Arizona Science Standards .............................................................. 1
College and Career Ready Standards .............................................. 3
Next Generation Science Standards ............................................... 6
S1C1PO 2.
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Formulate questions based on observations that lead to the development of a
hypothesis. (See M06-S2C1-01)
Demonstrate safe behavior and appropriate procedures (e.g., use and care of
technology, materials, organisms) in all science inquiry.
Conduct a controlled investigation using scientific processes.
Perform measurements using appropriate scientific tools (e.g., balances,
microscopes, probes, micrometers). (See M06-S4C4-02)
Keep a record of observations, notes, sketches, questions, and ideas using tools
such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)
Analyze data obtained in a scientific investigation to identify trends. (See M06S2C1-03)
Form a logical argument about a correlation between variables or sequence of
events (e.g., construct a cause-and-effect chain that explains a sequence of
events).
Evaluate the observations and data reported by others.
Interpret simple tables and graphs produced by others.
Analyze the results from previous and/or similar investigations to verify the
results of the current investigation.
Formulate new questions based on the results of a completed investigation.
Display data collected from a controlled investigation. (See M06-S2C1-02)
Communicate the results of an investigation with appropriate use of qualitative
and quantitative information. (See W06-S3C2-01)
Communicate the results and conclusion of the investigation. (See W06-S3C6-02)
Identify how diverse people and/or cultures, past and present, have made
important contributions to scientific innovations (e.g., Jacques Cousteau
[inventor, marine explorer], supports Strand 4; William Beebe [scientist],
supports Strand 4; Thor Heyerdahl [anthropologist], supports Strand 6).
Analyze the impact of a major scientific development occurring within the past
decade.
Describe the use of technology in science-related careers.
Describe how science is an ongoing process that changes in response to new
information and discoveries.
Describe how scientific knowledge is subject to change as new information
and/or technology challenges prevailing theories.
Describe a technological discovery that influences science.
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Formulate questions based on observations that lead to the development of a
hypothesis. (See M07-S2C1-01)
Demonstrate safe behavior and appropriate procedures (e.g., use and care of
technology, materials, organisms) in all science inquiry.
Conduct a controlled investigation, utilizing multiple trials, to test a hypothesis
using scientific processes.
Perform measurements using appropriate scientific tools (e.g., balances,
microscopes, probes, micrometers).
Keep a record of observations, notes, sketches, questions, and ideas using tools
such as written and/or computer logs. (See W07-S3C2-01 and W07-S3C3-01)
Analyze data obtained in a scientific investigation to identify trends. (See M07S2C1-07 and M07-S2C1-08)
Form a logical argument about a correlation between variables or sequence of
events (e.g., construct a cause-and-effect chain that explains a sequence of
events).
Analyze results of data collection in order to accept or reject the hypothesis.
Formulate a conclusion based on data analysis.
Refine hypotheses based on results from investigations.
Formulate new questions based on the results of a previous investigation.
Display data collected from a controlled investigation. (See M07-S2C1-03)
Communicate the results of an investigation with appropriate use of qualitative
and quantitative information. (See W07-S3C2-01)
Communicate the results and conclusion of the investigation. (See W07-S3C6-02)
Identify how diverse people and/or cultures, past and present, have made
important contributions to scientific innovations (e.g., Watson and Crick
[scientists], support Strand 4; Rosalind Franklin [scientist], supports Strand 4;
Charles Darwin [scientist], supports Strand 4; George Washington Carver
[scientist, inventor], supports Strand 4; Joseph Priestley [scientist], supports
Strand 5; Sir Frances Bacon [philosopher], supports Strand 5; Isaac Newton
[scientist], supports Strand 5).
Describe how a major milestone in science or technology has revolutionized the
thinking of the time (e.g., global positioning system, telescopes, seismographs,
photography).
Analyze the impact of a major scientific development occurring within the past
decade.
Analyze the use of technology in science-related careers.
Describe how science is an ongoing process that changes in response to new
information and discoveries.
Describe how scientific knowledge is subject to change as new information
and/or technology challenges prevailing theories.
Describe a scientific discovery that influences technology.
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S1C1PO 3.
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Generate a hypothesis that can be tested.
Demonstrate safe behavior and appropriate procedures (e.g., use and care of
technology, materials, organisms) in all science inquiry.
Conduct a controlled investigation to support or reject a hypothesis.
Perform measurements using appropriate scientific tools (e.g., balances,
microscopes, probes, micrometers).
Keep a record of observations, notes, sketches, questions, and ideas using tools
such as written and/or computer logs. (See W08-S3C2-01 and W08-S3C3-01)
Analyze data obtained in a scientific investigation to identify trends. (See M08S2C1-08)
Form a logical argument about a correlation between variables or sequence of
events (e.g., construct a cause-and-effect chain that explains a sequence of
events).
Formulate a future investigation based on the data collected.
Explain how evidence supports the validity and reliability of a conclusion.
Formulate new questions based on the results of a previous investigation.
Communicate the results of an investigation.
Present analyses and conclusions in clear, concise formats. (See W08-S3C6-02)
Communicate the results and conclusion of the investigation. (See W08-S3C6-02)
Identify how diverse people and/or cultures, past and present, have made
important contributions to scientific innovations (e.g., Watson and Crick
[scientists], support Strand 4; Rosalind Franklin [scientist], supports Strand 4;
Charles Darwin [scientist], supports Strand 4; George Washington Carver
[scientist, inventor], supports Strand 4; Joseph Priestley [scientist], supports
Strand 5; Sir Frances Bacon [philosopher], supports Strand 5; Isaac Newton
[scientist], supports Strand 5).
