Alignment with CA NGSS Middle School Framework Discipline Specific Course Model

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Alignment with CA NGSS Middle School Framework Discipline Specific Course Model

twigsecondary.com

GRA

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TH A

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ENCE CA NGSS Framework Segment CA NGSS Framework Description NGSS Performance Expectations Twig Secondary Topics

1. Earth’s Place in the Solar System

Students develop a model of the Earth-Sun-Moon system that allows them to explain patterns they identified in elementary school. They place this model in the context of the scale of the entire solar system and describe the role gravity plays to keep it together.

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.

The Cell• What Are Asteroids?• Earth• Venus• Jupiter• Neptune• Mercury• Mars• Saturn• Uranus• The Birth of Our Solar System• What is an Orbit?• Earth’s Twin• The Goldilocks Zone• How Did Saturn Get Its Rings?• Venus 1: Atmosphere• Venus 2: Surface• FactPack: Moons

The Moon• The Moon• The Moon and Its Effect On Life• The Moon and Spring Tides• Dark Side of the Moon• Life Without the Moon• Moon Measuring• Man On the Moon: Part 1• Fly Me to the Moon• Man On the Moon: Part 2

Sun and Stars• Day and Night• Why is the Sky Blue?• What Are Eclipses?• The Sun• Northern Lights and Solar Flares• Shadow Chasers• Constellations• What Are Stars?• Death of the Sun

Life in the Universe• Place Like Home: Life On a Moon• Mars: Dead Planet• Mars: The Search for Water• Colonizing the Moon• Planet Hunters• SETI: Are We Alone?• Place Like Home: Cassini• Planet Kevin• Mars: Under the Ice• Next Stop Mars• Life in Space• Place Like Home: Inside a Probe

Big Bang• Big Bang Theory• Big Bang Evidence• Large Hadron Collider• Nobel Prize By Chance• Cold War to Gamma Rays• FactPack: Redshift• FactPack: Big Bang Scientists

Outer Space• Scale of the Universe• Black Holes• Milky Way’s Black Hole• Telescopes• Hubble Space Telescope • How Are Mirrors Made?• The Search for Dark Matter• What is a Light Year?• Kittinger: First Man in Space?

Satellites• Shoemaker-Levy• The Satellite Story• Moon Measuring• What Are Comets?• What is GPS?

2. Atmosphere: Flows of Energy Students develop a simple model that explains how energy flow into the Earth system explains climates in different parts of the globe. They ask questions about how humans are disrupting this natural energy balance.

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

Changing Atmosphere• Beetles• Climate Cycles• State of the Greenland Ice Sheet• The Big Chill• Water Cube• Ocean Conveyer• Natural Climate Change• The Ozone Layer• The Greenhouse Effect• Global Warming• Climate Models• The Great Global Warming

Debate: Part 1• Global Dimming• Inventions to Save the Planet• Clathrate Gun Hypothesis• The Great Global Warming

Debate: Part 2

Humans and the Carbon Cycle• Carbon Capture: Phytoplankton• Carbon Trading• The Carbon Family• Carbon Capture: Artificial Trees• The Future Carbon Family

Alignment with CA NGSS Middle School Framework Discipline Specific Course Model

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3. Atmosphere/ Hydrosphere: Cycles of Matter

Students use data to show how the movement and interaction of air masses cause weather changes. Students then relate weather processes to a model of the water cycle, including the energy sources that drive it.

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-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.MS-ESS2-6. 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.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.

