Mapping Cambridge Lower Secondary Science 0893 (Stages
7 to 9) to the United States of America Next Generation
Science Standards (Grades 6 to 8)
September 2020
Version 1.0
Copyright © UCLES 2020
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Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
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permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.
Contents
Introduction .................................................................................................................................................................................................................................................. 4
Summary ...................................................................................................................................................................................................................................................... 5
Colour coding key: ..................................................................................................................................................................................................................................... 10
Mapping for the US NGSS Disciplinary Core Ideas statements: Grades 6 to 8 ........................................................................................................................................ 11
Mapping for the US NGSS Science and Engineering statements: Grades 6 to 8 ..................................................................................................................................... 29
Mapping for the US NGSS Understanding about the Nature of Science statements: Grades 6 to 8 ....................................................................................................... 38
Mapping for the US NGSS Crosscutting Concepts statements: Grades 6 to 8 ........................................................................................................................................ 42
Cambridge Lower Secondary Science learning objectives that do not align with the US NGSS for Grades 6 to 8.................................................................................. 45
Introduction
We have mapped Cambridge Lower Secondary Science (0893) to the United States of America (US) Next Generation Science Standards (NGSS) for Grades 6 to 8. This
mapping document shows where Cambridge Lower Secondary Science (0893) is covered in the US NGSS for Grades 6 to 8.
The Cambridge Lower Secondary Science Curriculum Framework provides a comprehensive set of progressive learning objectives for science. The learning objectives detail
what learners should know or what they should be able to do in science in each of Stages 7 to 9 of lower secondary education. They provide a structure for teaching and
learning and a reference against which learners' understanding can be checked. Each learning objective from the Cambridge Lower Secondary Science Curriculum
Framework has a unique code, e.g. 7TWSm.01. These codes appear in the Cambridge Teacher Guide, Schemes of Work and other published resources which can be found
at https://lowersecondary.cambridgeinternational.org. Ask the Cambridge coordinator or exams officer in your school if you do not already have a log-in for this support
site.
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Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
4
Summary
Overview
Cambridge Lower Secondary Science curriculum
Cambridge Lower Secondary Science is taught over three years (Stages 7 to 9) and is designed for ages 11 to 14. Each stage in the Cambridge Lower Secondary Science
curriculum has a distinct set of learning objectives, providing clear progression over the three years, and the curriculum is organised into six strands:
• a skills strand: Thinking and Working Scientifically
• four content strands: Biology; Chemistry; Physics; Earth and Space
• a context strand: Science in Context.
Although each of the six Cambridge strands is discrete, they are closely connected due to the holistic focus in Cambridge Lower Secondary Science which develops
knowledgeable learners who are able to think and work scientifically, while understanding how science is relevant to their lives and the world we live in.
The United States of America Next Generation Science Standards curriculum
The NGSS are designed for the US grade system. At middle school level, the curriculum is designed to be taught over three years (Grades 6 to 8) for learners aged 11 to
14.
Within the US NGSS, there are three distinct and equally important dimensions to learning science: Disciplinary Core Ideas; Science and Engineering Practices;
Crosscutting Concepts. Statements from these dimensions, alongside statements on Understanding about the Nature of Science, are combined to form standards which
detail what learners can do to demonstrate their understanding.
The Cambridge Lower Secondary Science curriculum has been mapped against the US NGSS statements for each dimension.
Cambridge Lower Secondary Science and the US NGSS for Grades 6 to 8 cover the same expected learner ages. However, there is an offset of one year between the two
curricula. US NGSS Grade 6 is not equivalent to Cambridge Stage 6, but to Cambridge Stage 7.
V1 20Y09
Age
US NGSS
Cambridge
11 to 12
Grade 6
Stage 7
12 to 13
Grade 7
Stage 8
13 to 14
Grade 8
Stage 9
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
5
Similarities
Differences
Aspects of the two curricula that overlap:
Aspects of the Cambridge Lower Secondary Science curriculum that
are not covered by the US NGSS statements for Grades 6 to 8:
•
•
•
There is significant overlap between Cambridge Lower Secondary Thinking and
Working Scientifically and the US NGSS Science and Engineering Practices.
Both curricula include coverage of scientific models, pattern seeking, planning
and carrying out investigations, making conclusions and evaluating
investigations.
There is some overlap of content relating to Biology and Earth and Space.
Cambridge Lower Secondary Science in Context is relevant to several US
NGSS statements and so can be integrated easily within these statements. US
NGSS statements tend to be more specific than the broader Cambridge Science
in Context learning objectives.
•
•
•
Other similarities to note:
•
•
The two curricula have a similar number of statements.
Both curricula are structured around defining areas of science; in Cambridge
Lower Secondary Science these are called strands and in the US NGSS they
are called dimensions. Both curricula are designed so the areas of science are
used together in planning to produce a cohesive, integrated outcome for
learners. The pedagogical approach behind the two curricula is highly
compatible.
•
•
Thinking and Working Scientifically: using symbols and formulae; making
predictions; making risk assessments; working safely when doing practical work;
hazard symbols; unexpected results leading to scientific understanding.
Biology: similarities and differences of plant cells; specialised cells; viruses;
definition of a species; dichotomous keys; blood; the human respiratory system
and gas exchange; the human renal system; constituents of a balanced diet; the
effect of lifestyle on human growth and fetal development; nutrient requirements
of plants.
Chemistry: the Periodic Table including using it to predict properties and
identifying trends within it; metals and non-metals; acids, alkali and pH; testing
for common gases; alloys; atomic structure including electrostatic attractions
between nucleus and electrons; paper chromatography; reactivity of metals;
reactions that lead to impure mixtures; inert substances; bonding including
covalent and ionic bonding; defining an ion; density; rates of reaction.
Physics: echoes; a model for electricity; electrical conductors and insulators;
current including affecting current by varying the number of components in a
circuit and measuring current; calculating resistance; circuit diagrams;
calculating speed and interpreting distance/time graphs; pressure including
using the particle model to explain it; floating and sinking; thermal transfer
including cooling by evaporation.
Earth and Space: tidal forces on Earth; the Earth’s magnetic field; climate
cycles, planet formation; asteroids including consequences of an impact with the
Earth; formation of the Moon; star formation within nebulae.
Aspects of the US NGSS statements for Grades 6 to 8 that are not
covered by the Cambridge Lower Secondary Science curriculum:
•
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Disciplinary Core Ideas: engineering, technology and the application of science;
asexual reproduction; animal behaviour; flowering plant reproduction; genetic
influence on plant growth; the brain processes sensory input and results in
behaviour or memories; interdependence of organisms in an ecosystem;
biodiversity; mutations; fossils; the relationship between the Earth’s axis and
seasons; geological time scales; energy and matter cycling; temperature and
salinity linked to ocean currents; changing land and underwater features;
weather prediction; how oceans can affect the weather and climate; change of
state; Newton’s third law; the link between speed and energy; potential energy;
calculating the energy transfer required to change the temperature of an
environment.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
6
•
•
•
Science and Engineering Practices: statements which are focused on
engineering; distinguishing causal and correlational relationships; explicit use of
mathematics in science such as applying statistics and probability, deciding
when to use qualitative or quantitative data and using mathematical
representations.
Crosscutting Concepts: explicit reference to relative scales including how scale
affects what is observable; patterns in numerical relationships can provide
information; changes over time; cause and effect; applying probability; causality
and correlation in science; using algebra and equations to represent scientific
relationships; system interactions; matter and energy cycles; stability of a
system and changes over time.
Understanding about the Nature of Science: common scientific approaches
span disciplines; defining the terms theory and law within science; explicit
definition of science; diversity within scientific workforces; habits and human
qualities that science relies on; science is limited to systems that allow
observation and gathering empirical evidence.
Other differences to note:
•
•
•
•
•
•
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Progression within the US NGSS for Grades 6, 7 and 8 cannot be guaranteed
as the US NGSS states expectations across the grade range of 6 to 8.
Cambridge progression is shown stage by stage (7, 8 and 9).
Some US NGSS statements can only be met by considering multiple Cambridge
Lower Secondary Science learning objectives from different stages. This is
partly because some of the US NGSS statements are very broad and others are
so specific that only a combination of Cambridge Lower Secondary Science
learning objectives will fulfil the US NGSS statements.
The US NGSS have a significant number of statements relating to engineering
and engineering practices. This content is not present in the Cambridge Lower
Secondary Science curriculum.
The US NGSS has explicit reference to mathematics expectations which are
implicit in the Cambridge Lower Secondary Science curriculum. The majority of
the US NGSS mathematical expectations would be expected to be covered
when teaching Cambridge Lower Secondary Science.
