility.

In lesson 3.6, homework, students read “How to Make a Venomous Cabbage,” which explains how scientists have been able to change the genes of cabbage plants to make them more poisonous to caterpillars.


On Day 2, students read about drug treatments as selection pressures that can shift the distribution of drug resistance. They then apply this understanding as they design drug treatments using the Data Tool.


Natural Selection and Adaptations


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.

Evolutionary History: Advising a Paleontology Museum

In Lesson 1.2, Activity 3, students observe and sort a set of Species Cards, included both living and extinct species, focused on the similarities and differences between species.

Students read the article, “How You are Like a Blue Whale,” which describes how humans and blue whales share a common ancestor.

Throughout the unit students explore the Evolutionary History Simulation, which provides students with evidence about extinct and living organisms and allows students to place fossils into an evolutionary tree.

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.


In Lesson 1.4, Activity 2, students interpret an evolutionary tree from the article, “How You Are Like a Blue Whale,” and look for evidence about similarities. In Activity 3, students use the Simulation to trace similar body structures over time.

In Lesson 2.1, Activities 1-3, students consider differences in bone structures of different species to think about how those differences might have arisen.

In Lesson 2.5, students model differences in body structures for related species.

In Lesson 3.1, Activities 2 and 3, students use a physical model and digital modeling tool to model shared structures in common ancestors and organize them on an evolutionary tree.

In Lesson 3.2, Activities 2 and 3, students watch a video about how paleontologists determine relatedness then examine different whale species in order to determine which two are more closely related.

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.


For homework in Lesson 3.1, students read the article, “Comparing Embryos,” which provides students with a brief introduction to comparative embryology and describes how scientists have used it to understand life on Earth.


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.


In Lesson 1.3, Activity 2, students use the Natural Selection Simulation to explore variation in a population.

In Lesson 2.2, Activity 2 students use the Natural Selection Simulation to investigate how adaptive traits affect survival and reproduction rates.

In Lesson 2.2, Activity 3, students create a model and write an explanation for how the trait of beak strength could change in a bird population over time


On Day 2, students read that drug resistance is an adaptive trait and that the presence of this trait can shift the distribution of a population. They consider this as they design a treatment that would the percent of parasites with drug resistance low.

MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.


In Lesson 1.3, students watch a video, Histograms, that introduces students to how histograms can represent the distribution of a trait in a population.

Throughout the unit, students examine histograms in the Natural Selection Simulation to analyze the change in distribution of traits in populations over time. For example, In Lesson 3.2, Activity 3, students use the Simulation to investigate how the fur level trait in a population will change over time in a cold environment.


Middle School Earth Science

Space Systems


MS-ESS1-1. 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.

Earth, Moon, and Sun: An Astrophotographer’s Challenge

In lesson 2.3, students make a model to predict phases, check it in the Simulation and then revise their model. In lesson 2.4 students use a physical model, the moon sphere model, to predict and create the pattern of moon phases. In lesson 2.5 students create a paper model of moon phases, discuss, and then create a digital visual model with a written explanation about moon phases.

In lesson 3.1 students model and explore eclipses using the physical moon sphere model, and the digital Simulation then for homework they use the digital Modeling Tool to show the positions of Earth, the Moon, and the sun that cause lunar eclipses to happen. Also in lesson 3.1 students read a homework Article “The Endless Summer of the Arctic Tern” to learn more about how Earth’s orbit around the sun and its tilted axis of rotation results in the different seasons we experience. This article also dispels the myth that seasons depend on Earth’s distance from the sun.

In lesson 3.3, students gather evidence from the digital Simulation and the article “An Ancient Machine for Predicting Eclipses” to create a digital model that explains why there is not a lunar eclipse every full moon.

MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

Earth, Moon, and Sun: An Astrophotographer's Challenge

In lesson 1.2 students read "The Solar System is Huge" which is all about the relative size and distance of objects in our solar system. In lesson 2.4, students read "Gravity in the Solar System" an article about gravity as it relates to our solar system—how it formed the sun, the planets, and other objects in the solar system, and how it helps keep the planets in their orbits.

MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.

Earth, Moon, and Sun: An Astrophotographer's Challenge

In lesson 1.2, students read “The Solar System is Huge” which is about the relative size and distance of objects in our solar system and serves as an introduction to the crosscutting concept of scale.

In Lesson 1.3, students discuss the article and the conept of scale in the solar system. They also view the Earth, Moon, and Sun Simulation “to scale” and “not to scale” and discuss the size and scale of solar system objects using familiar objects as units of measurement.

Geology on Mars For homework in Lesson 1.1, students read the article, “Scale in the Solar System,” which focuses on the size and distances of different objects in the our solar system.


History of Earth


MS-ESS1-4. Construct a scientific explanation based on evidence from rock Fossils strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.

Plate Motion: Mystery of the Mesosaurus

In Lesson 3.2, Activities 2 and 3, students discuss what they know about fossils and other evidence showing that Africa and South America were once together then read “A Continental Puzzle.”

In Lesson 3.3, Activities 2 and 3, students reread part of “A Continental Puzzle” then do an activity where they re-form Gondwanaland to help confirm that plates have move and continue to move.


In Lesson 2.4, Activity 4, students use the Simulation to think about deep time and how the fossil record helps to establish this.

For homework in Lesson 2.4, students read “Steno and the Shark,” which describes how layers of rock can be used to understand Earth’s history.

MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying temporal and spatial scales.

Rock Transformations: Geologic Puzzle of the Rockies and Great Plains

Throughout the unit, students investigate the processes that create rock formations on Earth. For example:

In Lesson 1.3, Activity 2, students use the Rock Transformations Simulation to discover different processes that form different types of rocks.

In Lessons 2.2 and 2.3, students read and gather information from the article, “Devils Tower,” about how energy drives rock transformation processes.

In Lesson 3.2 students use the article, “The Oldest Rock Formations on Earth” and the simulation to figure out that plate motion moves rock formations.

In Lesson 3.3, Activity 2, students participate in a classroom model to show how rock material is transported and transformed on Earth, which can take different amounts of time. In Activity 3, they examine the role of uplift and subduction in these rock transformations.

Geology on Mars In Lesson 2.2, Activity 3, students use a stream table model to observe processes of erosion and deposition to understand how these processes can form a channel.

MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

Plate Motion: Mystery of the Mesosaurus

In Lesson 1.3, Activity 3, students analyze maps for earthquake data to better understand boundaries and evidence of plate motion.

In Lesson 3.3, Activities 2 and 3, students gather information from the article, “A Continental Puzzle,” then do an activity where they re-form Gondwanaland to help confirm that plates have move and continue to move.

In Lesson 4.1 students analyze maps to determine which type of plate boundary is responsible for the movement of the Jalisco Block.


Earth’s Systems


MS-ESS2-1.Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.


In Lesson 1.3, Activity 2, students use the Rock Transformations Simulation to discover different processes that form different types of rocks.

In Lesson 1.5, they then use models to further understand that sedimentary rock forms from when sediment compacts and cements and igneous rock forms when magma cools.

In Lesson 2.1, students use the Sim to investigate weathering and melting and identify the energy sources for each process: energy from the sun and energy from Earth’s interior.

In Lessons 2.2 and 2.3, students read and gather information from the article, “Devils Tower,” about how energy drives rock transformation processes.

Geology on Mars

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.

Weather Patterns: Severe Storms in Galetown

Lesson 1.2, Activity 1, in which students express prior knowledge about the water cycle.

Lesson 1.2, Activity 3, in which students use the Weather Patterns Simulation to investigate evaporation and condensation.

Lesson 1.3, Activity 2 and Activity 4, in which students conduct a hands-on investigation of the relationship between temperature and condensation.

