Michigan K-12 Standards Science

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Michigan K-12 Standards

Science

November 2015

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Table of Contents

verview of the Standards Page 4

• Why These Standards

• Organization and Structure of the Performance Expectations

• Implementation

• Michigan Specific Contexts

• Supplemental Guidance

Kindergarten Performance Expectations Page 9

First (1

) Grade Performance Expectations Page 11

Second (2

) Grade Performance Expectations Page 12

Third (3

) Grade Performance Expectations Page 14

Fourth (4

) Grade Performance Expectations Page 16

Fifth (5

) Grade Performance Expectations Page 18

Middle School (Grades 6-8) Performance Expectations Page 20

High School (Grades 9-12) Performance Expectations Page 26

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The Role of Science Standards in Michigan

According to the dictionary, a standard is “something considered by an authority or by

general consent as a basis of comparison.” Today’s world is replete with standards

documents such as standards of care, standards of quality, and even standard operating

procedures. These various sets of standards serve to outline agreed-upon expectations,

rules, or actions, which guide practice and provide a platform for evaluating or

comparing these practices.

One such set of standards is the academic standards that a governing body may have for

the expected outcomes of students. In Michigan, these standards, are used to outline

learning expectations for Michigan’s students, and are intended to guide local curriculum

development and assessment of student progress. The Michigan Science Standards are

performance expectations for students. They are not curriculum and they do not specify

classroom instruction. Standards should be used by schools as a framework for

curriculum development with the curriculum itself prescribing instructional resources,

methods, progressions, and additional knowledge valued by the local community. Since

Michigan is a “local control” state, local school districts and public school academies can

use these standards in this manner to make decisions about curriculum, instruction, and

assessment.

At the state level, these standards provide a platform for state assessments, which are

used to measure how well schools are providing opportunities for all students to learn

the content outlined by the standards. The standards also impact other statewide

policies, such as considerations for teacher certification and credentials, school

improvement, and accountability, to name a few.

The standards in this document identify the student performance outcomes for students

in topics of science and engineering. These standards replace the Michigan Science

Standards adopted in 2006, which were published as the Grade Level Content

Expectations and High School Content Expectations for science.

Why These Standards?

There is no question that students need to be

prepared to apply basic scientific knowledge to their

lives and to their careers, regardless of whether they

are planning STEM based careers or not. In 2011, the

National Research Council released

A Framework for

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K-12 Science Education,

which set forth guidance for science standards development

based on the research on how students learn best. This extensive body of research

suggests students need to be engaged in doing science by engaging the same practices

used by scientists and engineers. Furthermore, students should engage in science and

engineering practices in the context of core ideas that become ever more sophisticated

as students move through school. Students also need to see the connections of these

disciplinary-based core ideas to the bigger science concepts that cross disciplinary

lines. The proposed Michigan standards are built on this research-based framework.

The framework was used in the development of the Next Generation Science Standards,

for which Michigan was a lead partner. The Michigan Science Standards are derived

from this effort, utilizing the student performance expectations and their relevant coding

(for reference purposes). These standards are intended to guide local curricular design,

leaving room for parents, teachers, and schools to surround the standards with local

decisions about curriculum and instruction. Similarly, because these standards are

performance expectations, they will be used to guide state assessment development.

Organization and Structure of the Performance Expectations

Michigan’s science standards are organized by grade level K-5, and then by grade span

in middle school and high school. The K-5 grade level organization reflects the

developmental nature of learning for elementary students in a manner that attends to

the important learning progressions toward basic foundational understandings. By the

time students reach traditional middle school grades (6-8), they can begin to build on

this foundation to develop more sophisticated understandings of science concepts within

and across disciplines. This structure also allows schools to design local courses and

pathways that make sense for their students and available instructional resources.

Michigan’s prior standards for science were organized by grade level through 7

grade.