The US NGSS for Grades 6 to 8 have a focus on biology and the environment,
including content relating to marine systems. Cambridge Lower Secondary
Science has a greater focus on chemistry and physics content, particularly on
reaction chemistry, bonding, the Periodic Table, atomic structure and electricity.
A number of US NGSS statements not covered by Cambridge Lower Secondary
Science are covered within Cambridge Primary Science. These include:
flowering plant reproduction; fossils; the relationship between the Earth’s axis
and seasons; change of state.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
7
Conclusion
Cambridge Lower Secondary Science is compatible with
use of support materials recommended
Cambridge Lower Secondary Science is compatible with
additional support required
You are
here
Schools and teachers: you can add or integrate the Cambridge
Lower Secondary Science curriculum yourselves and will benefit
from:
• using the materials on the support sites
• attending Cambridge International training (face-to-face or
online)
• using the wider guidance available, such as Implementing the
Curriculum with Cambridge
• discussing with your regional Cambridge International contact
the specific needs of your school and identifying what available
support from Cambridge International best meets your needs.
Schools and teachers: you may need assistance to add or integrate
the Cambridge Lower Secondary Science curriculum and will benefit
from:
• discussing with your regional Cambridge International contact
the specific needs of your school and identifying what available
support from Cambridge International best meets your needs
• discussing the compatibility of the Cambridge curriculum with
yoursubject specialist(s). This conversation may include
analysing the specific issues with using the Cambridge
curriculum in your school and jointly agreeing solutions.
It is possible to integrate the Cambridge Lower Secondary Science curriculum with the US NGSS for Grades 6 to 8. However, particular focus needs to be given to learning
associated with chemistry and physics as these areas will require significant time and resource to cover in addition to the US NGSS for Grades 6 to 8.Cambridge Lower
Secondary Science includes some key concepts which are not introduced in the US NGSS for Grades 6 to 8, particularly in chemistry and physics. Important ones include:
the Periodic Table; acids and alkalis; reactivity of metal; atomic structure; bonding; electricity and electrical circuits. These are significant differences that will require
addressing if Cambridge Lower Secondary Science is used alongside of the US NGSS.
Some aspects of the Cambridge Lower Secondary Science curriculum may be covered in other curriculum subjects in the United States of America. For example, content
not mapped to the US NGSS statements for Grades 6 to 8 could be included within state level science curricula or included within related subjects such as electronics or
technology.
The aspects of the US NGSS for Grades 6 to 8 in Science and Engineering Practices, Crosscutting Concepts and Understanding about the Nature of Science that are not
covered by Cambridge Lower Secondary Science can be incorporated in the Cambridge curriculum with appropriate school level planning. This is because the pedagogical
approaches underpinning the US NGSS and Cambridge Primary Science are similar and the additional US content will not require significant time to integrate in the
Cambridge curriculum if implemented well.
In addition, some aspects of the US NGSS for Grades 6 to 8 may be covered in relevant Cambridge IGCSEs™. This mapping does not include a review of relevant
Cambridge IGCSEs.
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Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
8
To support integration of Cambridge Lower Secondary Science with the US NGSS for Grades 6 to 8, you will need to consider the amount of time you have available to
teach science and if more time can be provided.
• If more time is provided, it may be possible to cover the overlapping content and the unique content of both curricula.
• If more time is not available, you will need to make decisions about which unique parts of both curricula you will prioritise and which learning objectives can be blended
together to minimise the time requirements. These decisions may be affected by what other subjects you teach.
We recommend that you read and consider the guidance document Implementing the Curriculum with Cambridge and at least one member of staff attends the Introductory
training for Cambridge Lower Secondary Science before discussing your needs further with your regional Cambridge International contact.
In addition, we provide a progression grid that is useful for identifying progression of all content across all stages. This will support you to ensure that progression of the
Cambridge curriculum can be maintained when moving content between stages/grades.
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Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
9
Colour coding key:
V1 20Y09
Colour
Statement affected
Meaning
Turquoise
US NGSS statement
This part of the US NGSS statement has no matching
Cambridge learning objective
Grey
Cambridge learning objective
This part of the Cambridge learning objective matches
the relevant US NGSS statement, but is not at the same
age expectation (either below or above the expected
age of the US NGSS grade)
Green
Cambridge learning objective
This part of the Cambridge learning objective does not
match the US NGSS statement
No colour
Cambridge learning objective
This part of the Cambridge learning objective matches
the US NGSS statement at the same age expectation
No colour
US NGSS statement
This part of the US NGSS statement matches at least
one Cambridge learning objective
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
10
Mapping for the US NGSS Disciplinary Core Ideas statements: Grades 6 to 8
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
Cambridge Lower Secondary Science
learning objectives
Notes
Life Science
LS1: From molecules
to organisms:
structures and
processes
LS1.A: Structure
and Function
LS1.B: Growth and
Development of
Organisms
All living things are made up of cells,
which is the smallest unit that can be
said to be alive. An organism may
consist of one single cell (unicellular)
or many different numbers and types of
cells (multicellular).
Within cells, special structures are
responsible for particular functions,
and the cell membrane forms the
boundary that controls what enters and
leaves the cell.
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.
Organisms reproduce, either sexually
or asexually, and transfer their genetic
information to their offspring.
7Bs.01 Understand that all organisms are made of cells and
microorganisms are typically single celled.
7Bs.02 Identify and describe the functions of cell structures
(limited to cell membrane, cytoplasm, nucleus, cell wall,
chloroplast, mitochondria and sap vacuole).
7Bs.05 Understand that cells can be grouped together to form
tissues, organs and organ systems.
9Bs.03 Know that chromosomes contain genes, made of DNA,
and that genes contribute to the determination of an organism's
characteristics.
9Bp.01 Describe the fusion of gametes to produce a fertilised egg
with a new combination of DNA.
Animals engage in characteristic
behaviors that increase the odds of
reproduction.
Plants reproduce in a variety of ways,
sometimes depending on animal
behavior and specialized features for
reproduction.
V1 20Y09
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
Flowering
plant
reproduction is
covered in
Cambridge
Primary
Science
11
US NGSS area
US NGSS theme
LS1.C:
Organisation of
Matter and Energy
Flow in Organisms
LS1.D: Information
Processing
LS2: Ecosystems:
Interactions, Energy
and Dynamics
V1 20Y09
LS2.A:
Interdependent
Relationships in
Ecosystems
US NGSS statements:
Grades 6 to 8
Genetic factors as well as local
conditions affect the growth of the adult
plant.
Plants, algae (including
phytoplankton), and many
microorganisms use the energy from
light to make sugars (food) from
carbon dioxide from the atmosphere
and water through the process of
photosynthesis, which also releases
oxygen. These sugars can be used
immediately or stored for growth or
later use.
Within individual organisms, food
moves through a series of chemical
reactions in which it is broken down
and rearranged to form new molecules,
to support growth, or to release
energy.
Each sense receptor responds to
different inputs (electromagnetic,
mechanical, chemical), transmitting
them as signals that travel along nerve
cells to the brain. The signals are then
processed in the brain, resulting in
immediate behaviors or memories.
Organisms, and populations of
organisms, are dependent on their
environmental interactions both with
other living things and with nonliving
factors.
Cambridge Lower Secondary Science
learning objectives
Notes
9Bp.06 Know that photosynthesis occurs in chloroplasts and is
the process by which plants make carbohydrates, using the
energy from light.
9Bp.07 Know and use the summary word equation for
photosynthesis (carbon dioxide + water -> glucose + oxygen, in
the presence of light and chlorophyll).
8Bp.02 Understand that carbohydrates and fats can be used as a
store of energy in animals, and animals consume food to obtain
energy and nutrients.
8Bp.04 Know that aerobic respiration occurs in the mitochondria
of plant and animal cells, and gives a controlled release of energy.
8Bp.05 Know and use the summary word equation for aerobic
respiration (glucose + oxygen -> carbon dioxide + water).
9Bp.06 Know that photosynthesis occurs in chloroplasts and is
the process by which plants make carbohydrates, using the
energy from light.
9Bp.07 Know and use the summary word equation for
photosynthesis (carbon dioxide + water -> glucose + oxygen, in
the presence of light and chlorophyll).
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
7Be.02 Construct and interpret food chains and webs which
include microorganisms as decomposers.
8Be.01 Identify different ecosystems on the Earth, recognising the
variety of habitats that exist within an ecosystem.
NGSS
statement can
be met
through
combining
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
12
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
Notes
8Be.02 Describe the impact of the bioaccumulation of toxic
substances on an ecosystem.