Lesson 1.3, Homework (Activity 5), in which students read the article “What Makes Water Move?” about how precipitation and runoff are driven by gravity.

Lesson 1.4, Activity 2, in which students read the article “What are Clouds?” about how the water that makes up clouds gets into the troposphere from Earth (and back again) and how energy is involved in this process. Students re-read a portion of the article in Lesson 1.5, Activity 2.

Geology on Mars In Lesson 1.2, students compare hydrospheres of rocky planets and find that Earth is the only planet with large amounts of liquid water on the surface.

Throughout the unit, as students investigate a channel on Mars, they consider precipitation and runoff on Earth, to find evidence of whether the channel on Mars could have been formed by similar processes.

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 geologic processes.


For homework in Lesson 2.3, students read the article, “Soil: Digging into an Essential Resource,” which explains that there is a limited amount of soil on Earth. It introduces students to what soil is, where it comes from, and how people can ensure that there is plenty of healthy soil for generations to come.


Weather and Climate


MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.


In Lesson 2.2 and 2.3 students read and discuss the article “Disaster in California!”, which describes historic storms in California and rising warm, humid air masses that caused them.

In Lesson 2.3, Activity 3, students investigate using the Weather Patterns simulation to discover how the difference in temperature between an air parcel and its surrounding air affects the motion of the air parcel and the amount of precipitation.

In Lesson 3.1, Activity 3, students use the Weather Patterns Simulation to investigate how air pressure and wind affect the productions of conditions that will create a large storm.

In Lesson 3.1, for homework, students read the article “Types of Rain” which describes three ways that motions and interactions of air masses can produce rain.

MS-ESS2-6.Develop and use a model to in describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.


In Lesson 3.1, for homework, students read the article “Types of Rain”. One of the types of rain described is frontal rain which occurs due to unequal heating of the Earth, and rising air and precipitation where the warmer and cooler air masses meet.

Ocean, Atmosphere & Climate: Cold Years in New Zealand

In Lesson 1.4, Activity 2, students analyze maps showing the relationship between latitude, incoming energy from the sun, and air temperature.

In Lessons 2.1 and 2.2, students gather information from “Ocean in Motion” and maps understand the relationship between ocean currents and surface temperature. They develop an understanding of what determines a warm and cold current and how these currents affect regional climates.

In Lesson 3.2, students read the articles “What Causes Prevailing Winds?” and “The Coriolis Effect,” which explain the causes of local and global wind systems.

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Earth’s Changing Climate: Vanishing Ice

In Lesson 1.5, Activity 2, students analyze historic data about different atmospheric gases.

In Lesson 3.1, Activity 2, students use the Earth’s Changing Climate Simulation to investigate how changes to human activity affect the levels of carbon dioxide and methane in the atmosphere.


Human Impacts


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.


In Lessons 2.2 and 2.3, students read and gather information from the article, “Disaster in California!” to better understand the conditions that can relate to severe rainstorms. In Activity 3 of Lesson 2.3, they then further investigate the conditions by analyzing data from tests in the Weather Patterns Simulation.

In Lesson 3.2, Activity 3, students look closely at data to understand how wind can increase the severity of a storm.


Students investigate how to mitigate the effects of climate change.

In Lesson 3.2, Activity 2, students read the article, “Climate Change Solutions,” which discusses approaches to lessening the impact to climate change.

In Lesson 3.3, Activity 3, they create a model that shows how one solution would work to stop carbon dioxide or methane in the atmosphere from increasing.

In Lesson 4.2, Activities 2 and 3, students examine and discuss the effects of volcanic eruptions on Earth’s temperature.

Plate Motion Engineering Internship

Throughout the unit, students research, design, test, and refine designs for a tsunami alert system to protect Sri Lanka.

In Lesson 3, Activity titled “Investigating Earthquakes with TsunamiAlert” students research past locations of earthquakes and tsunamis in the Indian ocean as part of their initial research to inform their designs for a tsunami alert system.