Because these standards are not a revision, but were newly designed in their entirety, it

was decided that the use of the grade level designations in the traditional middle grades

(6-8) would be overly inhibiting to apply universally to all schools in Michigan. Such

decisions do not specifically restrict local school districts from collaborating at a local or

regional level to standardize instruction at these levels. Therefore, it is recommended

that each school, district, or region utilize assessment oriented grade bands (K-2, 3-5, 6-

8, 9-12) to organize curriculum and instruction around the standards. MDE will provide

guidance on appropriate strategies or organization for such efforts to be applied locally in

each school district or public school academy.

Within each grade level/span the performance expectations are organized around topics.

While each topical cluster of performance expectations addresses the topic, the wording

of each performance expectation reflects the three-dimensions of science learning

outlined in A Framework for K-12 Science Education: cross-cutting concepts, disciplinary

core ideas, and science and engineering practices.

A New Conceptual Framework." A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core

Ideas. Washington, DC: The National Academies Press, 2012.

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Cross Cutting Concepts (CCC)

The seven Crosscutting Concepts outlined by the Framework for K-12 Science

Education are the overarching and enduring understandings that provide an

organizational framework under which students can connect the core ideas from

the various disciplines into a “cumulative, coherent, and usable understanding of

science and engineering” (Framework, pg. 83).

These crosscutting concepts are…

1. Patterns

2. Cause and Effect

3. Scale, Proportion, and Quantity

4. Systems and System Models

5. Energy and Matter in Systems

6. Structure and Function

7. Stability and Change of Systems

Coding Hierarchy

Based upon the Framework

and development of the Next

Generation Science Standards

effort, each performance

expectation of the Michigan

Science Standards is identified

with a reference code. Each

performance expectation (PE)

code starts out with the grade

level, followed by the

disciplinary core idea (DCI)

code, and ending with the

sequence number of the PE

within the DCI. So for

example, K-PS3-2 is a

kindergarten PE, linked to the

physical science DCI (i.e.,

Energy), and is the second in

sequence of kindergarten PEs

linked to the PS3. These

codes are used in MSS and

NGSS Science Resources to

identify relevant connections

for standards.

Disciplinary Core Ideas (DCI)

The crosscutting concepts cross disciplines.

However within each discipline are core ideas that

are developed across grade spans, increasing in

sophistication and depth of understanding. Each

performance expectation (PE) is coded to a DCI. A

list of DCIs and their codes can be found on the

MDE website and in the MDE Guidance Documents.

Science and Engineering Practices

In addition to the Crosscutting Concepts and

Disciplinary Core Ideas, the National Research

Council has outlined 8 practices for K-12 science

classrooms that describe ways students should be

engaged in the classroom as a reflection of the

practices of actual scientists and engineers. When

students “do” science, the learning of the content

becomes more meaningful. Lessons should be

carefully designed so that students have

opportunities to not only learn the essential science content, but to practice being

a scientist or engineer. These opportunities set the stage for students to transition

to college or directly into STEM careers.

Listed below are the Science and Engineering Practices from the Framework:

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

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Implementation

It is extremely important to remember that the research calls for instruction and

assessments to blend the three dimensions (CCC, DCI, and Practices). It is this working

together of the three dimensions that will allow all children to explain scientific

phenomena, design solutions to problems, and build a foundation upon which they can

continue to learn and be able to apply science knowledge and skills within and outside

the K-12 education arena. While each PE incorporates these three dimensions into its

wording, this alone does not drive student outcomes. Ultimately, student learning

depends on how the standards are integrated in instructional practices in the classroom.

There are several resources based on the National Research Council’s

A Framework for

K-12 Science Education that were developed for educators to utilize in planning

curriculum, instruction, and professional development. These include resources

developed by Michigan K-12 and higher education educators, with plans to develop more

guided by the needs of the field as implementation moves forward. This includes

assessment guidance for the Michigan Department of Education, local districts, and

educators.