8Be.03 Describe how a new and/or invasive species can affect
other organisms and an ecosystem.
9Be.01 Describe what could happen to the population of a
species, including extinction, when there is an environmental
change.
7Be.02 Construct and interpret food chains and webs which
include microorganisms as decomposers.
8Be.01 Identify different ecosystems on the Earth, recognising the
variety of habitats that exist within an ecosystem.
8Be.03 Describe how a new and/or invasive species can affect
other organisms and an ecosystem.
9Be.01 Describe what could happen to the population of a
species, including extinction, when there is an environmental
change.
Cambridge
learning
objectives to
meet a specific
outcome
Growth of organisms and population
increases are limited by access to
resources.
7Be.02 Construct and interpret food chains and webs which
include microorganisms as decomposers.
9Be.01 Describe what could happen to the population of a
species, including extinction, when there is an environmental
change.
Resources in
general can be
covered within
the Cambridge
learning
objectives
Similarly, predatory interactions may
reduce the number of organisms or
eliminate whole populations of
organisms. Mutually beneficial
interactions, in contrast, may become
so interdependent that each organism
requires the other for survival.
Although the species involved in these
competitive, predatory, and mutually
beneficial interactions vary across
ecosystems, the patterns of
interactions of organisms with their
environments, both living and
nonliving, are shared.
7Be.02 Construct and interpret food chains and webs which
include microorganisms as decomposers.
8Be.03 Describe how a new and/or invasive species can affect
other organisms and an ecosystem.
9Be.01 Describe what could happen to the population of a
species, including extinction, when there is an environmental
change.
Interpretation
of food chains
and webs
includes
considering
predatory
interactions
In any ecosystem, organisms and
populations with similar requirements
for food, water, oxygen, or other
resources may compete with each
other for limited resources, access to
which consequently constrains their
growth and reproduction.
V1 20Y09
Cambridge Lower Secondary Science
learning objectives
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
13
US NGSS area
US NGSS theme
LS2.B: Cycles of
Matter and Energy
Transfer in
Ecosystems
LS2.C: Ecosystems
Dynamics,
Functioning and
Resilience
LS3: Heredity:
Inheritance and
Variation of Traits
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LS3.A: Inheritance
of Traits
US NGSS statements:
Grades 6 to 8
Food webs are models that
demonstrate how matter and energy is
transferred between producers,
consumers, and decomposers as the
three groups interact within an
ecosystem. Transfers of matter into
and out of the physical environment
occur at every level. Decomposers
recycle nutrients from dead plant or
animal matter back to the soil in
terrestrial environments or to the water
in aquatic environments. The atoms
that make up the organisms in an
ecosystem are cycled repeatedly
between the living and nonliving parts
of the ecosystem.
Ecosystems are dynamic in nature;
their characteristics can vary over time.
Disruptions to any physical or
biological component of an ecosystem
can lead to shifts in all its populations.
Biodiversity describes the variety of
species found in Earth’s terrestrial and
oceanic ecosystems. The
completeness or integrity of an
ecosystem’s biodiversity is often used
as a measure of its health.
Genes are located in the
chromosomes of cells, with each
chromosome pair containing two
variants of each of many distinct
genes. Each distinct gene chiefly
controls the production of specific
proteins, which in turn affects the traits
of the individual. Changes (mutations)
to genes can result in changes to
proteins, which can affect the
Cambridge Lower Secondary Science
learning objectives
7Be.01 Know and describe the ecological role some
microorganisms have as decomposers.
7Be.02 Construct and interpret food chains and webs which
include microorganisms as decomposers.
9ESc.01 Describe the carbon cycle (limited to photosynthesis,
respiration, feeding, decomposition and combustion).
Notes
.
8Be.01 Identify different ecosystems on the Earth, recognising the
variety of habitats that exist within an ecosystem.
9Be.01 Describe what could happen to the population of a
species, including extinction, when there is an environmental
change.
9Bs.03 Know that chromosomes contain genes, made of DNA,
and that genes contribute to the determination of an organism's
characteristics
9Bp.03 Describe variation within a species and relate this to
genetic differences between individuals.
9Bp.04 Describe the scientific theory of natural selection and how
it relates to genetic changes over time.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
14
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
structures and functions of the
organism and thereby change traits
Variations of inherited traits between
parent and offspring arise from genetic
differences that result from the subset
of chromosomes (and therefore genes)
inherited.
LS3.B: Variation of
Traits
LS4: Biological
Evolution: Unity and
Diversity
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LS4.A: Evidence of
Common Ancestry
and Diversity
Cambridge Lower Secondary Science
learning objectives
Notes
9Bs.03 Know that chromosomes contain genes, made of DNA,
and that genes contribute to the determination of an organism's
characteristics
9Bp.01 Describe the fusion of gametes to produce a fertilised egg
with a new combination of DNA.
9Bp.03 Describe variation within a species and relate this to
genetic differences between individuals.
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
In sexually reproducing organisms,
each parent contributes half of the
genes acquired (at random) by the
offspring. Individuals have two of each
chromosome and hence two alleles of
each gene, one acquired from each
parent. These versions may be
identical or may differ from each other.
9Bp.01 Describe the fusion of gametes to produce a fertilised egg
with a new combination of DNA.
9Bp.02 Describe the inheritance of sex in humans in terms of XX
and XY chromosomes.
9Bp.03 Describe variation within a species and relate this to
genetic differences between individuals.
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
In addition to variations that arise from
sexual reproduction, genetic
information can be altered because of
mutations. Though rare, mutations may
result in changes to the structure and
function of proteins. Some changes are
beneficial, others harmful, and some
neutral to the organism.
The collection of fossils and their
placement in chronological order (e.g.,
through the location of the sedimentary
layers in which they are found or
through radioactive dating) is known as
the fossil record. It documents the
existence, diversity, extinction, and
9Bp.03 Describe variation within a species and relate this to
genetic differences between individuals.
9Bp.04 Describe the scientific theory of natural selection and how
it relates to genetic changes over time.
Mutations is
not explicit
within
Cambridge,
but can be accommodated
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
Fossils are
covered in
Cambridge
Primary
Science
15
US NGSS area
US NGSS theme
LS4.B: Natural
Selection
LS4.C: Adaptation
V1 20Y09
US NGSS statements:
Grades 6 to 8
Cambridge Lower Secondary Science
learning objectives
change of many life forms throughout
the history of life on Earth.
Anatomical similarities and differences
between various organisms living
today and between them and
organisms in the fossil record, enable
the reconstruction of evolutionary
history and the inference of lines of
evolutionary descent.
Comparison of the embryological
development of different species also
reveals similarities that show
relationships not evident in the fullyformed anatomy.
Natural selection leads to the
predominance of certain traits in a
population, and the suppression of
others.
In artificial selection, humans have the
capacity to influence certain
characteristics of organisms by
selective breeding. One can choose
desired parental traits determined by
genes, which are then passed on to
offspring.
9Bp.03 Describe variation within a species and relate this to
genetic differences between individuals.
9Bp.04 Describe the scientific theory of natural selection and how
it relates to genetic changes over time.
9Bs.03 Know that chromosomes contain genes, made of DNA,
and that genes contribute to the determination of an organism's
characteristics
9Bp.01 Describe the fusion of gametes to produce a fertilised egg
with a new combination of DNA.
7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve
and/or require scientific understanding.
Adaptation by natural selection acting
over generations is one important
process by which species change over
time in response to changes in
environmental conditions. Traits that
support successful survival and
reproduction in the new environment
become more common; those that do
not become less common. Thus, the
Notes
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
9Bp.03 Describe variation within a species and relate this to
genetic differences between individuals.
9Bp.04 Describe the scientific theory of natural selection and how
it relates to genetic changes over time.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
16
US NGSS area
US NGSS theme
LS4.D: Biodiversity
and Humans
US NGSS statements:
Grades 6 to 8
distribution of traits in a population
changes.
Changes in biodiversity can influence
humans’ resources, such as food,
energy, and medicines, as well as
ecosystem services that humans rely
on— for example, water purification
and recycling.
Cambridge Lower Secondary Science
learning objectives
Notes
7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve
and/or require scientific understanding.
7SIC.05, 8SIC.05 and 9SIC.05 Discuss how the uses of science
can have a global environmental impact.
Earth and Space Science
ESS1: Earth’s Place
in the Universe
ESS1.A: The
Universe and Its
Stars
ESS1.B: Earth and
the Solar System
ESS1.C: The
History of Planet
Earth
V1 20Y09
Earth and its solar system are part of
the Milky Way galaxy, which is one of
many galaxies in the universe.