Weather Systems• Weather Systems• Types of Weather: Introduction• Climate Zones• Coriolis Effect• High- and Medium-Level Clouds• Monsoon Zone• Killer Heat Wave• El Niño• FactPack: Superstorms• Low-Level Clouds• Climate Influences

Wind• Types of Weather: Wind• Hurricanes• Hurricane Katrina: Part 1• Storm Surges• What is a Tornado?• FactPack: Beaufort Scale• Hurricane Katrina: Part 2

Water• Deserts• Types of Weather: Rain• The Water Cycle• Thunder and Lightning• Cloud Seeding• What is a Rainbow?• Avalanches• Galtür: The Perfect Storm• FactPack: Weird Weather• The Lost City of Peru• Secret of the Sahara• How the Oceans Formed

4. Geosphere: External Processes

Students explain how air and water can shape and sculpt the landscape. They model the movement and changes of rocks over Earth’s history and in the present day as landslide hazards that can be forecasted and mitigated.

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 6-billion-year-old history.MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.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.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.

Earth’s Structure• How Hot Is the Earth’s Core?• Land Formations• How Did The Grand Canyon

Form?• FactPack: Mountains• How Did the Continents Form?• Fold Mountains: Formation• Fold Mountains: Uses• Structure of the Earth• Plate Tectonics

River Erosion• Weathering• How Are Rivers Formed?• Waterfalls and Gorges• Meanders and Oxbow Lakes• Depositional Features

Glacial Erosion• Glaciers• Yosemite’s ValleysScablands: Carved By Water

Coastal Erosion• Coastal Processes: Waves• Coastal Landforms• How Do Caves Form?• Coastal Processes• Coasts: Hard Engineering• Coasts: Soft Engineering

Earth’s Rocks• Rock Types• Rock Cycles

5. Geosphere: Internal Processes

Students use the shape of landforms at the surface as evidence that plates have moved in the past. They explain how these movements helped distribute resources like minerals and water and relate them to earthquake hazards.

MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. MS-ESS2-2. 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. 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. 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.

Earthquakes• What is an Earthquake?• Tsunami• Living On the Edge• Predicting Earthquakes• Santorini: Looking for Atlantis• Earthquakes: LEDC Response• Earthquakes: MEDC Response• Christchurch Earthquake

Earth’s Rocks• Rock Types• Rock Cycles

Volcanoes• What is a Volcano?• Predicting Volcanic Eruptions• Yellowstone: Supervolcano• Danger: Volcanic Ash• The Last Day of Pompeii• Kilauea - The Island Maker• FactPack: Extreme Eruptions• Volcanoes: LEDC Response• Volcanoes: MEDC Response

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Geosphere: Internal Processes (continued)

Earth’s Structure• How Hot Is the Earth’s Core?• Land Formations• How Did The Grand Canyon

Form?• FactPack: Mountains• How Did the Continents Form?• Fold Mountains: Formation• Fold Mountains: Uses• Structure of the Earth• Plate Tectonics

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1. Interdependent Ecosystems Students view ecosystems as systems. They analyze the exchanges of energy and matter in the system and recognize patterns in the way different organisms interact.

MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Ecosystems• What is an Ecosystem?• What is Biodiversity? • Tundra• Temperate Grassland• Savanna• The Taiga Forest• Redwoods• Deciduous Forests• Tropical Rainforests

Migration• FactPack: Bird Migrations• FactPack: Amazing Migrations• Migration: Reproduction• Migration: Predation• Migration: Seasons

Changing Ecosystems• Biotic Factors in Ecosystems• Abiotic Factors in Ecosystems• Conservation• Invading Animals: The Cane

Toad• Endangered Species• Invading Plant Species• Algae• Lichen: Indicator Species

Ecosystem Management• Ecosystem Management: Deserts• Ecosystem Management: Tropical

Rainforests• Ecosystem Management:

Deciduous Forests

Pollution• Deforestation

Ocean Biomes• Oceans: Sunlight Zone• Oceans: Coral Seas• Oceans: The Deep Blue• Oceans: The Abyss• Oceans: The Intertidal Zone• Oceans: Frozen Seas

Food Chains• What is a Food Chain?• The Nitrogen Cycle• Oceanic Food Chain• Bioaccumulation in Food Chains• Fungi• Algae• Symbiosis: Mutualism• Symbiosis: Parasitism• FactPack: Mercury in Food Chains

2. Photosynthesis and Respiration

Students zoom into the most important processes that allow the exchange of energy and matter in ecosystems, photosynthesis and respiration. They develop models of how organisms rearrange molecules during these chemical reactions to survive and grow. They explain how reactions at the molecular scale explain the interactions at the ecosystem scale.