Michigan Specific Contexts

Because the student performance expectations were developed to align to a general

context for all learners, the Michigan Department of Education (MDE) works with a

variety of stakeholders to identify Michigan-specific versions of the standards for student

performance expectations that address issues directly relevant to our state such as its

unique location in the Great Lakes Basin, Michigan-specific flora and fauna, and our

state’s rich history and expertise in scientific research and engineering. These versions

of the performance expectations allow for local, regional, and state-specific contexts for

learning and assessment. In addition to the specific performance expectations that

frame more general concepts and phenomena in a manner that is directly relevant to our

state, there are also a number of performance expectations which allow for local,

regional, or state-specific problems to be investigated by students, or for students to

demonstrate understandings through more localized contexts. Both of these types of

performance expectations are identified in the following standards, as well as in the

accompanying guidance document, which also identifies both clarification statements and

assessment boundaries. The Michigan specific performance expectations should be used

by educators to frame local assessment efforts. State level assessments will specifically

address the performance expectations with Michigan-specific contexts.

MDE is collaborating with multiple statewide partners to generate a list of support

materials for the state standards that focuses on resources and potential strategies for

introducing or exploring DCIs through a local, regional, or statewide lens to make the

learning more engaging and authentic. These contextual connections are not included in

the specific performance expectations, as educators should merely use these as

recommendations for investigation with students, and assessment developers have the

opportunity to use these to develop specific examples or scenarios from which students

would demonstrate their general understanding. This approach provides the opportunity

for educators to draw upon Michigan’s natural environment and rich history and

resources in engineering design and scientific research to support student learning.

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/2015 Page 8 of 34

Michigan Educator Guidance

The Michigan Science Standards within this document are the performance

expectations for students in grades K-12 for science and engineering practices,

cross cutting concepts, and disciplinary core ideas of science and engineering.

In order to be able to develop and guide instruction to address the standards for all

students, Michigan educators will need access to a range of guidance and resources that

provide additional support for the teaching and learning of science. This guidance will be

developed and shared with Michigan educators following the adoption of the proposed

standards. The MDE provides additional guidance based upon educator needs and

requests, and utilizes support from practicing Michigan educators and educational

leaders to develop such guidance or tools to aid in the implementation of the standards.

Accompanying this standards document will be a range of resources provided to

educators and assessment developers to help frame the learning context and

instructional considerations of the performance expectations. Such guidance will include

appropriate connections and references to the Science and Engineering Practices, the

Disciplinary Core Ideas (DCI), and Cross Cutting Concepts (CCC) that frame each

performance expectation. External partners, including the Michigan Mathematics and

Science Center Network, Michigan Science Teachers Association, and National Science

Teachers Association, and professional development providers in Michigan, will utilize the

coding references of the standards to provide additional resources to Michigan educators.

Kindergarten

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 9 of 34

Forces and Interactions: Pushes and Pulls

K-PS2-1 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.

K-PS2-2 Analyze data to determine if a design solution works as intended to change

the speed or direction of an object with a push or a pull.

Interdependent Relationships in Ecosystems: Animals, Plants, and Their

Environment

K-LS1-1 Use observations to describe patterns of what plants and animals (including

humans) need to survive.**

K-ESS2-2 Construct an argument supported by evidence for how plants and animals

(including humans) can change the environment to meet their needs.

K-ESS3-1 Use a model to represent the relationship between the needs of different

plants or animals (including humans) and the places they live.

K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land,

water, air, and/or other living things in the local environment.

Weather and Climate

K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface.

K-PS3-2 Use tools and materials to design and build a structure that will reduce the

warming effect of sunlight on an area.

K-ESS2-1 Use and share observations of local weather conditions to describe patterns

over time.**

K-ESS3-2 Ask questions to obtain information about the purpose of weather

forecasting to prepare for, and respond to, severe weather.

* **

Kindergarten

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 10 of 34

Engineering Design

K-2-ETS1-1 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.

K-2-ETS1-2 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.

K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem

to compare the strengths and weaknesses of how each performs.

Grade

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 11 of 34

Waves: Light and Sound

1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials

can make sound and that sound can make materials vibrate.

