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 ,GradeLocal Unit NamePEPE TextMosa Mack Unit
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NJ Student Learning Standards for Science6-8Matter and Its InteractionsMS-PS1-1Develop models to describe the atomic composition of simple molecules and extended structuresAtoms & Molecules
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NJ Student Learning Standards for Science6-8Matter and Its InteractionsMS-PS1-2Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.Chemical & Physical Changes
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NJ Student Learning Standards for Science6-8Matter and Its InteractionsMS-PS1-3Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.Chemical & Physical Changes
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NJ Student Learning Standards for Science6-8Matter and Its InteractionsMS-PS1-4Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.States of Matter
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NJ Student Learning Standards for Science6-8Matter and Its InteractionsMS-PS1-5Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.Atoms & Molecules
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NJ Student Learning Standards for Science6-8Matter and Its InteractionsMS-PS1-6Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.Chemical & Physical Changes
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NJ Student Learning Standards for Science6-8Motion and Stability: Forces and InteractionsMS-PS2-1Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.Force & Motion
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NJ Student Learning Standards for Science6-8Motion and Stability: Forces and InteractionsMS-PS2-2Plan 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.Force & Motion
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NJ Student Learning Standards for Science6-8Motion and Stability: Forces and InteractionsMS-PS2-3Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.Electricity & Magnetism
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NJ Student Learning Standards for Science6-8Motion and Stability: Forces and InteractionsMS-PS2-4Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.Force & Motion
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NJ Student Learning Standards for Science6-8Motion and Stability: Forces and InteractionsMS-PS2-5Conduct 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.Force & Motion
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NJ Student Learning Standards for Science6-8EnergyMS-PS3-1Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.Potential & Kinetic Energy
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NJ Student Learning Standards for Science6-8EnergyMS-PS3-2Develop 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.Potential & Kinetic Energy
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NJ Student Learning Standards for Science6-8EnergyMS-PS3-3Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.Thermal Energy
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NJ Student Learning Standards for Science6-8EnergyMS-PS3-4Plan 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.Thermal Energy
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NJ Student Learning Standards for Science6-8EnergyMS-PS3-5Construct, 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.Thermal Energy
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NJ Student Learning Standards for Science6-8Waves and their Applications in Technology for Information TransferMS-PS4-1Use 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.Waves
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NJ Student Learning Standards for Science6-8Waves and their Applications in Technology for Information TransferMS-PS4-2Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.Waves
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NJ Student Learning Standards for Science6-8Waves and their Applications in Technology for Information TransferMS-PS4-3Integrate 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.Waves
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NJ Student Learning Standards for Science6-8From Molecules to Organisms: Structures and ProcessesMS-LS1-1Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.Cells
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NJ Student Learning Standards for Science6-8From Molecules to Organisms: Structures and ProcessesMS-LS1-2Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.Cells
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NJ Student Learning Standards for Science6-8From Molecules to Organisms: Structures and ProcessesMS-LS1-3Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.Interactions of Body Systems
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NJ Student Learning Standards for Science6-8From Molecules to Organisms: Structures and ProcessesMS-LS1-4Use 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.Selection & Adaptations
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NJ Student Learning Standards for Science6-8From Molecules to Organisms: Structures and ProcessesMS-LS1-5Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.Genetics vs. Environment
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NJ Student Learning Standards for Science6-8From Molecules to Organisms: Structures and ProcessesMS-LS1-6Construct 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.Photosynthesis
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NJ Student Learning Standards for Science6-8From Molecules to Organisms: Structures and ProcessesMS-LS1-7Develop 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.Photosynthesis
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NJ Student Learning Standards for Science6-8From Molecules to Organisms: Structures and ProcessesMS-LS1-8Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.Nervous System
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NJ Student Learning Standards for Science6-8Ecosystems: Interactions, Energy and DynamicsMS-LS2-1Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.Interaction of Organisms
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NJ Student Learning Standards for Science6-8Ecosystems: Interactions, Energy and DynamicsMS-LS2-2Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.Interaction of Organisms