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

Energy and Growth• Photosynthesis• Plant Transport• Tropisms and Hormones• Parasitic Plants• Carnivorous Plants• What Plants Need to Grow• Plants and Medicine• FactPack: Nonedible Crops• Plants and Medicine: Aspirin

Plant Structure• Parts of the Plant: Leaves• Parts of the Plant: Flowers• Defensive Plants• Plants in Extreme Environments• Invading Plant Species• FactPack: Amazing Plants• FactPack: Power of Plants• Root Hairs

Experiments—Cells and DNA• Aerobic Respiration• Anaerobic Respiration

Plant Life Cycles• Sexual Reproduction in Plants• Plant and Animal Mutualism• Plant Mimics• Oak Life Cycle• Asexual Reproduction in Plants

Lungs• Big Breathers• Little Breathers• Lungs• Factpack: Lungs• Terrible TB: Part 1• Terrible TB: Part 2• The Dark Side of Oxygen• Smoking: The Damage• Respiration

Experiments—Plants• Leaf Chromatography• Photosynthesis and Starch• Water Uptake in Plants• Capillary Action

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3. Cells and Body Systems Students conduct investigations to gather evidence that living things are made of cells. They develop a model of how cells work as self-contained systems and as part of broader body systems.

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.MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.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.

The Cell• What is a Cell?• Different Types of Cell• Cell Division: Mitosis• The Cell Membrane• The Very First Cell• The History of the Microscope• FactPack: Enzymes• Cell Division: Meiosis• What is Cancer?

Heart and Blood• Blood• Blood Transfusion: Vietnam• Blood Transfusion: Falklands• Healthy Heart• Heart• FactPack: Heart• Why is Blood Red?

Digestion• Introduction to Digestion• Stomach• Kidneys• Small Intestine• Large Intestine• Beef Tapeworms: Part 1• Beef Tapeworms: Part 2• Burps and Farts• FactPack: Digestion• FactPack: Teeth• FactPack: The Liver

Immune Defense• HIV/AIDS: Immune Evaders• Immune Defense: Part 1• Smallpox: The First Vaccine• Pandemic Viruses• FactPack: Bacteria• FactPack: Viruses• Immune Defense: Part 2• Pandemic Viruses: SARS• Bee Stings• Tumors: The Kill or Cure Virus

Muscles and Bones• An Ancient Olympian• Bones• Clever Thumbs• Growing Pains• Joints• Cardiac and Smooth Muscles• Skeletal Muscles• What Happens When I Crack My

Knuckles?

Experiments—Cells and DNA• Plant vs Animal Cells• Osmosis and Volume• Agar Cube Diffusion• Microbes in Milk• Enzyme Action: Trypsin

4. Evidence of Evolution Students analyze structures of different organisms to notice evolutionary patterns. Their data come from the fossil record, anatomical similarities, and embryological development.

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.

Evolution of Man• Man’s First Ancestors• Homo Habilis and Boisei• Homo Ergaster• Homo Sapiens• Evolution of Man: The Evidence• Early Man and Agriculture

Extinction• Extinction• Fossil Evidence• Mass Extinction: Dinosaurs• A History of Mass Extinctions• Endangered Species• Big Al • FactPack: Endangered Species

Evolutionary Theory• Chimps: Our Closest Relatives?• Natural Selection• Mechanisms of Evolution• Evolution: Evidence• Origin of Species• Darwin’s Dilemma• FactPack: Selective Breeding• FactPack: Primitive Species

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5. Inheritance and Genetics Students develop a model that explains how cells store and use their genetic code. They extend the model so that it can explain variation in traits caused by reproduction and mutation.

