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StatePELocal Unit NamePE TextGradeMosa Mack UnitAction Items
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California Integrated Model CurriculumMS-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. 6Water Cycle
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California Integrated Model CurriculumMS-ESS2-5.Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. 6Weather
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California Integrated Model CurriculumMS-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. 6Oceans & Climate
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California Integrated Model CurriculumMS-ESS3-3.Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* 6Climate Change & Ecological Footprint
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California Integrated Model CurriculumMS-ESS3-5.Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 6Climate Change & Ecological Footprint
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California Integrated Model CurriculumMS-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. 6Cells
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California Integrated Model CurriculumMS-LS1-2.Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. 6Cells
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California Integrated Model CurriculumMS-LS1-3.Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. 6Interactions of Body systems
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California Integrated Model CurriculumMS-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. 6Selection & Adaptations
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California Integrated Model CurriculumMS-LS1-5.Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. 6Genetics vs. Environment
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California Integrated Model CurriculumMS-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. 6Nervous System
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California Integrated Model CurriculumMS-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. 6Genetic Variation
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California Integrated Model CurriculumMS-PS3-3Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.6Thermal Energy
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California Integrated Model CurriculumMS-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.		6Thermal Energy
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California Integrated Model CurriculumMS-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 object6Potential & Kinetic Energy
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California Integrated Model CurriculumMS-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.6Design Thinking Year 1
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California Integrated Model CurriculumMS-ETS1-2.Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.6Design Thinking Year 1
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California Integrated Model CurriculumMS-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.6Design Thinking Year 1
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California Integrated Model CurriculumMS-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		6Design Thinking Year 1
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California Integrated Model CurriculumMS-ESS2-1.Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. 7Rock Cycle & Earth's History
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California Integrated Model CurriculumMS-ESS2-2.Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. 7Rock Cycle & Earth's History
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California Integrated Model CurriculumMS-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.7Plate Tectonics
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California Integrated Model CurriculumMS-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. 7Renewable Resources
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California Integrated Model CurriculumMS-ESS3-2.Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. 7Earthquakes & Volcanoes
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California Integrated Model CurriculumMS-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. 7Photosynthesis
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California Integrated Model CurriculumMS-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. 7Photosynthesis
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California Integrated Model CurriculumMS-LS2-1.Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. 7Interactions of Organisms
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California Integrated Model CurriculumMS-LS2-2.Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. 7Interactions of Organisms
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California Integrated Model CurriculumMS-LS2-3.Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. 7Biodiversity
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California Integrated Model CurriculumMS-LS2-4.Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. 7Biodiversity
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California Integrated Model CurriculumMS-LS2-5.Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* 7Biodiversity
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California Integrated Model CurriculumMS-PS1-1.Develop models to describe the atomic composition of simple molecules and extended structures. 7Atoms & Molecules
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California Integrated Model CurriculumMS-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. 7Chemical vs. Physical Change
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California Integrated Model CurriculumMS-PS1-3.Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. 7Chemical vs. Physical Change
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California Integrated Model CurriculumMS-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. 7States of Matter
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California Integrated Model CurriculumMS-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. 7Atoms & Molecules
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California Integrated Model CurriculumMS-PS1-6.Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* 7Chemical vs. Physical Change
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California Integrated Model CurriculumMS-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.7Design Thinking Year 2
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California Integrated Model CurriculumMS-ETS1-2.Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.7Design Thinking Year 2
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California Integrated Model CurriculumMS-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.7Design Thinking Year 2
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California Integrated Model CurriculumMS-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.7Design Thinking Year 2
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California Integrated Model CurriculumMS-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. [
8Sun-Earth and Solar System Gravity
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California Integrated Model CurriculumMS-ESS1-2.Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 8Sun-Earth and Solar System Gravity
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California Integrated Model CurriculumMS-ESS1-3.Analyze and interpret data to determine scale properties of objects in the solar system. 8Sun-Earth and Solar System Gravity
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California Integrated Model CurriculumMS-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. 8Rock Cycle & Earth's History
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California Integrated Model CurriculumMS-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. 8Climate Change & Ecological Footprint
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California Integrated Model CurriculumMS-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. 8Mutations
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California Integrated Model CurriculumMS-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. 8Evidence of Evolution
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California Integrated Model CurriculumMS-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. 8Evidence of Evolution
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California Integrated Model CurriculumMS-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. 8Evidence of Evolution
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California Integrated Model CurriculumMS-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. 8Selection and Adaptation
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California Integrated Model CurriculumMS-LS4-5.Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. 8Mutations
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California Integrated Model CurriculumMS-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. 8Selection and Adaptation
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California Integrated Model CurriculumMS-PS2-1.Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* 8Force and Motion
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California Integrated Model CurriculumMS-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. 8Force and Motion
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California Integrated Model CurriculumMS-PS2-3.Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 8Electricity & Magnetism
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California Integrated Model CurriculumMS-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. 8Sun-Earth & Solar System Gravity
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California Integrated Model CurriculumMS-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. 8Force and Motion
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California Integrated Model CurriculumMS-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. 8Potential & Kinetic Energy
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California Integrated Model CurriculumMS-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. 8Potential & Kinetic Energy
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California Integrated Model CurriculumMS-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. 8Waves
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California Integrated Model CurriculumMS-PS4-2.Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 8Waves
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California Integrated Model CurriculumMS-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. 8Waves
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California Integrated Model CurriculumMS-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.8Unit Engineering Challenges
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California Integrated Model CurriculumMS-ETS1-2Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.8Unit Engineering Challenges
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California Integrated Model CurriculumMS-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.8Unit Engineering Challenges
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California Integrated Model CurriculumMS-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.8Unit Engineering Challenges
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