1-PS4-2 Make observations to construct an evidence-based account that objects can

be seen only when illuminated.

1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects

made with different materials in the path of a beam of light.

1-PS4-4 Use tools and materials to design and build a device that uses light or sound

to solve the problem of communicating over a distance.

Structure, Function, and Information Processing

1-LS1-1 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-LS1-2 Read texts and use media to determine patterns in behavior of parents and

offspring that help offspring survive.

1-LS3-1 Make observations to construct an evidence-based account that young

plants and animals are like, but not exactly like, their parents.

Space Systems: Patterns and Cycles

1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can

be predicted.

1-ESS1-2 Make observations at different times of year to relate the amount of

daylight to the time of year.

Engineering Design

K-2-ETS1-1 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.

K-2-ETS1-2 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.

K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem

to compare the strengths and weaknesses of how each performs.

Grade

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 12 of 34

Structure and Properties of Matter

2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of

materials by their observable properties.

2-PS1-2 Analyze data obtained from testing different materials to determine which

materials have the properties that are best suited for an intended purpose.

2-PS1-3 Make observations to construct an evidence-based account of how an object

made of a small set of pieces can be disassembled and made into a new

object.

2-PS1-4 Construct an argument with evidence that some changes caused by heating

or cooling can be reversed and some cannot.

Interdependent Relationships in Ecosystems

2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and

water to grow.

2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing

seeds or pollinating plants.

2-LS4-1 Make observations of plants and animals to compare the diversity of life in

different habitats.

Earth’s Systems: Processes that Shape the Earth

2-ESS1-1 Use information from several sources to provide evidence that Earth events

can occur quickly or slowly.

2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from

changing the shape of the land.

2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of

water in an area.

2-ESS2-2 MI Develop a model to represent the state of Michigan and

the Great Lakes, or a more local land area and water body.

2-ESS2-3 Obtain information to identify where water is found on Earth and that it can

be solid or liquid.

2-ESS2-3 MI Obtain information to identify where fresh water is found

on Earth, including the Great Lakes and Great Lakes Basin.

Grade

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 13 of 34

Engineering Design

K-2-ETS1-1 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.

K-2-ETS1-2 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.

K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem

to compare the strengths and weaknesses of how each performs.

3rd Grade

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 14 of 34

Forces and Interactions

3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of

balanced and unbalanced forces on the motion of an object.

3-PS2-2 Make observations and/or measurements of an object’s motion to provide

evidence that a pattern can be used to predict future motion.

3-PS2-3 Ask questions to determine cause and effect relationships of electric or

magnetic interactions between two objects not in contact with each other.

3-PS2-4 Define a simple design problem that can be solved by applying scientific

ideas about magnets.

Interdependent Relationships in Ecosystems

3-LS2-1 Construct an argument that some animals form groups that help members

survive.

3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms

and the environments in which they lived long ago.

3-LS4-3 Construct an argument with evidence that in a particular habitat some

organisms can survive well, some survive less well, and some cannot

survive at all.

3-LS4-4 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.

Inheritance and Variation of Traits: Life Cycles and Traits

3-LS1-1 Develop models to describe that organisms have unique and diverse life

cycles but all have in common birth, growth, reproduction, and death.

3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have

traits inherited from parents and that variation of these traits exists in a

group of similar organisms.

3-LS3-2 Use evidence to support the explanation that traits can be influenced by the

environment.

3-LS4-2 Use evidence to construct an explanation for how the variations in

characteristics among individuals of the same species may provide

advantages in surviving, finding mates, and reproducing.

3rd Grade

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 15 of 34

Weather and Climate

3-ESS2-1 Represent data in tables and graphical displays to describe typical weather

conditions expected during a particular season.

3-ESS2-2 Obtain and combine information to describe climates in different regions of

the world.

3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts

of a weather-related hazard.

Engineering Design

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes

specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2 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.

3-5-ETS1-3 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.