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.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.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.

Genetics• Inheritance: Part 1• Inheritance: Part 2• Dogs and Wolves: Nature or

Nurture?• Breeding and Behavior• Mendel and Inheritance• FactPack: Hybrid Animals• FactPack: Fruit Flies• Huntington’s: The Disease• Cystic Fibrosis• Huntington’s: The Dilemma

Using Genetics• Genetic Modification• Cloning• Stem Cells• Therapeutic Stem Cells• The First Human Clone• The Genius Sperm Bank: Part 1 • The Genius Sperm Bank: Part 2• Savior Siblings• FactPack: Twins • Dolly the Sheep

Adaptation• Adaptation• Variation• FactPack: Classification• Life in the Freezer• Life in Hot Deserts• Predators and Prey• Bizarre Adaptations• Sexual Selection• FactPack: Super Predators• FactPack: Super Prey• FactPack: Deadliest Animals

6. Natural Selection Students analyze data that show evidence of natural selection. They develop conceptual and mathematical models that explain how the traits of organisms and the availability of resources affect the survival of specific individuals, and how that translates into broader shifts in populations.

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-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-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.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-ETS1-4. 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.

Evolutionary Theory• Chimps: Our Closest Relatives?• Natural Selection• Mechanisms of Evolution• Evolution: Evidence• Origin of Species• Darwin’s Dilemma• FactPack: Selective Breeding• FactPack: Primitive Species

Adaptation• Adaptation• Variation• FactPack: Classification• Life in the Freezer• Life in Hot Deserts• Predators and Prey• Bizarre Adaptations• Sexual Selection• FactPack: Super Predators• FactPack: Super Prey• FactPack: Deadliest Animals

7. Ecosystem Interactions, Revisited

Students revisit ecosystem interactions as a capstone to develop solutions that maintain biodiversity and ecosystem services in the face of human impacts on ecosystems.

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.

Changing Ecosystems• Biotic Factors in Ecosystems• Abiotic Factors in Ecosystems• Conservation• Invading Animals: The Cane

Toad• Endangered Species• Invading Plant Species• Algae• Lichen: Indicator Species

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1. Energy of Motion Students investigate how objects move and collide. They use their observations as evidence that an exchange of energy occurs during these interactions. They refine their model of energy transfer as they develop solutions to minimize damage during collisions.

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-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-PS3-5. 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.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.

Newton’s Laws• Newton’s Laws of Motion• Momentum• Speed, Velocity, Acceleration• How Do Animals Fly?• How Do Planes Fly?• Body Crash• Terminal Velocity• FactPack: Acceleration

Applying Force• Forces of Nature• Centripetal Force• Rollercoasters• FactPack: G-Force• Fighter Pilots: G-Force

Friction• Friction• Streamlined: Dolphins vs People• Aerodynamics in Cycling• Friction in Curling• FactPack: Experience Friction

Machines• Levers, Wheels, Pulleys• Planes, Wedges, Screws• Machines: Building the Pyramids

Energy• Forms of Energy• Energy Transformation• Potential Energy• Steam Power• The Energy of Formula 1• Perpetual Motion• FactPack: Horsepower

Pressure• Gas Laws• Buoyancy• The Bends• FactPack: Pressure and Altitude• Pressure and Surface Area

Experiments—Forces• Liquid Density• Can Crusher• Cartesian Diver• Frozen Balloon• Hero’s Engine• Smashing Eggs• Separating Notebooks• Center of Gravity

2. Gravity, Energy Related to Position

Students develop a model of the relationship between gravity, force, and energy.

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-PS2-4. 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. 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.

