Each Performance Expectation comes at the end of a Learning Pathway, a sequence of activities that includes appropriate disciplinary core ideas, science and engineering practices, and crosscutting concepts. The pathway also integrates Common Core State Standards in ELA and Math. Each instructional unit bundles numerous Performance Expectations therefore an activity may be part of several intertwined Learning Pathways. By the time that the student reaches the activity that incorporates the assessment related to the Performance Expectation, they will have interacted with the content, practices, and crosscutting concepts numerous times in their learning journey.
Click the Performance Expectations below to see how SEPUP’s curricula relate to the Learning Pathway.
Note: Some of these pathways are very large and therefore may be hard to read. We suggest using the zoom function on your browser to magnify the page to your preference. Press the “Ctrl” or “command” key and then press “+” or “-” key to zoom in or out.
Key for the Pathways Diagrams
Biomedical Engineering
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.
Body Systems
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.
Cells to Organisms
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 the parts of cells contribute to the function.
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.
Chemical Reactions
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-PS1-5: 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.
The Chemical Reactions unit has activities that are a part of the Engineering Design Pathways for Performance Expectations:
MS-ETS1-2, MS-ETS1-3, and MS-ETS1-4.
Open the Engineering Design Pathways link at the bottom of this page to learn more.
Chemistry of Materials
MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
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.
Earth’s Resources
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 4.6-billion-year-old history.
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-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Ecology
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-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.
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.
The Ecology unit has activities that are a part of the Engineering Design Pathways for Performance Expectations:
MS-ETS1-1, MS-ETS1-2, and MS-ETS1-3.
Open the Engineering Design Pathways link at the bottom of this page to learn more.
Energy
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.
The Energy unit has activities that are a part of the Engineering Design Pathways for Performance Expectations:
MS-ETS1-1 and MS-ETS1-4.
Open the Engineering Design Pathways link at the bottom of this page to learn more.
Evolution
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-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.
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-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.
Fields and Interactions
MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
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.
The Fields and Interactions unit has activities that are a part of the Engineering Design Pathways for Performance Expectations:
MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, and MS-ETS1-4.
Open the Engineering Design Pathways link at the bottom of this page to learn more.
Force and Motion
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.
The Force and Motion unit has activities that are a part of the Engineering Design Pathways for Performance Expectation:
MS-ETS1-1.
Open the Engineering Design Pathways link at the bottom of this page to learn more.
Geological Processes
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.
Land, Water, and Human Interactions
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-ESS2-4: 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-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
The Land, Water, and Human Interactions unit has activities that are a part of the Engineering Design Pathways for Performance Expectations:
MS-ETS1-1, MS-ETS1-2, and MS-ETS1-3.
Open the Engineering Design Pathways link at the bottom of this page to learn more.
Reproduction
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-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-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Solar System and Beyond
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.
Waves
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.
Weather and Climate
MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses result 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-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
The Weather and Climate unit has activities that are a part of the Engineering Design Pathways for Performance Expectations:
MS-ETS1-2, MS-ETS1-3, and MS-ETS1-4.
Open the Engineering Design Pathways link at the bottom of this page to learn more.
Engineering Design Pathways
The Engineering Design Performance Expectations are found in the following SEPUP units:
Land, Water, and Human Interactions; Energy; Force and Motion; Weather and Climate; Ecology; Chemical Reactions; Fields and Interactions; and Biomedical Engineering.
If you are teaching multiple units, your students will have a number of opportunities to build the knowledge and skills necessary to master the Engineering Design Performance Expectations. Activities identified as opportunities to assess the Performance Expectations can be used for formative or summative assessment purposes, depending on the order in which the units are taught.
The sequence of units shown in each Pathway below represents one possible way of addressing the Engineering Design Performance Expectations. If you are teaching a different sequence of units, adapt the Pathway diagrams accordingly and use them to assist in planning suitable formative and summative assessment opportunities.
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.