4th Grade

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 16 of 34

Energy

4-PS3-1 Use evidence to construct an explanation relating the speed of an object to

the energy of that object.

4-PS3-2 Make observations to provide evidence that energy can be transferred from

place to place by sound, light, heat, and electric currents.

4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur

when objects collide.

4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts

energy from one form to another.

4-ESS3-1 Obtain and combine information to describe that energy and fuels are

derived from natural resources and their uses affect the environment.

Waves: Waves and Information

4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and

wavelength and that waves can cause objects to move.

4-PS4-3 Generate and compare multiple solutions that use patterns to transfer

information.

Structure, Function, and Information Processing

4-PS4-2 Develop a model to describe that light reflecting from objects and entering

the eye allows objects to be seen.

4-LS1-1 Construct an argument that plants and animals have internal and external

structures that function to support survival, growth, behavior, and

reproduction.

4-LS1-2 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.

4th Grade

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 17 of 34

Earth’s Systems: Processes that Shape the Earth

4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers

to support an explanation for changes in a landscape over time.

4-ESS1-1 MI Identify evidence from patterns in rock formations and

fossils in rock layers to support possible explanations of Michigan’s

geological changes over time.

4-ESS2-1 Make observations and/or measurements to provide evidence of the effects

of weathering or the rate of erosion by water, ice, wind, or vegetation

4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s

features.

4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural

Earth processes on humans.

4-ESS3-2 MI Generate and compare multiple solutions to reduce the

impacts of natural Earth processes on Michigan’s people and places.

Engineering Design

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes

specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2 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.

3-5-ETS1-3 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.

5th Grade

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 18 of 34

Structure and Properties of Matter

5-PS1-1 Develop a model to describe that matter is made of particles too small to be

seen.

5-PS1-2 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.

5-PS1-3 Make observations and measurements to identify materials based on their

properties.

5-PS1-4 Conduct an investigation to determine whether the mixing of two or more

substances results in new substances.

Matter and Energy in Organisms and Ecosystems

5-PS3-1 Use models to describe that energy in animals’ food (used for body repair,

growth, motion, and to maintain body warmth) was once energy from the

sun.

5-LS1-1 Support an argument that plants get the materials they need for growth

chiefly from air and water.

5-LS2-1 Develop a model to describe the movement of matter among plants,

animals, decomposers, and the environment.

Earth’s Systems

5-ESS2-1 Develop a model using an example to describe ways the geosphere,

biosphere, hydrosphere, and/or atmosphere interact.

5-ESS2-1 MI Develop a model using an example to describe ways the

geosphere, biosphere, hydrosphere, and/or atmosphere interact in Michigan

and the Great Lakes basin.

5-ESS2-2 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.

5-ESS2-2 MI Describe and graph the amounts and percentages of

water and fresh water in the Great Lakes to provide evidence about the

distribution of water on Earth.

5-ESS3-1 Obtain and combine information about ways individual communities use

science ideas to protect the Earth’s resources and environment.

5th Grade

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 19 of 34

Space Systems: Stars and the Solar System

5-PS2-1 Support an argument that the gravitational force exerted by Earth on

objects is directed down.

5-ESS1-1 Support an argument that differences in the apparent brightness of the sun

compared to other stars is due to their relative distances from Earth.

5-ESS1-2 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.

Engineering Design

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes

specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2 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.

3-5-ETS1-3 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.

Middle School (Grades 6-8)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 20 of 34

Structure and Properties of Matter

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

extended structures.

MS-PS1-3 Gather and make sense of information to describe that synthetic materials

come from natural resources and impact society.

MS-PS1-4 Develop a model that predicts and describes changes in particle motion,

temperature, and state of a pure substance when thermal energy is added

or removed.

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.

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.

MS-PS1-6 Undertake a design project to construct, test, and modify a device that

either releases or absorbs thermal energy by chemical processes.

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.

MS-PS2-2 Plan 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.

MS-PS2-3 Ask questions about data to determine the factors that affect the strength

of electric and magnetic forces.

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.