Newton’s Laws• Newton’s Laws of Motion• Momentum• Speed, Velocity, Acceleration• How Do Animals Fly?• How Do Planes Fly?• Body Crash• Terminal Velocity• FactPack: Acceleration

Applying Force• Forces of Nature• Centripetal Force• Rollercoasters• FactPack: G-Force• Fighter Pilots: G-Force

3. Electric and Magnetic Interactions and Energy

Students investigate electrical and magnetic interactions to gather evidence that fields exist between the objects. They ask questions about what affects the strength of the forces between objects and develop a model relating the position of the objects to potential energy in the system.

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

Electricity• What is Electricity?• AC, DC and Transformers• Electrical Safety• Static Electricity• War of the Currents• Electricity in Medicine• Thermal Imaging• FactPack: Global Electricity

Supply

Magnets• What Are Magnets?• What Are Electromagnets?• How Do Generators Work?• Maglev Trains• MRI• Earth’s Wandering Poles

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Electric and Magnetic Interactions and Energy (continued)

Circuits• Circuits• Resistance• Diodes and Transistors• Moore’s Law• Hi-Fi Engineering• Rock Star Shock• Electric Eels• FactPack: How to Draw a Circuit

Experiments—Electricity and Circuits• Citrus Fruit Battery• Ferrofluids• Magnetic Strength• Making an Electromagnet• Balloon and Treacle• Van de Graaff Generator

4. Waves Transmitting Energy and Information

Students explore how waves interact with different objects so that they can develop a model of how the energy is reflected, absorbed and transmitted. They then explore how waves can transmit information encoded either as analog or digital signals.

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.

Sound• What is Sound?• Resonance• Speed of Sound• Doppler Shift• Beyond Human Hearing• Shockwaves• Musical Instruments• Echolocation: Dolphins• FactPack: Decibel Range

Visible Light• What is Light?• Color• Manipulating Light• How Do Lasers Work?• Fiber Optics• Time Travel• FactPack: Color Mixing

Electromagnetic Spectrum• The Electromagnetic Spectrum• Waves in Medicine• Infrared: Snake Hunt• How Do Cell Phones Work?• Submarine Communication• FactPack: Animal Vision • What Makes Up the

Electromagnetic Spectrum?

Experiments—Waves• Bell in a Vacuum• Dancing Polymer• Rubens’ Tube• Measuring Music• Splitting Light

5. Thermal Energy and Heat Flow

Students refine their model of matter at the scale of individual particles and use this model to describe how materials change when heated or cooled. They relate the microscopic behavior to energy changes observed at the macroscopic scale as they design a device to maximize thermal energy transfer.

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

Heat• Heat Transport• Laws of Thermodynamics• Expansion and Contraction• Red Hot: Emergency Stop• Hot Air Balloons• Cavitation• The Race for Absolute Zero:

Liquefying Gas• FactPack: Extreme Temperatures• The Race for Absolute Zero: Laser

Cooling

Experiments— Energy and Radioactivity• Underwater Volcano• Heat Absorption• Ingenhousz’s Heat Conductors• Cloud in a Bottle• Ball and Hoop• Heat Loss

6. Chemical Energy and Reactions

Students investigate how properties change when substances mix together and react. By analyzing patterns, students refine their model of matter further by representing each particle as a collection of atoms bonded together. They use this model to explain the bulk changes they observe in chemical reactions such as temperature changes.

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. 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-PS1-3. 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. 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.

Atoms• What is an Atom?• Atom Structure: Electron Shells• Flame Colors and Fireworks• Flame Colors and Spectroscopy• Northern Lights• Heavy Water• Discovery of the Atom• FactPack: Scale of the Atom• FactPack: Structure of the Atom

Bond Types• Ionic Bonding• Covalent Bonding• Metallic Bonding

Discovering Elements• Introduction to the Periodic Table• Atomic Structure• Mendeleev’s Prophecy• Discovery of Phosphorus• The Curse of Phlogiston• Phlogiston and Oxygen• The Legacy of John Newlands• We Are All Made of Stars• FactPack: How to Make a Human

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Chemical Energy and Reactions (continued)

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.