The solar system consists of the sun
and a collection of objects, including
planets, their moons, and asteroids
that are held in orbit around the sun by
its gravitational pull on them.
8ESs.01 Describe a galaxy in terms of stellar dust and gas, stars
and planetary systems.
This model of the solar system can
explain eclipses of the sun and the
moon. Earth’s spin axis is fixed in
direction over the short-term but tilted
relative to its orbit around the sun. The
seasons are a result of that tilt and are
caused by the differential intensity of
sunlight on different areas of Earth
across the year.
7ESs.04 Explain how solar and lunar eclipses happen.
7ESs.02 Know that gravity is the force that holds components of
the Solar System in orbit around the Sun.
Naming the
planets and an
introduction to
the Solar
System is
covered in
Cambridge
Primary
Science.
The
relationship
between the
Earth’s axis
and seasons is
covered in
Cambridge
Primary
Science
The geologic time scale interpreted
from rock strata provides a way to
organize Earth’s history. Analyses of
rock strata and the fossil record
provide only relative dates, not an
absolute scale.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
17
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
Tectonic processes continually
generate new ocean sea floor at ridges
and destroy old sea floor at trenches.
ESS2: Earth’s
Systems
ESS2.A: Earth
Materials and
Systems
ESS2.B: Plate
Tectonics and
Large-Scale
System
Interactions
ESS2.C: The Roles
of Water in Earth’s
Surface Processes
All Earth processes are the result of
energy flowing and matter cycling
within and among the planet’s
systems. This energy is derived from
the sun and Earth’s hot interior. The
energy that flows and matter that
cycles produce chemical and physical
changes in Earth’s materials and living
organisms.
The planet’s systems interact over
scales that range from microscopic to
global in size, and they operate over
fractions of a second to billions of
years. These interactions have shaped
Earth’s history and will determine its
future.
Maps of ancient land and water
patterns, based on investigations of
rocks and fossils, make clear how
Earth’s plates have moved great
distances, collided, and spread apart
Water continually cycles among land,
ocean, and atmosphere via
transpiration, evaporation,
condensation and crystallization, and
precipitation, as well as downhill flows
on land
The complex patterns of the changes
and the movement of water in the
atmosphere, determined by winds,
landforms, and ocean temperatures
V1 20Y09
Cambridge Lower Secondary Science
learning objectives
Notes
7ESp.01 Describe the model of plate tectonics, in which a solid
outer layer (made up of the crust and uppermost mantle) moves
because of flow lower in the mantle.
7ESp.02 Describe how earthquakes, volcanoes and fold
mountains occur near the boundaries of tectonic plates.
9ESp.02 Explain why the jigsaw appearance of continental
coasts, location of volcanoes and earthquakes, fossil record and
alignment of magnetic materials in the Earth's crust are all
evidence for tectonic plates.
7ESc.01 Describe the water cycle (limited to evaporation,
condensation, precipitation, water run-off, open water and
groundwater).
9Bs.01 Describe the pathway of water and mineral salts from the
roots to the leaves in flowering plants, including absorption in root
hair cells, transport through xylem and transpiration from the
surface of leaves.
8ESc.02 Understand that the Earth's climate can change due to
atmospheric change.
8ESc.03 Describe the difference between climate and weather.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
18
US NGSS area
US NGSS theme
ESS2.D: Weather
and Climate
ESS3: Earth and
Human Activity
V1 20Y09
ESS3.A: Natural
Resources
US NGSS statements:
Grades 6 to 8
and currents, are major determinants
of local weather patterns.
Global movements of water and its
changes in form are propelled by
sunlight and gravity.
Variations in density due to variations
in temperature and salinity drive a
global pattern of interconnected ocean
currents.
Water’s movements—both on the land
and underground—cause weathering
and erosion, which change the land’s
surface features and create
underground formations.
Weather and climate are influenced by
interactions involving sunlight, the
ocean, the atmosphere, ice, landforms,
and living things. These interactions
vary with latitude, altitude, and local
and regional geography, all of which
can affect oceanic and atmospheric
flow patterns.
Because these patterns are so
complex, weather can only be
predicted probabilistically.
The ocean exerts a major influence on
weather and climate by absorbing
energy from the sun, releasing it over
time, and globally redistributing it
through ocean currents.
Humans depend on Earth’s land,
ocean, atmosphere, and biosphere for
many different resources. Minerals,
fresh water, and biosphere resources
are limited, and many are not
renewable or replaceable over human
lifetimes. These resources are
Cambridge Lower Secondary Science
learning objectives
Notes
7ESc.01 Describe the water cycle (limited to evaporation,
condensation, precipitation, water run-off, open water and
groundwater).
8ESc.02 Understand that the Earth's climate can change due to
atmospheric change.
8ESc.03 Describe the difference between climate and weather.
8ESp.02 Identify renewable resources (including wind, tidal and
solar power, and bioplastics) and non-renewable resources
(including fossil fuels), and describe how humans use them.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
19
US NGSS area
US NGSS theme
ESS3.B: Natural
Hazards
ESS3.C: Human
Impacts on Earth
Systems
US NGSS statements:
Grades 6 to 8
distributed unevenly around the planet
as a result of past geologic processes.
Mapping the history of natural hazards
in a region, combined with an
understanding of related geologic
forces can help forecast the locations
and likelihoods of future events.
Human activities have significantly
altered the biosphere, sometimes
damaging or destroying natural
habitats and causing the extinction of
other species. But changes to Earth’s
environments can have different
impacts (negative and positive) for
different living things.
Typically as human populations and
per-capita consumption of natural
resources increase, so do the negative
impacts on Earth unless the activities
and technologies involved are
engineered otherwise.
V1 20Y09
Cambridge Lower Secondary Science
learning objectives
7ESp.01 Describe the model of plate tectonics, in which a solid
outer layer (made up of the crust and uppermost mantle) moves
because of flow lower in the mantle.
7ESp.02 Describe how earthquakes, volcanoes and fold
mountains occur near the boundaries of tectonic plates.
9ESp.01 Explain the movement of tectonic plates in terms of
convection currents.
7SIC.02, 8SIC.02 and 9SIC.02 Describe how science is applied
across societies and industries, and in research.
7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve
and/or require scientific understanding.
7ESp.03 Know that clean, dry air contains 78% nitrogen, 21%
oxygen and small amounts of carbon dioxide and other gases,
and this composition can change because of pollution and natural
emissions.
8ESp.02 Identify renewable resources (including wind, tidal and
solar power, and bioplastics) and non-renewable resources
(including fossil fuels), and describe how humans use them.
9Be.01 Describe what could happen to the population of a
species, including extinction, when there is an environmental
change.
7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve
and/or require scientific understanding.
7SIC.05, 8SIC.05 and 9SIC.05 Discuss how the uses of science
can have a global environmental impact
7ESp.03 Know that clean, dry air contains 78% nitrogen, 21%
oxygen and small amounts of carbon dioxide and other gases,
and this composition can change because of pollution and natural
emissions.
8ESp.02 Identify renewable resources (including wind, tidal and
solar power, and bioplastics) and non-renewable resources
(including fossil fuels), and describe how humans use them.
9Be.01 Describe what could happen to the population of a
species, including extinction, when there is an environmental
change.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
Notes
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
20
US NGSS area
US NGSS theme
ESS3.D: Global
Climate Change
US NGSS statements:
Grades 6 to 8
Human activities, such as the release
of greenhouse gases from burning
fossil fuels, are major factors in the
current rise in Earth’s mean surface
temperature (global warming).
Reducing the level of climate change
and reducing human vulnerability to
whatever climate changes do occur
depend on the understanding of
climate science, engineering
capabilities, and other kinds of
knowledge, such as understanding of
human behavior and on applying that
knowledge wisely in decisions and
activities.
Cambridge Lower Secondary Science
learning objectives
7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve
and/or require scientific understanding.
7SIC.05, 8SIC.05 and 9SIC.05 Discuss how the uses of science
can have a global environmental impact
7ESp.03 Know that clean, dry air contains 78% nitrogen, 21%
oxygen and small amounts of carbon dioxide and other gases,
and this composition can change because of pollution and natural
emissions.
9ESc.02 Describe the historical and predicted future impacts of
climate change, including sea level change, flooding, drought and
extreme weather events.
7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve
and/or require scientific understanding.
7SIC.05, 8SIC.05 and 9SIC.05 Discuss how the uses of science
can have a global environmental impact.
Notes
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
Physical Science
PS1: Matter and Its
Interactions
PS1.A: Structure
and Properties of
Matter
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.