Evaluate the effects of the following major scientific milestones on society:
 Mendelian Genetics
 Newton’s Laws
Evaluate the impact of a major scientific development occurring within the past
decade.
Evaluate career opportunities related to life and physical sciences.
Describe how scientific knowledge is subject to change as new information
and/or technology challenges prevailing theories.
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6-8.RST.3.
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
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6‐8.RST.4.
Determine the meaning of symbols, key terms, and other domain‐specific words
and phrases as they are used in a specific scientific or technical context relevant
to grades 6–8 texts and topics.
6.SL.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
 Come to discussions prepared having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed.
 Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
 Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing. (6.SL.1)
Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly from a range of
strategies.
 Use context (e.g., the overall meaning of a sentence or paragraph; a word’s
position or function in a sentence) as a clue to the meaning of a word or
phrase.
 Use common, grade-appropriate Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., audience, auditory, audible).
 Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify
its precise meaning or its part of speech.
 Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
6.SL.2
6.L.4
6.SL.4
6.L.6
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7.SL.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
 Come to discussions prepared having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.
 Pose questions that elicit elaboration and respond to others’ questions and
comments with relevant observations and ideas that bring the discussion
back on topic as needed.
 Acknowledge new information expressed by others and, when warranted,
modify their own views.
7.SL.4
Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear pronunciation.
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
7.L.6
8.SL.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 8 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
 Come to discussions prepared having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions and decision-making, track progress
toward specific goals and deadlines, and define individual roles as needed.
 Pose questions that connect the ideas of several speakers and respond to
others' questions and comments with relevant evidence, observations, and
ideas.
 Acknowledge new information expressed by others, and, when warranted,
qualify or justify their own views in light of the evidence presented.
8.SL.4
Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details;
use appropriate eye contact, adequate volume, and clear pronunciation.
8.L.6
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
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Analyzing and Interpreting Data
o Analyze and interpret data to determine similarities and differences in findings.
(MS-PS1-2)
Asking Questions and Defining Problems
o Define a design problem that can be solved through the development of an
object, tool, process, or system and includes multiple criteria and constraints,
including scientific knowledge that may limit possible solutions. (MS-ETS1-1)
Constructing Explanations and Designing Solutions
o Construct a scientific explanation based on valid and reliable evidence obtained
from sources (including the students’ own experiments) and the assumption that
theories and laws that describe the natural world operate today as they did in
the past and will continue to do so in the future. (MS-LS1-5)
o Construct an explanation that includes qualitative or quantitative relationships
between variables that predict phenomena. (MS-LS2-2, MS-LS4-4)
Developing and Using Models
o Develop a model to generate data to test ideas about designed systems,
including those representing inputs and outputs. (MS-ETS1-4)
o Develop a model to predict and/or describe phenomena. (MS-PS1-1, MS-LS1-2)
Engaging in Argument from Evidence
o Use an oral and written argument supported by evidence to support or refute an
explanation or a model for a phenomenon. (MS-LS1-3)
Scientific Knowledge is Based on Empirical Evidence
o Science knowledge is based upon logical and conceptual connections between
evidence and explanations. (MS-PS1-2)
ETS1.A: Defining and Delimiting Engineering Problems
o The more precisely a design task’s criteria and constraints can be defined, the
more likely it is that the designed solution will be successful. Specification of
constraints includes consideration of scientific principles and other relevant
knowledge that are likely to limit possible solutions. (MS-ETS1-1)
LS1.A:
Structure and Function
o Within cells, special structures are responsible for particular functions, and the
cell membrane forms the boundary that controls what enters and leaves the
cell. (MS-LS1-2)
PS1.A:
Structure and Properties of Matter
o Substances are made from different types of atoms, which combine with one
another in various ways. Atoms form molecules that range in size from two to
thousands of atoms. (MS-PS1-2)
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Influence of Science, Engineering, and Technology on Society and the Natural World
o All human activity has both positive and negative short and long-term
consequences for human health. (MS-ETS1-1)
o The uses of technologies and limitations on their use are driven by individual or
societal needs, desires, and values; by the findings of scientific research; and by
differences in such factors as climate, natural resources, and economic
conditions. (MS-ETS1-1)
Patterns
o Macroscopic patterns are related to the nature of microscopic and atomic-level
structure. (MS-PS1-2)
o Patterns can be used to identify cause and effect relationships. (MS-LS2-2)
Scale, Proportion, and Quantity
o Time, space, and energy phenomena can be observed at various scales using
models to study systems that are too large or too small [to see]. (MS-PS1-1)
Structure and Function
o Complex and microscopic structures and systems can be visualized, modeled,
and used to describe how their function depends on the relationships among its
parts; therefore complex natural structures/systems can be analyzed to
determine how they function. (MS-LS1-2)
MS-ETS1-1.
MS-ETS1-4.
MS-LS1-2.
MS-LS1-5.
MS-LS2-2.
MS-LS4-4.
MS-PS1-1.
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.
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.
Develop and use a model to describe the function of a cell as a whole and ways
parts of cells contribute to the function.
Construct a scientific explanation based on evidence for how environmental and
genetic factors influence the growth of organisms.
Construct an explanation that predicts patterns of interactions among organisms
across multiple ecosystems.
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.
Develop models to describe the atomic composition of simple molecules and
extended structures. (MS-PS1-2)
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