States of Matter• Solids, Liquids and Gases• Changing States of Matter• Intermolecular Forces• Non-Newtonian Liquids• Solutions• Salt: Salt and Ice• How Do Snowflakes Form?• How to Make Fake Snow• Water Forces

Energy Changes• Oxygen and Combustion• Energy Change of Reactions• Rates of Reaction: Basics• Nobel and Dynamite• The Hindenburg Disaster• How Do Fireworks Work?• Electrolysis• Redox Reactions• Collision Theory• Extraction of Aluminum• Oxidation Reactions

Chemical Bonds• Introduction to Chemical Bonding• Carbon: Introduction• Carbon: Synthetic Diamonds• Carbon: Buckminsterfullerene• Nanotechnology: What is It?• Nanotechnology: Is It Safe?• Carbon Monoxide Poisoning• FactPack: Elements, Compounds,

Mixtures

Experiments—Periodic Table• Forming Iron Sulfide• Burning Bubbles• Elements vs Alloys• Reactivity Series• Incandescent Light Bulb• Flame Test• Iron and Luminol• Silver Tree

Alignment with CA NGSS Middle School Framework Discipline Specific Course Model

twigsecondary.com

GLO

SSAR

Y FI

LMS • Absolute zero

• Absorption• Acceleration• Accuracy• Acid • Acid rain• Activation energy • Active transport• Adaptive divergence• Addiction• Addition reaction• Aerobic respiration• Aerosol• Agar • Air resistance• Alcohol• Algae • Alkali • Alkali metal• Alkaline earth metal• Allele• Allotropes• Alloy• Alpha particle• Alternating current• Altitude• Alveoli • Amino acid• Amniotic fluid • Amorphous• Amplification of DNA• Amplify• Amplitude• Amylase • Anaerobic respiration • Analog• Angiosperm• Angle of incidence• Angle of reflection• Angstrom • Anhydrous compound• Anode• Antagonistic muscles • Antenna• Anther• Antibiotic • Antibiotic resistance • Antibody• Anticyclone• Antigen

• Antimatter• Antioxidant• Aorta • Apoptosis• Appendix• Aqueous• Aquifer• Archaea• Artificial propagation• Asexual reproduction• Asteroid• Astronomy • Atmosphere• Atom• Atomic mass• Atomic number• Atomic weight• ATP • Aurora• Autoimmune disease • Autosomal• Autotroph• Auxin • Avogadro’s constant• Axon• Bacteria • Baryons• Basalt• Base (biology) • Base (chemistry)• Beta particles• Big Bang• Bile • Billion• Biochemistry • Biodegradable• Biodiversity• Biomass • Biosphere• Black hole• Blastocyst • Blood pressure • Boiling point • Boyle’s law• Brittle• Bronchi • Bronchiole • Brownian motion• Buffer• Bunsen burner

• Buoyancy• Caldera• Calibrate• Carbohydrate • Carbon dating• Carbonate• Carnivore• Carpel• Catabolism• Catalyst• Cathode• Cathode ray• Cell • Cell cycle• Cell division• Cell wall • Cellulose• Center of gravity• Centripetal force• Cervix • Chain reaction• Chemical bond• Chemical energy• Chemical reaction• Chemical synthesis• Chemiluminescence • Chlorofluorocarbons• Chlorophyll • Chloroplast• Cholesterol• Chordate • Chromatin• Chromosome• Cilia• Circuit breaker• Classification • Climate• Climatology• Clone• Coke• Combustion• Comet• Complete combustion• Compound• Compound microscope• Concave• Concentration• Conception• Condensation reaction• Condensing

