Arizona Science Standards .............................................................. 1
College and Career Ready ELA Standards ....................................... 2
Next Generation Science Standards ............................................... 6
S1C3PO1:
S1C3PO5:
S2C1PO1:
S2C1PO4:
S3C2PO1:
S1C3PO1:
S1C3PO5:
S2C1PO1:
S2C1PO4:
S3C2PO1:
S1C1PO1:
S1C2PO3:
S1C3PO2:
S1C4PO1:
S2C1PO1:
Analyze data obtained in a scientific investigation to identify trends and form
conclusions.
Analyze the results from previous and/or similar investigations to verify the
results of the current investigation.
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).
Describe the use of technology in science-related careers.
Propose viable methods of responding to an identified need or problem
Analyze data obtained in a scientific investigation to identify trends and form
conclusions.
Analyze the results from previous and/or similar investigations to verify the
results of the current investigation.
Identify how diverse people and/or cultures, past and present, have made
important contributions to scientific innovations (e.g., Rachel Carson [scientist],
supports Strand 4; Luis Alvarez [scientist] and Walter Alvarez [scientist], support
Strand 6; Percival Lowell [scientist], supports Strand 6; Copernicus [scientist],
supports Strand 6).
Analyze the use of technology in science-related careers.
Propose viable methods of responding to an identified need or problem
Formulate questions based on observations that lead to the development of a
hypothesis.
Conduct a controlled investigation to support or reject a hypothesis
Form a logical argument about a correlation between variables or sequence of
events
Communicate the results of an investigation
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
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S2C1PO4:
S3C2PO1:
[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 career opportunities related to life and physical sciences.
Propose viable methods of responding to an identified need or problem
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W.6.C.2
W.6.C.6
W.6.C.8
SL.6.C.1
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
 Introduce a topic; organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
 Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
 Use appropriate transitions to clarify the relationships among ideas and
concepts.
 Use precise language and domain-specific vocabulary to inform about or
explain the topic.
 Establish and maintain a formal style.
 Provide a concluding statement or section that follows from the information
or explanation presented.
Use technology, including the Internet, to produce and publish writing as well as
to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and providing basic bibliographic information
for sources.
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.
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SL.6.C.2
SL.6.C.4
SL.6.C.5
L.6.C.4
6-8.WHST.7
6-8.WHST.8
W.7.C.2
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.
Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue
under study.
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.
Include multimedia components (e.g., graphics, images, music, and sound) and
visual displays in presentations to clarify information.
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).
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
 Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
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W.7.C.6
W.7.C.8
SL.7.C.1
SL.7.C.2
SL.7.C.4
SL.7.C.5
L.7.C.4
Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
 Use appropriate transitions to create cohesion and clarify the relationships
among ideas and concepts.
 Use precise language and domain-specific vocabulary to inform about or
explain the topic.
 Establish and maintain a formal style.
 Provide a concluding statement or section that follows from and supports
the information or explanation presented.
Use technology, including the Internet, to produce and publish writing and link
to and cite sources as well as to interact and collaborate with others, including
linking to and citing sources.
Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation. (7.W.8)
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.
 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,
Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a
topic, text, or issue under study.
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.
Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 7 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., belligerent, bellicose, rebel).
 Consult general and specialized 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.
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6-8.WHST.7
6-8.WHST.8
W.8.C.2
W.8.C.6
W.8.C.8
SL.8.C.1
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).
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
 Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
 Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
 Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
 Use precise language and domain-specific vocabulary to inform about or
explain the topic.
 Establish and maintain a formal style.
 Provide a concluding statement or section that follows from and supports
the information or explanation presented.
Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas efficiently as well as to
interact and collaborate with others.
Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
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.
 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
Arizona Science Center, azscience.org
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SL.8.C.2
SL.8.C.4
SL.8.C.5
L.8.C.4
6-8.WHST.7
6-8.WHST.8
Analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social,
commercial, political) behind its presentation.
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.
Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
Determine or clarify the meaning of unknown and multiple-meaning words or
phrases based on grade 8 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., precede, recede, and secede).
 Consult general and specialized 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).
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Back to Table of Contents
(Performance outcomes are specified in parentheses.)
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Analyzing and Interpreting Data
o Analyze and interpret data to determine similarities and differences in findings. (MSPS1-2)
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)
Developing and Using Models
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o Develop a model to predict and/or describe phenomena. (MS-PS1-X, 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. (MSLS1-2)
o In multicellular organisms, the body is a system of multiple interacting
subsystems. These subsystems are groups of cells that work together to form
tissues and organs that are specialized for particular body functions. (MS-LS1-3)
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-PS1-1)
o Each pure substance has characteristic physical and chemical properties (for any
bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2)
PS1.B: Chemical Reactions
o Substances react chemically in characteristic ways. In a chemical process, the atoms
that make up the original substances are regrouped into different molecules, and
these new substances have different properties from those of the reactants. (MSPS1-2)
Influence of Science, Engineering, and Technology on Society and the Natural World
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)
Scale, Proportion, and Quantity
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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)
Science is a Human Endeavor
o Scientists and engineers are guided by habits of mind such as intellectual honesty,
tolerance of ambiguity, skepticism, and openness to new ideas. (MS-LS1-3)
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)
Systems and System Models
o Systems may interact with other systems; they may have sub-systems and be a part
of larger complex systems. (MS-LS1-3)
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-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-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.
Back to Table of Contents
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