Each pure substance has
characteristic physical and chemical
properties (for any bulk quantity under
given conditions) that can be used to
identify it.
Gases and liquids are made of
molecules or inert atoms that are
moving about relative to each other.
V1 20Y09
7Cm.01 Understand that all matter is made of atoms, with each
different type of atom being a different element.
7Cm.07 Use the particle model to represent elements,
compounds and mixtures.
9Cm.02 Understand that a molecule is formed when two or more
atoms join together chemically, through a covalent bond.
9Cp.04 Know that elements and compounds exist in structures
(simple or giant), and this influences their physical properties.
7TWSc.01, 8TWSc.01 and 9TWSc.01 Sort, group and classify
phenomena, objects, materials and organisms through testing,
observation, using secondary information, and making and using
keys.
8Cm.04 Know that purity is a way to describe how much of a
specific chemical is in a mixture.
7Cm.01 Understand that all matter is made of atoms, with each
different type of atom being a different element.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
21
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
In a liquid, the molecules are
constantly in contact with others; in a
gas, they are widely spaced except
when they happen to collide. In a solid,
atoms are closely spaced and may
vibrate in position but do not change
relative locations.
PS1.B: Chemical
Reactions
V1 20Y09
Cambridge Lower Secondary Science
learning objectives
7Cm.06 Describe the three states of matter as solid, liquid and
gas in terms of the arrangement, separation and motion of
particles.
7Cm.07 Use the particle model to represent elements,
compounds and mixtures.
8Cc.06 Understand that some substances are generally
unreactive and can be described as inert.
8Pf.07 Describe the diffusion of gases and liquids as the
intermingling of substances by the movement of particles.
7Cm.06 Describe the three states of matter as solid, liquid and
gas in terms of the arrangement, separation and motion of
particles.
Solids may be formed from molecules,
or they may be extended structures
with repeating subunits (e.g., crystals).
The changes of state that occur with
variations in temperature or pressure
can be described and predicted using
these models of matter.
9Cp.04 Know that elements and compounds exist in structures
(simple or giant), and this influences their physical properties.
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.
7Cp.01 Understand that all substances have chemical properties
and physical properties.
7Cc.01 Identify whether a chemical reaction has taken place
through observations of the loss of reactants and/or the formation
of products which have different properties to the reactants
(including evolving a gas, formation of a precipitate or change of
colour).
7Cc.02 Explain why a precipitate forms, in terms of a chemical
reaction between soluble reactants forming at least one insoluble
product.
7Cc.03 Use the particle model to describe chemical reactions.
Notes
The particle
model is
introduced in,
and is used
throughout,
Cambridge
Primary
Science.
Change of
state is
covered in
Cambridge
Primary
Science
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
22
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
The total number of each type of atom
is conserved, and thus the mass does
not change.
Some chemical reactions release
energy, others store energy.
PS2: Motion and
Stability: Forces and
Interactions
V1 20Y09
PS2.A: Forces and
Motion
For any pair of interacting objects, the
force exerted by the first object on the
second object is equal in strength to
the force that the second object exerts
on the first, but in the opposite
direction (Newton’s third law).
The motion of an object is determined
by the sum of the forces acting on it; if
the total force on the object is not zero,
its motion will change. The greater the
mass of the object, the greater the
force needed to achieve the same
change in motion. For any given
object, a larger force causes a larger
change in motion.
All positions of objects and the
directions of forces and motions must
be described in an arbitrarily chosen
reference frame and arbitrarily chosen
units of size. In order to share
Cambridge Lower Secondary Science
learning objectives
Notes
7Cc.04 Describe neutralisation reactions in terms of change of
pH.
9Cc.01 Use word equations and symbol equations to describe
reactions (balancing symbol equations is not required).
9Cc.02 Identify examples of displacement reactions and predict
products (limited to reactions involving calcium, magnesium, zinc,
iron, copper, gold and silver salts).
9Cc.03 Describe how to prepare some common salts by the
reactions of metals with acids, and metal carbonates with acids,
and purify them, using filtration, evaporation and crystallisation.
9Cc.05 Understand that in chemical reactions mass and energy
are conserved.
8Cc.02 Know that some processes and reactions are endothermic
or exothermic, and this can be identified by temperature change.
9Cc.05 Understand that in chemical reactions mass and energy
are conserved.
8Pf.03 Describe the effects of balanced and unbalanced forces on
motion.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
23
US NGSS area
US NGSS theme
PS2.B: Types of
Interactions
PS3: Energy
V1 20Y09
PS3.A: Definitions
of Energy
US NGSS statements:
Grades 6 to 8
information with other people, these
choices must also be shared.
Electric and magnetic
(electromagnetic) forces can be
attractive or repulsive, and their sizes
depend on the magnitudes of the
charges, currents, or magnetic
strengths involved and on the
distances between the interacting
objects.
Gravitational forces are always
attractive. There is a gravitational force
between any two masses, but it is very
small except when one or both of the
objects have large mass—e.g., Earth
and the sun.
Forces that act at a distance (electric,
magnetic, and gravitational) can be
explained by fields that extend through
space and can be mapped by their
effect on a test object (a charged
object, or a ball, respectively).
Motion energy is properly called kinetic
energy; it is proportional to the mass of
the moving object and grows with the
square of its speed.
A system of objects may also contain
stored (potential) energy, depending
on their relative positions.
The temperature of a system is
proportional to the average internal
kinetic energy and potential energy per
atom or molecule (whichever is the
Cambridge Lower Secondary Science
learning objectives
Notes
8Pe.01 Describe a magnetic field, and understand that it
surrounds a magnet and exerts a force on other magnetic fields.
8Pe.02 Describe how to make an electromagnet and know that
electromagnets have many applications.
8Pe.03 Investigate factors that change the strength of an
electromagnet.
7Pf.03 Describe gravity as a force of attraction between any two
objects and describe how the size of the force is related to the
masses of the objects.
7Pf.03 Describe gravity as a force of attraction between any two
objects and describe how the size of the force is related to the
masses of the objects.
7ESs.02 Know that gravity is the force that holds components of
the Solar System in orbit around the Sun.
8Pe.01 Describe a magnetic field, and understand that it
surrounds a magnet and exerts a force on other magnetic fields.
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
9Pf.02 Describe the difference between heat and temperature.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
24
US NGSS area
US NGSS theme
PS3.B:
Conservation of
Energy and Energy
Transfer
US NGSS statements:
Grades 6 to 8
appropriate building block for the
system’s material). The details of that
relationship depend on the type of
atom or molecule and the interactions
among the atoms in the material.
Temperature is not a direct measure of
a system's total thermal energy. The
total thermal energy (sometimes called
the total internal energy) of a system
depends jointly on the temperature, the
total number of atoms in the system,
and the state of the material.
The term “heat” as used in everyday
language refers both to thermal energy
(the motion of atoms or molecules
within a substance) and the transfer of
that thermal energy from one object to
another. In science, heat is used only
for this second meaning; it refers to the
energy transferred due to the
temperature difference between two
objects.
Temperature is not a measure of
energy; the relationship between the
temperature and the total energy of a
system depends on the types, states,
and amounts of matter present.
When the motion energy of an object
changes, there is inevitably some other
change in energy at the same time.
Cambridge Lower Secondary Science
learning objectives
Notes
9Pf.02 Describe the difference between heat and temperature.
9Pf.02 Describe the difference between heat and temperature.
7Pf.01 Describe changes in energy that are a result of an event or
process.
9Pf.03 Know that energy is conserved, meaning it cannot be
created or destroyed.
The amount of energy transfer needed
to change the temperature of a matter
sample by a given amount depends on
the nature of the matter, the size of the
sample, and the environment.
V1 20Y09
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
25
US NGSS area
US NGSS theme
PS3.C:
Relationship
between Energy
and Forces
PS3.D: Energy in
Chemical
Processes and
Everyday Life
PS4: Waves and
Their Applications in
Technologies for
Information Transfer
PS4.A: Wave
Properties
PS4.B:
Electromagnetic
Radiation
US NGSS statements:
Grades 6 to 8
Cambridge Lower Secondary Science
learning objectives
Energy is spontaneously transferred
out of hotter regions or objects and into
colder ones.
When two objects interact, each one
exerts a force on the other that can
cause energy to be transferred to or
from the object.
The chemical reaction by which plants
produce complex food molecules
(sugars) requires an energy input (i.e.,
from sunlight) to occur. In this reaction,
carbon dioxide and water combine to
form carbon-based organic molecules
and release oxygen.