• Conduction• Consumer• Continental crust• Continental Drift• Control• Convection• Convex• Core (biology)• Core (Earth sciences)• Corona• Correlation• Corrosion• Cortisol • Cosmic dust• Cosmic rays• Cosmology• Coulomb• Covalent bond• Cracking• Crater• Crude oil• Crust• Crystal• Crystallization• Cytoplasm• Dark energy• Dark matter• Data• Decomposition• Delocalized electrons• Delta• Denature• Denitrification• Density• Deoxygenated• Depression• Desertification• Diabetes• Diatomic• Diffraction• Diffusion• Digestion• Diode• Diploid• Direct current (DC)• Displacement• Displacement reaction• Dissociate• Dissolve• Distillation

• Divergence• DNA• DNA profile• DNA replication• Dominant allele• Doppler shift• E-Number• Earth• Earthquake• Echo• Echolocation• Eclipse, lunar• Eclipse, solar• Ecosystem• Efficiency• Elastic• Electric Current• Electric force• Electrical charge• Electrical fuse• Electrical resistance• Electrode• Electrolysis• Electrolyte• Electrolytic cell• Electromagnetic induction• Electromagnetic radiation• Electromagnetic spectrum• Electron• Electron shell• Electroplating• Electrostatic attraction• Element• Elliptical orbit• Embryo• Emission• Empirical formula• Emulsion• Endangered• Endocytosis• Endothermic• Energy• Energy level• Energy resources• Enthalpy change• Enzyme• Epicenter• Epidemiology• Epinephrine • Equilibrium

• Erosion• Eukaryote• Eutrophication• Evaporation• Evolution• Exothermic• Extinction• Extraction• Extrusion• Fahrenheit (°F)• Fatty acid• Fermentation• Fertilization• Fetus• Filtration• Flammable• Floodplain• Fluid• Fluorescent• Focus• Food chain• Force• Forensic science• Formulae• Fossil• Fossil fuels• Frequency• Functional group• Fusion• Galaxy• Gamete• Gamma ray• Gamma ray bursts• Gas• Gene• Genetic engineering• Genotype• Genus• Germination• Giant covalent structure• Glacial period• Gland• Glucose• Gravitational field• Gravity• Greenhouse effect• Greenhouse gas• Groundwater• Hale-Bopp• Half-life

• Halley• Haploid• Harmonics• Heat• Heat resistant• Hemoglobin• Herbivore• Hertz (Hz)• Heterogeneous mixture• Homeostasis• Homogeneous mixture• Hormones• Hot spot• Hybridization• Hydrated compound• Hydrocarbons• Hydrophilic• Hydrophobic• Hydroxide• Hyperventilating• Hypothalamus• Hypothesis• Igneous• Indicator • Indicator species• Inert• Infectious• Infrared light• Infrasound• Inherited• Insoluble• Insulator• Interdependence of living

things• Interference• Interglacial period• Intermolecular force• Invertebrate• Involuntary• Ion• Ionic bond• Ionic compound• Ionization• Irritant• Isomers• Isotope• Isotopic mass• Kilohertz• Kinetic energy• Laser

• Lattice • Launch window• Leaching• Lens• Light year (ly)• Lightning• Limestone• Line spectra• Linnaean hierarchy• Lipids• Liquid• Lithosphere• Long-period events• Longitudinal wave• Luminance • Lymphocyte• Magma• Magnetic field• Magnetic force• Magnify• Mantle• Mass• Mass spectrometer• Matter• Mean• Mechanical wave• Median• Medium• Meiosis• Melting point• Mesosphere• Metabolism• Metal• Metallic bond• Metalloid• Metamorphic rock• Metamorphism• Meteor• Meteor shower• Meteorite• Methane• Microorganism• Microwave• Migration• Milky Way• Millibar (mb)• Mineral (biology)• Mineral (chemistry)• Mitosis• Modulation