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.

Middle School (Grades 6-8)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 21 of 34

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.

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.

MS-PS3-3 Apply scientific principles to design, construct, and test a device that either

minimizes or maximizes thermal energy transfer.

MS-PS3-4 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.

MS-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.

Waves and Electromagnetic Radiation

MS-PS4-1 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.

MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or

transmitted through various materials.

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.

Structure, Function, and Information Processing

MS-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.

MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and

ways parts of cells contribute to the function.

Middle School (Grades 6-8)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 22 of 34

MS-LS1-3 Use argument supported by evidence for how the body is a system of

interacting subsystems composed of groups of cells.

Structure, Function, and Information Processing (continued)

MS-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.

Matter and Energy in Organisms and Ecosystems

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.

MS-LS1-7 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.

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.

MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among

living and nonliving parts of an ecosystem.

MS-LS2-4 Construct an argument supported by empirical evidence that changes to

physical or biological components of an ecosystem affect populations.

Interdependent Relationships in Ecosystems

MS-LS2-2 Construct an explanation that predicts patterns of interactions among

organisms across multiple ecosystems.

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

services.

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.

MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and

genetic factors influence the growth of organisms.

Middle School (Grades 6-8)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 23 of 34

MS-LS3-1 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.

Growth, Development, and Reproduction of Organisms (continued)

MS-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.

MS-LS4-5 Gather and synthesize information about the technologies that have changed

the way humans influence the inheritance of desired traits in organisms.

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.

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.

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.

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.

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.

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.

MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions

within galaxies and the solar system.

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

solar system.

Middle School (Grades 6-8)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 24 of 34

History of Earth

MS-ESS1-4 Construct a scientific explanation based on evidence from rock strata for

how the geologic time scale is used to organize Earth’s 4.6-billion-year-old

history.

MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes

have changed Earth’s surface at varying time and spatial scales.

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.

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.

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.

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 geoscience processes.

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.

MS-ESS2-5 MI Collect data to provide evidence for how the motions

and complex interactions of air masses results in changes in weather

conditions in Michigan due to the Great Lakes and regional geography.

MS-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.

Middle School (Grades 6-8)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 25 of 34

MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in

global temperatures over the past century.

Middle School (Grades 6-8)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 26 of 34

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.

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing

a human impact on the environment.

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.

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.

MS-ETS1-2 Evaluate competing design solutions using a systematic process to

determine how well they meet the criteria and constraints of the problem.

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.

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.

High School (Grades 9-12)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 27 of 34

Structure and Properties of Matter

HS-PS1-1 Use the periodic table as a model to predict the relative properties of

elements based on the patterns of electrons in the outermost energy level

of atoms.

HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the

structure of substances at the bulk scale to infer the strength of electrical

forces between particles.

HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus

of the atom and the energy released during the processes of fission, fusion,

and radioactive decay.

HS-PS2-6 Communicate scientific and technical information about why the molecular-

level structure is important in the functioning of designed materials.

Chemical Reactions

HS-PS1-2 Construct and revise an explanation for the outcome of a simple chemical

reaction based on the outermost electron states of atoms, trends in the

periodic table, and knowledge of the patterns of chemical properties.

HS-PS1-4 Develop a model to illustrate that the release or absorption of energy from

a chemical reaction system depends upon the changes in total bond energy.

HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the

effects of changing the temperature or concentration of the reacting

particles on the rate at which a reaction occurs.

HS-PS1-6 Refine the design of a chemical system by specifying a change in conditions

that would produce increased amounts of products at equilibrium.

HS-PS1-7 Use mathematical representations to support the claim that atoms, and

therefore mass, are conserved during a chemical reaction.

Forces and Interactions

HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion

describes the mathematical relationship among the net force on a

macroscopic object, its mass, and its acceleration.

HS-PS2-2 Use mathematical representations to support the claim that the total

momentum of a system of objects is conserved when there is no net force

on the system.

High School (Grades 9-12)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 28 of 34

Forces and Interactions (cont.)

HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a

device that minimizes the force on a macroscopic object during a collision.

HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and

Coulomb’s Law to describe and predict the gravitational and electrostatic

forces between objects.

HS-PS2-5 Plan and conduct an investigation to provide evidence that an electric

current can produce a magnetic field and that a changing magnetic field can

produce an electric current.

Energy

HS-PS3-1 Create a computational model to calculate the change in the energy of one

component in a system when the change in energy of the other

component(s) and energy flows in and out of the system are known.

HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale

can be accounted for as a combination of energy associated with the

motions of particles (objects) and energy associated with the relative

position of particles (objects).

HS-PS3-3 Design, build, and refine a device that works within given constraints to

convert one form of energy into another form of energy.

HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of

thermal energy when two components of different temperature are

combined within a closed system results in a more uniform energy

distribution among the components in the system (second law of

thermodynamics).

HS-PS3-5 Develop and use a model of two objects interacting through electric or

magnetic fields to illustrate the forces between objects and the changes in

energy of the objects due to the interaction.

Waves and Electromagnetic Radiation

HS-PS4-1 Use mathematical representations to support a claim regarding relationships

among the frequency, wavelength, and speed of waves traveling in various

media.

High School (Grades 9-12)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 29 of 34

HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and

storage of information.

Waves and Electromagnetic Radiation (cont.)

HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that

electromagnetic radiation can be described either by a wave model or a

particle model, and that for some situations one model is more useful than

the other.

HS-PS4-4 Evaluate the validity and reliability of claims in published materials of the

effects that different frequencies of electromagnetic radiation have when

absorbed by matter.

HS-PS4-5 Communicate technical information about how some technological devices

use the principles of wave behavior and wave interactions with matter to

transmit and capture information and energy.

Structure and Function

HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA

determines the structure of proteins which carry out the essential functions

of life through systems of specialized cells.

HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of

interacting systems that provide specific functions within multicellular

organisms.

HS-LS1-3 Plan and conduct an investigation to provide evidence that feedback

mechanisms maintain homeostasis.

Matter and Energy in Organisms and Ecosystems

HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into

stored chemical energy.

HS-LS1-6 Construct and revise an explanation based on evidence for how carbon,

hydrogen, and oxygen from sugar molecules may combine with other

elements to form amino acids and/or other large carbon-based molecules.

HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process

whereby the bonds of food molecules and oxygen molecules are broken and

the bonds in new compounds are formed resulting in a net transfer of

energy.

High School (Grades 9-12)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 30 of 34

HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of

matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-4 Use mathematical representations to support claims for the cycling of

matter and flow of energy among organisms in an ecosystem.

Matter and Energy in Organisms and Ecosystems (cont.)

HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular

respiration in the cycling of carbon among the biosphere, atmosphere,

hydrosphere, and geosphere.

Interdependent Relationships in Ecosystems

HS-LS2-1 Use mathematical and/or computational representations to support

explanations of factors that affect carrying capacity of ecosystems at

different scales.

HS-LS2-2 Use mathematical representations to support and revise explanations based

on evidence about factors affecting biodiversity and populations in

ecosystems of different scales.

HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions

in ecosystems maintain relatively consistent numbers and types of

organisms in stable conditions, but changing conditions may result in a new

ecosystem.

HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human

activities on the environment and biodiversity.

HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and

species’ chances to survive and reproduce.

HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts

of human activity on biodiversity.

Inheritance and Variation of Traits

HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and

differentiation in producing and maintaining complex organisms.

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and

chromosomes in coding the instructions for characteristic traits passed from

parents to offspring.

High School (Grades 9-12)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 31 of 34

HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic

variations may result from: (1) new genetic combinations through meiosis,

(2) viable errors occurring during replication, and/or (3) mutations caused

by environmental factors.

Inheritance and Variation of Traits (continued)

HS-LS3-3 Apply concepts of statistics and probability to explain the variation and

distribution of expressed traits in a population.