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NJ Student Learning Standards for Science6-8Ecosystems: Interactions, Energy and DynamicsMS-LS2-3Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.Biodiversity
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NJ Student Learning Standards for Science6-8Ecosystems: Interactions, Energy and DynamicsMS-LS2-4Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.Biodiversity
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NJ Student Learning Standards for Science6-8Ecosystems: Interactions, Energy and DynamicsMS-LS2-5Evaluate competing design solutions for maintaining biodiversity and ecosystem services.Biodiversity
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NJ Student Learning Standards for Science6-8Heredity: Inheritance and Variation of TraitsMS-LS3-1Develop 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.Mutations
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NJ Student Learning Standards for Science6-8Heredity: Inheritance and Variation of TraitsMS-LS3-2Develop 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.Genetic Variation
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NJ Student Learning Standards for Science6-8Biological Evolution: Unity and DiversityMS-LS4-1Analyze 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.Evidence of Evolution
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NJ Student Learning Standards for Science6-8Biological Evolution: Unity and DiversityMS-LS4-2Apply 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.Evidence of Evolution
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NJ Student Learning Standards for Science6-8Biological Evolution: Unity and DiversityMS-LS4-3Analyze 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.Evidence of Evolution
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NJ Student Learning Standards for Science6-8Biological Evolution: Unity and DiversityMS-LS4-4Construct 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.Selection & Adaptations
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NJ Student Learning Standards for Science6-8Biological Evolution: Unity and DiversityMS-LS4-5Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organismsMutations
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NJ Student Learning Standards for Science6-8Biological Evolution: Unity and DiversityMS-LS4-6Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.Selection & Adaptations
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NJ Student Learning Standards for Science6-8Earth's Place in the UniverseMS-ESS1-1Develop 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.Sun-Earth & Solar System Gravity
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NJ Student Learning Standards for Science6-8Earth's Place in the UniverseMS-ESS1-2Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.Sun-Earth & Solar System Gravity
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NJ Student Learning Standards for Science6-8Earth's Place in the UniverseMS-ESS1-3Analyze and interpret data to determine scale properties of objects in the solar system.Scale in the Solar System
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NJ Student Learning Standards for Science6-8Earth's Place in the UniverseMS-ESS1-4Construct 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.Rock Cycle & Earth's History
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NJ Student Learning Standards for Science6-8Earth's SystemsMS-ESS2-1Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.Rock Cycle & Earth's History & Earthquakes & Volcanoes
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NJ Student Learning Standards for Science6-8Earth's SystemsMS-ESS2-2Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.Rock Cycle & Earth's History
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NJ Student Learning Standards for Science6-8Earth's SystemsMS-ESS2-3Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.Plate Tectonics
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NJ Student Learning Standards for Science6-8Earth's SystemsMS-ESS2-4Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.Water Cycle
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NJ Student Learning Standards for Science6-8Earth's SystemsMS-ESS2-5Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditionsWeather
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NJ Student Learning Standards for Science6-8Earth's SystemsMS-ESS2-6Develop 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.Oceans & Climate
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NJ Student Learning Standards for Science6-8Earth and Human ActivityMS-ESS3-1Construct 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.Renewable Resources
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NJ Student Learning Standards for Science6-8Earth and Human ActivityMS-ESS3-2Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.Earthquakes & Volcanoes
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NJ Student Learning Standards for Science6-8Earth and Human ActivityMS-ESS3-3Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Climate Change & Ecological Footprint
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NJ Student Learning Standards for Science6-8Earth and Human ActivityMS-ESS3-4Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systemsClimate Change & Ecological Footprint
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NJ Student Learning Standards for Science6-8Earth and Human ActivityMS-ESS3-5Ask questions to clarify evidence of the factors that have caused climate change over the past century.Climate Change & Ecological Footprint
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NJ Student Learning Standards for Science6-8Engineering DesignMS-ETS1-1Define 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.Design Thinking
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NJ Student Learning Standards for Science6-8Engineering DesignMS-ETS1-2Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.Design Thinking
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NJ Student Learning Standards for Science6-8Engineering DesignMS-ETS1-3Analyze 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.Design Thinking
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NJ Student Learning Standards for Science6-8Engineering DesignMS-ETS1-4Develop 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.Design Thinking
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