Cellular respiration in plants and
animals involve chemical reactions
with oxygen that release stored
energy. In these processes, complex
molecules containing carbon react with
oxygen to produce carbon dioxide and
other materials.
A simple wave has a repeating pattern
with a specific wavelength, frequency,
and amplitude.
9Pf.04 Know that thermal energy will always transfer from hotter
regions or objects to colder ones, and this is known as heat
dissipation.
7Pf.01 Describe changes in energy that are a result of an event or
process.
A sound wave needs a medium
through which it is transmitted.
When light shines on an object, it is
reflected, absorbed, or transmitted
through the object, depending on the
object’s material and the frequency
(color) of the light.
7Ps.01 Describe the vibration of particles in a sound wave and
explain why sound does not travel in a vacuum.
8Ps.01 Describe reflection at a plane surface and use the law of
reflection.
8Ps.03 Know that white light is made of many colours and this
can be shown through the dispersion of white light, using a prism.
8Ps.04 Describe how colours of light can be added, subtracted,
absorbed and reflected.
8Ps.02 Describe refraction of light at the boundary between air
and glass or air and water in terms of change of speed.
8Ps.02 Describe refraction of light at the boundary between air
and glass or air and water in terms of change of speed.
The path that light travels can be
traced as straight lines, except at
surfaces between different transparent
V1 20Y09
Notes
9Bp.06 Know that photosynthesis occurs in chloroplasts and is
the process by which plants make carbohydrates, using the
energy from light.
9Bp.07 Know and use the summary word equation for
photosynthesis (carbon dioxide + water -> glucose + oxygen, in
the presence of light and chlorophyll).
8Bp.04 Know that aerobic respiration occurs in the mitochondria
of plant and animal cells, and gives a controlled release of energy.
8Bp.05 Know and use the summary word equation for aerobic
respiration (glucose + oxygen -> carbon dioxide + water).
9Ps.01 Draw and interpret waveforms, and recognise the link
between loudness and amplitude, pitch and frequency.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
Light travelling
in a straight
line is
introduced in
26
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
Cambridge Lower Secondary Science
learning objectives
materials (e.g., air and water, air and
glass) where the light path bends.
PS4.C: Information
Technologies and
Instrumentation
Notes
Cambridge
Primary
Science.
A wave model of light is useful for
explaining brightness, color, and the
frequency-dependent bending of light
at a surface between media.
8Ps.03 Know that white light is made of many colours and this
can be shown through the dispersion of white light, using a prism.
8Ps.04 Describe how colours of light can be added, subtracted,
absorbed and reflected.
8Ps.02 Describe refraction of light at the boundary between air
and glass or air and water in terms of change of speed.
9Ps.01 Draw and interpret waveforms, and recognise the link
between loudness and amplitude, pitch and frequency.
NGSS
statement can
be met
through
combining
Cambridge
learning
objectives to
meet a specific
outcome
However, because light can travel
through space, it cannot be a matter
wave, like sound or water waves.
7Ps.01 Describe the vibration of particles in a sound wave and
explain why sound does not travel in a vacuum.
The US NGSS
statement can
be covered as
a counter point
to the
Cambridge
learning
objective
Digitized signals (sent as wave pulses)
are a more reliable way to encode and
transmit information.
Engineering, Technology and the Application of Science
ETS1: Engineering
Design
ETS1.A: Defining
and Delimiting
Engineering
Problems
ETS1.B:
Developing
Possible Solutions
V1 20Y09
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 is
likely to limit possible solutions.
A solution needs to be tested, and then
modified on the basis of the test results
in order to improve it.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
27
US NGSS area
US NGSS theme
ETS1.C:
Optimising the
Design Solution
V1 20Y09
US NGSS statements:
Grades 6 to 8
Cambridge Lower Secondary Science
learning objectives
Notes
There are systematic processes for
evaluating solutions with respect to
how well they meet the criteria and
constraints of a problem.
Sometimes parts of different solutions
can be combined to create a solution
that is better than any of its
predecessors.
Models of all kinds are important for
testing solutions.
Although one design may not perform
the best across all tests, identifying the
characteristics of the design that
performed the best in each test can
provide useful information for the
redesign process - that is, some of the
characteristics may be incorporated
into the new design.
The iterative process of testing the
most promising solutions and
modifying what is proposed on the
basis of the test results leads to
greater refinement and ultimately to an
optimal solution
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
28
Mapping for the US NGSS Science and Engineering statements: Grades 6 to 8
US NGSS area
Asking Questions
and Defining
Problems
US NGSS theme
US NGSS statements:
Grades 6 to 8
Ask questions that require sufficient
and appropriate empirical evidence to
answer.
Ask questions that arise from careful
observation of phenomena, models, or
unexpected results, to clarify and/or
seek additional information
Ask questions to identify and/or clarify
evidence and/or the premise(s) of an
argument.
Ask questions to determine
relationships between independent and
dependent variables and relationships
in models
Ask questions to clarify and/or refine a
model, an explanation, or an
engineering problem.
Ask questions that can be investigated
within the scope of the classroom,
outdoor environment, and museums
and other public facilities with available
resources and, when appropriate,
frame a hypothesis based on
observations and scientific principles.
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.
V1 20Y09
Cambridge Lower Secondary Science
learning objectives
Notes
7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
testable.
9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
testable.
9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
testable.
9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
testable.
9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
testable.
9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
testable.
9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
29
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
Ask questions that challenge the
premise(s) of an argument or the
interpretation of a data set.
Developing and
Using Models
Evaluate limitations of a model for a
proposed object or tool.
Develop or modify a model—based on
evidence – to match what happens if a
variable or component of a system is
changed.
Use and/or develop a model of simple
systems with uncertain and less
predictable factors.
Develop and/or revise a model to show
the relationships among variables,
including those that are not observable
but predict observable phenomena.
Develop and/or use a model to predict
and/or describe phenomena.
Develop a model to describe
unobservable mechanisms.
Planning and
Carrying Out
Investigations
V1 20Y09
Develop and/or use a model to
generate data to test ideas about
phenomena in natural or designed
systems, including those representing
inputs and outputs, and those at
unobservable scales.
Plan an investigation individually and
collaboratively, and in the design:
identify independent and dependent
variables and controls, what tools are
needed to do the gathering, how
measurements will be recorded, and
Cambridge Lower Secondary Science
learning objectives
Notes
7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
testable.
9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
7TWSm.01 Describe the strengths and limitations of a model.
9TWSm.02 Describe some important models, including analogies,
and discuss their strengths and limitations.
9TWSm.01 Understand that models and analogies reflect current
scientific evidence and understanding, and can change.
7TWSm.01 Describe the strengths and limitations of a model.
9TWSm.02 Describe some important models, including analogies,
and discuss their strengths and limitations.
7TWSm.01 Describe the strengths and limitations of a model.
9TWSm.02 Describe some important models, including analogies,
and discuss their strengths and limitations.
8TWSm.02 Use an existing analogy for a purpose.
9TWSm.02 Describe some important models, including analogies,
and discuss their strengths and limitations.
8TWSm.02 Use an existing analogy for a purpose.
9TWSm.02 Describe some important models, including analogies,
and discuss their strengths and limitations.
8TWSm.02 Use an existing analogy for a purpose.
7TWSp.04 and 8TWSp.04 Plan a range of investigations of
different types, while considering variables appropriately, and
recognise that not all investigations can be fair tests.
9TWSp.04 Plan a range of investigations of different types to
obtain appropriate evidence when testing hypotheses.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
30
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
how many data are needed to support
a claim.
Conduct an investigation and/or
evaluate and/or revise the
experimental design to produce data to
serve as the basis for evidence that
meet the goals of the investigation.
Evaluate the accuracy of various
methods for collecting data.
Collect data to produce data to serve
as the basis for evidence to answer
scientific questions or test design
solutions under a range of conditions.
V1 20Y09
Cambridge Lower Secondary Science
learning objectives
Notes
7TWSc.02, 8TWSc.02 and 9TWSc.02 Decide what equipment is
required to carry out an investigation or experiment and use it
appropriately.
7TWSp.04 and 8TWSp.04 Plan a range of investigations of
different types, while considering variables appropriately, and
recognise that not all investigations can be fair tests.
9TWSp.04 Plan a range of investigations of different types to
obtain appropriate evidence when testing hypotheses.
7TWSc.01, 8TWSc.01 and 9TWSc.01 Sort, group and classify
phenomena, objects, materials and organisms through testing,
observation, using secondary information, and making and using
keys.
7TWSc.07, 8TWSc.07 and 9TWSc.07 Collect and record
sufficient observations and/or measurements in an appropriate
form.