Natural Selection and Evolution

HS-LS4-1 Communicate scientific information that common ancestry and biological

evolution are supported by multiple lines of empirical evidence.

HS-LS4-2 Construct an explanation based on evidence that the process of evolution

primarily results from four factors: (1) the potential for a species to

increase in number, (2) the heritable genetic variation of individuals in a

species due to mutation and sexual reproduction, (3) competition for limited

resources, and (4) the proliferation of those organisms that are better able

to survive and reproduce in the environment.

HS-LS4-3 Apply concepts of statistics and probability to support explanations that

organisms with an advantageous heritable trait tend to increase in

proportion to organisms lacking this trait.

HS-LS4-4 Construct an explanation based on evidence for how natural selection leads

to adaptation of populations.

HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental

conditions may result in: (1) increases in the number of individuals of some

species, (2) the emergence of new species over time, and (3) the extinction

of other species.

Space Systems

HS-ESS1-1 Develop a model based on evidence to illustrate the life span of the sun and

the role of nuclear fusion in the sun’s core to release energy that eventually

reaches Earth in the form of radiation.

HS-ESS1-2 Construct an explanation of the Big Bang theory based on astronomical

evidence of light spectra, motion of distant galaxies, and composition of

matter in the universe.

High School (Grades 9-12)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 32 of 34

HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle,

produce elements.

HS-ESS1-4 Use mathematical or computational representations to predict the motion of

orbiting objects in the solar system.

High School (Grades 9-12)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 33 of 34

History of Earth

HS-ESS1-5 Evaluate evidence of the past and current movements of continental and

oceanic crust and the theory of plate tectonics to explain the ages of crustal

rocks.

HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials,

meteorites, and other planetary surfaces to construct an account of Earth’s

formation and early history.

HS-ESS2-1 Develop a model to illustrate how Earth’s internal and surface processes

operate at different spatial and temporal scales to form continental and

ocean-floor features.

Earth’s Systems

HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth’s

surface can create feedbacks that cause changes to other Earth systems.

HS-ESS2-3 Develop a model based on evidence of Earth’s interior to describe the

cycling of matter by thermal convection.

HS-ESS2-5 Plan and conduct an investigation of the properties of water and its effects

on Earth materials and surface processes.

HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the

hydrosphere, atmosphere, geosphere, and biosphere.

HS-ESS2-7 Construct an argument based on evidence about the simultaneous

coevolution of Earth’s systems and life on Earth.

Weather and Climate

HS-ESS2-4 Use a model to describe how variations in the flow of energy into and out of

Earth’s systems result in changes in climate.

HS-ESS3-5 Analyze geoscience data and the results from global climate models to

make an evidence-based forecast of the current rate of global or regional

climate change and associated future impacts to Earth systems.

Human Sustainability

HS-ESS3-1 Construct an explanation based on evidence for how the availability of

natural resources, occurrence of natural hazards, and changes in climate

have influenced human activity.

High School (Grades 9-12)

* - Integrates traditional science content with engineering. - Includes a Michigan specific performance expectation.

**- Allow for local, regional, or Michigan specific contexts or examples in teaching and assessment.

Page 34 of 34

Human Sustainability (continued)

HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing

energy and mineral resources based on cost-benefit ratios.

HS-ESS3-3 Create a computational simulation to illustrate the relationships among

management of natural resources, the sustainability of human populations,

and biodiversity.

HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human

activities on natural systems.

HS-ESS3-6 Use a computational representation to illustrate the relationships among

Earth systems and how those relationships are being modified due to

human activity.

Engineering Design

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative

criteria and constraints for solutions that account for societal needs and

wants.

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into

smaller, more manageable problems that can be solved through

engineering.

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized

criteria and trade-offs that account for a range of constraints, including

cost, safety, reliability, and aesthetics, as well as possible social, cultural,

and environmental impacts.

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a

complex real-world problem with numerous criteria and constraints on

interactions within and between systems relevant to the problem.