Alignment with CA NGSS Middle School Framework Discipline Specific Course Model

twigsecondary.com

GLO

SSAR

Y FI

LMS • Molecular formula

• Molecular mass• Molecular weight• Molecule• Molten• Monomer• Moon• Motion• Motor effect• Multicellular• Mutation• Myoglobin• Nanomaterial• Nanometer• Nanotechnology• Nebula• Negative charge• Nephrons• Neutral• Neutralization• Neutron• Neutron star• Niche• Noble gases• Nonflammable• Nonmetals• Normal• Nova• Nuclear• Nuclear fission• Nuclear fusion• Nucleation• Nucleic acid• Nucleosynthesis• Nucleus (biology)• Nucleus (chemistry)• Nutritional value• Observer• Oceanic crust• Octave • Omega-3• Omnivore• Ore• Organ• Organic chemistry• Organic molecule• Organism• Oscillate• Osmosis• Osteocyte

• Ovule• Ovum• Oxidation• Oxide• Oxidizer• Oxygenated• Ozone layer• P-wave• Pangaea• Particle(s)• Peer review• Peptide• Percentage yield• Periodic table • Peristalsis• pH• Phagocyte• Phenotype• Phloem• Phospholipid• Photochemical reaction• Photon• Photosynthesis• Pigment• Pitch• Planet• Planetary nebula• Plasma (biology)• Plasma (physics)• Plate boundary• Polarity• Polarization• Pole• Pollen• Pollination• Polymer• Polyunsaturated• Positive charge• Potash• Potential energy• Power• Precipitate• Precision• Predator• Pregnancy• Preservative• Pressure• Prey• Primeval soup• Prism

• Product• Prokaryote• Propulsion• Protein• Proton• Pure• Pyramid of numbers• Pyroclastic flows• Quantum• Quark• Radiation• Radio waves• Radioactivity• Rate of reaction• Reactant• Reaction• Reactivity• Receiver• Receptor• Recessive allele• Recombination• Red giant• Redox reaction• Reducing agent• Reduction• Reflection• Reflex arc• Refraction• Refractive index• Renewable energy• Resolution• Resonance• Resonant frequency• Respiration• Reversible reaction• Ribosomes• RNA• Robot• Rotation• S-wave• Salt• Sampling• Satellite• Saturated fats• Saturated solutions• Saturn’s rings• Scalar• Seafloor spreading• Sediment• Sedimentary rock

• Seismic waves• Semiconductor• Sensory• Shockwaves• SI• Smog• Solar cell• Solar flare• Solar storm• Solar System• Solar wind• Solid• Soluble• Solute• Solution• Solvent• Sonic boom• Source• Spacecraft• Species• Spectrometer• Spectroscopy• Spectrum• Sperm• Spontaneous• Spontaneous emission• Stable• Stamen• Star• Starch• Static electricity• Stationary• Stem cells• Stimulated emission• Stratosphere• Strong acid• Strong material• Strong nuclear force• Subatomic particles• Subduction• Sublimation• Substance• Substitution reaction• Substrate• Sun• Sunspot• Superconductivity• Supernova• Supersonic• Surface tension

• Sustainable• Symbiosis• Symptom• Synthetic• Taxonomy• Telescope• Temperate zones• Temperature• Tension• Terrestrial planets• Theory• Thermal• Thermal decomposition• Tissue• Topsoil• Total internal reflection• Toxic• Transducer• Transform boundary• Transformer• Transition element• Transmitter• Transparent• Transpiration• Transverse wave• Trench• Trophic level• Tropism• Troposphere• Ultrasound• Ultraviolet light• Universe• Unsaturated fats• Urea• Uterus• Vaccine• Vacuole• Vacuum• Van der Waals Force• Vaporize• Variable• Vector• Velocity• Vertebrate• Vesicle• Villi• Virus• Viscosity• Visible light• Vitamin

• Volatile• Volt (V)• Volume• Water table• Watt (W)• Wavelength• Weather• Weathering• Web title• Weight• White dwarf• Work• Wormhole• X-ray• Xerophyte• Xylem• Zygote