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.


In Lesson 3.2, Activity 2, students read the article, “Climate Change Solutions,” which discusses approaches to lessening the impact to climate change.

In Lesson 3.3, Activity 3, they create a model that shows how one solution would work to stop carbon dioxide or methane in the atmosphere from increasing.

Earth’s Changing Climate Engineering Internship

In Lessons 1-2, students learn how heating and cooling of buildings contributes to the burning of fossil fuels, and how rooftop modifications can reduce those impacts.

In Lesson 3-6, students iteratively test designs for rooftop modifications for a city in order to reduce climate impact.

In Lesson 10, students brainstorm ideas for other ways to reduce a city’s burning of fossil fuels and climate impact and generate criteria for one such design problem.


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


In Lesson 3.1, Activity 2, students use a simulation to test the effects of increasing population and combustion of carbon dioxide and methane in the atmosphere.

Lesson 3.1, Activity 3, students identify trends in graphical data to support claims about how human activities may have lead to increased carbon dioxide over time.

In Lesson 3.2, Activity 2, students read an article about how human activities lead to more carbon dioxide and methane in the atmosphere. Students read about several solutions to stop or reverse these effects.

In Lesson 3.3, Activity 3, students develop models to show the relationship between gases in the atmosphere, human activities (livestock, forest cover, combustion, or gas capture) and temperature on Earth.

Engineering Design


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


Students are tasked with designing a supply pod that will deliver supplies and be used as a shelter for people affected by natural disasters. The supply pod must meet three criteria: minimize cargo damage, maximize shell condition, and keep costs low. During the research phase, students read articles from the Dossier and conduct tests in the design tool, SupplyDrop, to better understand the constraints of the design problem.

On Day 10, students brainstorm engineering goals and criteria for new projects that would also use ideas about force, motion, and impact.


Students are tasked with designing a health bar that will feed patients and rescue workers in the event of a natural disaster. The health bar must meet three criteria: the metabolic needs of a target patient, taste, and cost. During the research phase, students read articles from the Dossier and conduct tests in the design tool, RecipeTest, to better understand the constraints of the design problem.


Students are tasked with designing a drug treatment for malaria. The drug treatment must meet three criteria: minimizing drug resistance in the parasite population, minimizing patient side effects, and keeping costs low. During the research phase, students read articles from the Dossier and conduct tests in the design tool, MalariaMed, to better understand the constraints of the design problem.

On Day 10, students brainstorm engineering goals and criteria related to methods other than drug treatment to prevent the spread of malaria.


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


Students are tasked with designing a tsunami warning system. The system must meet three criteria: maximize average warning time, minimize false alarms, and keep costs low. During the research phase, students read articles in the Dossier and conduct tests in the design tool, TsunamiAlert, to better understand the constraints of the design problem.

On Day 10, students brainstorm engineering goals and criteria related to protecting structures from natural disasters.


Students are tasked with designing rooftop modifications to reduce a city’s climate impact. The modifications must meet three criteria: reducing the city’s climate impact, preserving the city’s historic value, and keeping costs low. During the research phase, students read articles in the Dossier and conduct tests in the design tool, RoofMod, to better understand the constraints of the design problem.

On Day 10, students brainstorm engineering goals and criteria related to ways other than roof modifications to reduce a city’s climate impact.


Students are tasked with designing an incubator to help regulate a baby’s body temperature. The incubator must meet three criteria: keep the baby’s average temperature as close to 37°C as possible, minimize the time the baby spends outside the healthy temperature range, and keep costs low. During the research phase, students read articles from the Dossier and conduct tests in the design tool, BabyWarmer, to better understand the constraints of the design problem.

On Day 10, students brainstorm engineering goals and criteria for new projects using phase change materials.

