California Science Standards for this Unit

• MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. (e.g., predator-prey, competitive, mutually beneficial)

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

• MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services (e.g., water purification, prevention of soil erosion or degradation, nutrient recycling; can add real-world social and economic considerations)

• 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 (conceptual understanding)

• 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-LS4-4. 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. (natural selection)

• MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. (artificial selection/GMOs)

• 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.

• MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society (everything is made of “chemicals”).

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

• 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.

For more information on the California NGSS standards for Middle School science, check out the Science Standards page where I have links and a comprehensive list of Middle School science standards.