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  • Middle School

    Energy

Students who demonstrate understanding can:

Performance Expectations

  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-PS3-1

    Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

Common Core State Standards Connections

ELA/Literacy

  • RST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts. (MS-PS3-1)
  • RST.6-8.7 - Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS3-1)

Mathematics

  • 6.RP.A.1 - Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-PS3-1)
  • 6.RP.A.2 - Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. (MS-PS3-1)
  • 7.RP.A.2 - Recognize and represent proportional relationships between quantities. (MS-PS3-1)
  • 8.EE.A.1 - Know and apply the properties of integer exponents to generate equivalent numerical expressions. (MS-PS3-1)
  • 8.EE.A.2 - Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. (MS-PS3-1)
  • 8.F.A.3 - Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (MS-PS3-1)
  • MP.2 - Reason abstractly and quantitatively. (MS-PS3-1)

Model Course Mapping

First Time Visitors

Resources & Lesson Plans

  • More resources added each week!
    A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
  • This simulation-based learning module for Grades 6-8 was developed to help students visualize changing kinetic and potential energy in a simple pendulum. It models a child on a swing suspended from a stationary point. Drag the swing to different heig ...

  • This resource is a 6-page activity for students that will guide them through the use of the PhET simulation Energy Skate Park: Basics as they explore kinetic, potential, thermal and total energy. The activity guides students through three exploration ...

  • Do you have a great resource to share with the community? Click here.
  • Future Goals - Hockey Scholar™ brings science, technology, engineering, and math (STEM) concepts to life using the exciting, fast-paced game of hockey. Through immersive real-life simulations, students build their understanding of fundamental STE...

  • In this series of games, your students will learn about the different types of stored or potential energy. The Kinetic Energy learning objective — based on NGSS and state standards — delivers improved student engagement and academic performance in yo...

Planning Curriculum gives connections to other areas of study for easier curriculum creation.