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


During Days 4-6, students test different designs for a supply pod in the design tool, SupplyDrop. They record the results of each design on the SupplyDrop Data sheet and then compare each design’s impact force, mass, velocity, shell condition, cost, and amount of cargo damage to determine how well the designs meet the criteria.


During Days 4-6, students test different designs for a health bar in the design tool, Recipe Test. They record the results of each design on the RecipeTest Data sheet and compare the metabolic results for different test users, taste score, and cost to determine how well the designs meet the criteria.


During Days 5 and 6, students test different designs for the malaria drug treatment in the MalariaMed design tool. They record the results of each design on the MalariaMed Data Sheet and then compare each design’s results for percent of population with drug resistance, total cost, and level of patient side effects to determine how well the designs meet the criteria.


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


During Days 5 and 6, students test different designs for a tsunami warning system in the TsunamiAlert design tool. They record the results of each design on the TsunamiAlert Data sheet and then compare each design’s results for warning time, if all necessary warnings were received, number of false alarms, and cost to determine how well the designs meet the criteria.


During Days 4-6, students test different designs for roof modifications in the RoofMod design tool. They record the results of each design on the RoofMod Data sheet and then compare each design’s results for the city’s carbon dioxide production, average albedo, historic value, and total cost to determine how well the designs meet the criteria.


During Days 4-6, students test different designs for baby incubators in the BabyWarmer design tool. They record data on the BabyWarmer Data sheet and then compare each design’s results for baby’s average temperature, time outside healthy range, and total cost to determine how well the designs meet the criteria.

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.


During Days 4-6, students analyze and compare data from different designs for a supply pod that they made using the design tool, SupplyDrop. By comparing and contrasting the designs, they determine which features of the pod can be combined to better meet the criteria.


During Days 4-6, students analyze and compare data from different designs for a health bar that they made using the design tool, RecipeTest. By comparing and contrasting the designs, they determine which ingredients can be combined to better meet the criteria.


During Days 4-6, students analyze and compare data from different designs for a malaria drug treatment that they made using the design tool, MalariaMed. By comparing and contrasting designs, they determine which combinations of drugs and treatment length can better meet the criteria.


During Days 5 and 6, students analyze and compare data from different designs for tsunami warning systems that they made using the design tool, TsunamiAlert. By comparing and contrasting designs, they determine which combination of types of sensors at different locations can better meet the criteria.


During Days 4-6, students analyze and compare data from different designs for roof modifications that they made using the design tool, RoofMod. By comparing and contrasting designs, they determine which roof modifications and roof type can be combined to better meet the criteria.


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.

Phase Change Engineering Internshiphv

During Days 4-6, students analyze and compare data from different solutions for baby incubators that they made using the design tool, BabyWarmer. By comparing and contrasting designs they determine which phase change and insulation materials can be combined to better meet the criteria.

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.


Students use a design tool, SupplyDrop, to design and test possible supply pods. SupplyDrop is a digital model where students generate data on the success of a pod, which they use to determine how to modify the pod to achieve an optimal solution.


Students use a design tool, RecipeTest, to design and test possible health bars. RecipeTest is a digital model where students generate data on the effect of a recipe, which they use to determine how to modify the recipe to achieve an optimal design.


Students use the design tool, MalariaMed, to design and test a malaria drug treatment. MalariaMed is a digital model where students generate data on the effect of a drug treatment plan, which they use to determine how modify the plan to achieve an optimal design.


Students use the design tool, TsunamiAlert, to design and test tsunami warning systems. TsunamiAlert is a digital model where students generate data on the warnings given by the system, which they use to determine how to modify the system to achieve an optimal design.


Students use the design tool, RoofMod, to design and test roof modifications. RoofMod is a digital model where students generate data on the effect of a set of roof modifications, which they use to determine how to modify the roofs to achieve an optimal design.


Students use the design tool, BabyWarmer, to design and test baby incubators. BabyWarmer is a digital model where students generate data on the effect of a baby incubator, which they use to determine how to modify the incubator to achieve an optimal design.

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