7TWSa.04 and 8TWSa.04 Evaluate experiments and
investigations, and suggest improvements, explaining any
proposed changes.
9TWSa.04 Evaluate experiments and investigations, including
those by others, and suggest improvements, explaining any
proposed changes.
7TWSc.04, 8TWSc.04 and 9TWSc.04 Take appropriately
accurate and precise measurements, explaining why accuracy
and precision are important.
7TWSa.04 and 8TWSa.04 Evaluate experiments and
investigations, and suggest improvements, explaining any
proposed changes.
9TWSa.04 Evaluate experiments and investigations, including
those by others, and suggest improvements, explaining any
proposed changes.
7TWSp.04 and 8TWSp.04 Plan a range of investigations of
different types, while considering variables appropriately, and
recognise that not all investigations can be fair tests.
9TWSp.04 Plan a range of investigations of different types to
obtain appropriate evidence when testing hypotheses.
7TWSc.02, 8TWSc.02 and 9TWSc.02 Decide what equipment is
required to carry out an investigation or experiment and use it
appropriately.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
31
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
Cambridge Lower Secondary Science
learning objectives
Notes
7TWSc.06 and 8TWSc.06 Evaluate a range of secondary
information sources for their relevance and know that some
sources may be biased.
9TWSc.06 Make an informed decision whether to use evidence
from first-hand experience or secondary sources.
7TWSc.07 and 8TWSc.07 Collect and record sufficient
observations and/or measurements in an appropriate form.
9TWSc.07 Collect, record and summarise sufficient observations
and measurements, in an appropriate form.
Analyzing and
Interpreting Data
Collect data about the performance of
a proposed object, tool, process, or
system under a range of conditions.
Construct, analyze, and/or interpret
graphical displays of data and/or large
data sets to identify linear and
nonlinear relationships.
Use graphical displays (e.g., maps,
charts, graphs, and/or tables) of large
data sets to identify temporal and
spatial relationships.
Distinguish between causal and
correlational relationships in data.
Analyze and interpret data to provide
evidence for phenomena.
7TWSa.05 and 8TWSa.05 Present and interpret observations and
measurements appropriately.
9TWSa.05 Present and interpret results, and predict results
between the data points collected.
7TWSa.02 and 8TWSa.02 Describe trends and patterns in
results, including identifying any anomalous results.
7TWSa.05 and 8TWSa.05 Present and interpret observations and
measurements appropriately.
9TWSa.05 Present and interpret results, and predict results
between the data points collected.
7TWSa.02 and 8TWSa.02 Describe trends and patterns in
results, including identifying any anomalous results.
7TWSa.01 and 8TWSa.01 Describe the accuracy of predictions,
based on results, and suggest why they were or were not
accurate.
9TWSa.01 Evaluate the strength of the evidence collected and
how it supports, or refutes, the prediction.
7TWSa.03 and 8TWSa.03 Make conclusions by interpreting
results and explain the limitations of the conclusions.
9TWSa.03 Make conclusions by interpreting results, explain the
limitations of the conclusions and describe how the conclusions
can be further investigated.
Apply concepts of statistics and
probability (including mean, median,
V1 20Y09
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
32
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
mode, and variability) to analyze and
characterize data, using digital tools
when feasible.
Consider limitations of data analysis
(e.g., measurement error), and/or seek
to improve precision and accuracy of
data with better technological tools and
methods (e.g., multiple trials).
Analyze and interpret data to
determine similarities and differences
in findings.
Using Mathematics
and Computational
Thinking
Cambridge Lower Secondary Science
learning objectives
Notes
7TWSc.03 and 8TWSc.03 Evaluate whether measurements and
observations have been repeated sufficiently to be reliable.
9TWSc.03 Decide when to increase the range of observations
and measurements, and increase the extent of repetition, to give
sufficiently reliable data.
7TWSa.04 and 8TWSa.04 Evaluate experiments and
investigations, and suggest improvements, explaining any
proposed changes.
9TWSa.04 Evaluate experiments and investigations, including
those by others, and suggest improvements, explaining any
proposed changes.
7TWSa.05 and 8TWSa.05 Present and interpret observations and
measurements appropriately.
9TWSa.05 Present and interpret results, and predict results
between the data points collected.
7TWSa.02 and 8TWSa.02 Describe trends and patterns in
results, including identifying any anomalous results.
7TWSa.03 and 8TWSa.03 Make conclusions by interpreting
results and explain the limitations of the conclusions.
9TWSa.03 Make conclusions by interpreting results, explain the
limitations of the conclusions and describe how the conclusions
can be further investigated.
Analyze data to define an optimal
operational range for a proposed
object, tool, process or system that
best meets criteria for success.
Decide when to use qualitative vs.
quantitative data.
Use digital tools (e.g., computers) to
analyze very large data sets for
patterns and trends.
Use mathematical representations to
describe and/or support scientific
conclusions and design solutions.
V1 20Y09
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
33
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
Cambridge Lower Secondary Science
learning objectives
Create algorithms (a series of ordered
steps) to solve a problem.
Apply mathematical concepts and/or
processes (such as ratio, rate, percent,
basic operations, and simple algebra)
to scientific and engineering questions
and problems.
Constructing
Explanations and
Designing Solutions
Use digital tools and/or mathematical
concepts and arguments to test and
compare proposed solutions to an
engineering design problem.
Construct an explanation that includes
qualitative or quantitative relationships
between variables that predict(s)
and/or describe(s) phenomena.
Construct an explanation using models
or representations.
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.
Apply scientific ideas, principles,
and/or evidence to construct, revise
and/or use an explanation for real-
V1 20Y09
Notes
The US NGSS
statement has
no explicit
match but will
be covered
over
Cambridge
Lower
Secondary
Science
7TWSa.02 and 8TWSa.02 Describe trends and patterns in
results, including identifying any anomalous results.
9TWSa.02 Describe trends and patterns in results, identifying any
anomalous results and suggesting why results are anomalous.
7TWSm.01 Describe the strengths and limitations of a model.
8TWSm.02 Use an existing analogy for a purpose.
9TWSm.02 Describe some important models, including analogies,
and discuss their strengths and limitations.
7TWSm.02, 8TWSm.03 and 9TWSm.03 Use symbols and
formulae to represent scientific ideas.
7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
is developed through collective understanding and scrutiny over
time.
7TWSa.05 and 8TWSa.05 Present and interpret observations and
measurements appropriately.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
34
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
world phenomena, examples, or
events.
Apply scientific reasoning to show why
the data or evidence is adequate for
the explanation or conclusion.
Engaging in
Argument from
Evidence
V1 20Y09
Apply scientific ideas or principles to
design, construct, and/or test a design
of an object, tool, process or system.
Undertake a design project, engaging
in the design cycle, to construct and/or
implement a solution that meets
specific design criteria and constraints.
Optimize performance of a design by
prioritizing criteria, making tradeoffs,
testing, revising, and re-testing.
Compare and critique two arguments
on the same topic and analyze whether
they emphasize similar or different
evidence and/or interpretations of
facts.
Respectfully provide and receive
critiques about one’s explanations,
procedures, models and questions by
Cambridge Lower Secondary Science
learning objectives
Notes
9TWSa.05 Present and interpret results, and predict results
between the data points collected.
7TWSa.02 and 8TWSa.02 Describe trends and patterns in
results, including identifying any anomalous results.
7TWSa.03 and 8TWSa.03 Make conclusions by interpreting
results and explain the limitations of the conclusions.
9TWSa.03 Make conclusions by interpreting results, explain the
limitations of the conclusions and describe how the conclusions
can be further investigated.
7TWSa.05 and 8TWSa.05 Present and interpret observations and
measurements appropriately.
9TWSa.05 Present and interpret results, and predict results
between the data points collected.
7TWSa.02 and 8TWSa.02 Describe trends and patterns in
results, including identifying any anomalous results.
7TWSa.03 and 8TWSa.03 Make conclusions by interpreting
results and explain the limitations of the conclusions.
9TWSa.03 Make conclusions by interpreting results, explain the
limitations of the conclusions and describe how the conclusions
can be further investigated.
7TWSa.01 and 8TWSa.01 Describe the accuracy of predictions,
based on results, and suggest why they were or were not
accurate.
9TWSa.01 Evaluate the strength of the evidence collected and
how it supports, or refutes, the prediction.
9TWSa.04 Evaluate experiments and investigations, including
those by others, and suggest improvements, explaining any
proposed changes.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
35
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
citing relevant evidence and posing
and responding to questions that elicit
pertinent elaboration and detail.
Construct, use, and/or present an oral
and written argument supported by
empirical evidence and scientific
reasoning to support or refute an
explanation or a model for a
phenomenon or a solution to a
problem.
Obtaining, Evaluating
and Communicating
Information
V1 20Y09
Make an oral or written argument that
supports or refutes the advertised
performance of a device, process, or
system, based on empirical evidence
concerning whether or not the
technology meets relevant criteria and
constraints.
Evaluate competing design solutions
based on jointly developed and
agreed-upon design criteria.
Critically read scientific texts adapted
for classroom use to determine the
central ideas and/or obtain scientific
and/or technical information to
describe patterns in and/or evidence
about the natural and designed
world(s).
Integrate qualitative and/or quantitative
scientific and/or technical information
in written text with that contained in
media and visual displays to clarify
claims and findings.
Gather, read, synthesize information
from multiple appropriate sources and
assess the credibility, accuracy, and
Cambridge Lower Secondary Science
learning objectives
Notes
9TWSa.01 Evaluate the strength of the evidence collected and
how it supports, or refutes, the prediction.
7TWSa.03 and 8TWSa.03 Make conclusions by interpreting
results and explain the limitations of the conclusions.
9TWSa.03 Make conclusions by interpreting results, explain the
limitations of the conclusions and describe how the conclusions
can be further investigated.
7TWSa.04, 8TWSa.04 and 9TWSa.04 Evaluate experiments and
investigations, including those by others, and suggest
improvements, explaining any proposed changes.
7TWSc.06 and 8TWSc.06 Evaluate a range of secondary
information sources for their relevance and know that some
sources may be biased.
9TWSc.06 Make an informed decision whether to use evidence
from first-hand experience or secondary sources.
7TWSc.06 and 8TWSc.06 Evaluate a range of secondary
information sources for their relevance and know that some
sources may be biased.
9TWSc.06 Make an informed decision whether to use evidence
from first-hand experience or secondary sources.
7TWSc.06 and 8TWSc.06 Evaluate a range of secondary
information sources for their relevance and know that some
sources may be biased.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
36
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
possible bias of each publication and
methods used, and describe how they
are supported or not supported by
evidence.
Evaluate data, hypotheses, and/or
conclusions in scientific and technical
texts in light of competing information
or accounts.
Cambridge Lower Secondary Science
learning objectives
Notes
9TWSc.06 Make an informed decision whether to use evidence
from first-hand experience or secondary sources.
7TWSc.06 and 8TWSc.06 Evaluate a range of secondary
information sources for their relevance and know that some
sources may be biased.
9TWSc.06 Make an informed decision whether to use evidence
from first-hand experience or secondary sources.
Communicate scientific and/or
technical information (e.g. about a
proposed object, tool, process, system)
in writing and/or through oral
presentations.
V1 20Y09
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
37
Mapping for the US NGSS Understanding about the Nature of Science statements: Grades 6 to 8
US NGSS area
Scientific
Investigations Use a
Variety of Methods
US NGSS theme
US NGSS statements:
Grades 6 to 8
Science investigations use a variety of
methods and tools to make
measurements and observations.
Science investigations are guided by a
set of values to ensure accuracy of
measurements, observations, and
objectivity of findings.
Science depends on evaluating
proposed explanations.
Cambridge Lower Secondary Science
learning objectives
Notes
7TWSp.04 and 8TWSp.04 Plan a range of investigations of
different types, while considering variables appropriately, and
recognise that not all investigations can be fair tests.
9TWSp.04 Plan a range of investigations of different types to
obtain appropriate evidence when testing hypotheses.
7TWSc.01, 8TWSc.01 and 9TWSc.01 Sort, group and classify
phenomena, objects, materials and organisms through testing,
observation, using secondary information, and making and using
keys.
7TWSc.04, 8TWSc.04 and 9TWSc.04 Take appropriately
accurate and precise measurements, explaining why accuracy
and precision are important.
7TWSc.03 and 8TWSc.03 Evaluate whether measurements and
observations have been repeated sufficiently to be reliable.
9TWSc.03 Decide when to increase the range of observations
and measurements, and increase the extent of repetition, to give
sufficiently reliable data.
7TWSa.01 and 8TWSa.01 Describe the accuracy of predictions,
based on results, and suggest why they were or were not
accurate.
9TWSa.01 Evaluate the strength of the evidence collected and
how it supports, or refutes, the prediction.
7TWSa.03 and 8TWSa.03 Make conclusions by interpreting
results and explain the limitations of the conclusions.
9TWSa.03 Make conclusions by interpreting results, explain the
limitations of the conclusions and describe how the conclusions
can be further investigated.
9TWSa.04 Evaluate experiments and investigations, including
those by others, and suggest improvements, explaining any
proposed changes.
Scientific values function as criteria in
distinguishing between science and
non-science.
V1 20Y09
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
38
US NGSS area
Scientific Knowledge
is Based on
Empirical Evidence
Scientific Knowledge
is Open to Revision
in Light of New
Evidence
US NGSS theme
US NGSS statements:
Grades 6 to 8
Science knowledge is based upon
logical and conceptual connections
between evidence and explanations.
Science disciplines share common
rules of obtaining and evaluating
empirical evidence.
Scientific explanations are subject to
revision and improvement in light of
new evidence.
The certainty and durability of science
findings varies.
Science findings are frequently revised
and/or reinterpreted based on new
evidence
Science Models,
Laws, Mechanisms,
and Theories Explain
Natural Phenomena
Notes
7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
is developed through collective understanding and scrutiny over
time.
7SIC.04, 8SIC.04 and 9SIC.04 Describe how people develop and
use scientific understanding as individuals and through
collaboration, e.g. through peer-review.
7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
is developed through collective understanding and scrutiny over
time.
7SIC.04, 8SIC.04 and 9SIC.04 Describe how people develop and
use scientific understanding as individuals and through
collaboration, e.g. through peer-review.
7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
is developed through collective understanding and scrutiny over
time.
7SIC.04, 8SIC.04 and 9SIC.04 Describe how people develop and
use scientific understanding as individuals and through
collaboration, e.g. through peer-review.
Theories are explanations for
observable phenomena.
Science theories are based on a body
of evidence developed over time.
Laws are regularities or mathematical
descriptions of natural phenomena
A hypothesis is used by scientists as
an idea that may contribute important
new knowledge for the evaluation of a
scientific theory.
V1 20Y09
Cambridge Lower Secondary Science
learning objectives
7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
is developed through collective understanding and scrutiny over
time.
7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
testable.
9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
39
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
Cambridge Lower Secondary Science
learning objectives
Notes
9TWSp.04 Plan a range of investigations of different types to
obtain appropriate evidence when testing hypotheses.
Science is a Way of
Knowing
Scientific Knowledge
Assumes an Order
and Consistency in
Natural Systems
Science is a Human
Endeavor
V1 20Y09
The term "theory" as used in science is
very different from the common use
outside of science.
Science is both a body of knowledge
and the processes and practices used
to add to that body of knowledge.
Science knowledge is cumulative and
many people, from many generations
and nations, have contributed to
science knowledge.
Science is a way of knowing used by
many people, not just scientists.
Science assumes that objects and
events in natural systems occur in
consistent patterns that are
understandable through measurement
and observation
Science carefully considers and
evaluates anomalies in data and
evidence.
7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
is developed through collective understanding and scrutiny over
time.
7SIC.04, 8SIC.04 and 9SIC.04 Describe how people develop and
use scientific understanding, as individuals and through
collaboration, e.g. through peer-review.
7SIC.02, 8SIC.02 and 9SIC.02 Describe how science is applied
across societies and industries, and in research.
7TWSa.02 and 8TWSa.02 Describe trends and patterns in
results, including identifying any anomalous results.
9TWSp.02 Describe examples where scientists' unexpected
results from enquiries have led to improved scientific
understanding.
9TWSa.02 Describe trends and patterns in results, identifying any
anomalous results and suggesting why results are anomalous.
Men and women from different social,
cultural, and ethnic backgrounds work
as scientists and engineers
Scientists and engineers rely on
human qualities such as persistence,
precision, reasoning, logic, imagination
and creativity.
Scientists and engineers are guided by
habits of mind such as intellectual
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
40
US NGSS area
Science Addresses
Questions About the
Natural and Material
World.
US NGSS theme
US NGSS statements:
Grades 6 to 8
Notes
honesty, tolerance of ambiguity,
skepticism and openness to new ideas.
Advances in technology influence the
progress of science and science has
influenced advances in technology
Scientific knowledge is constrained by
human capacity, technology, and
materials.
Science limits its explanations to
systems that lend themselves to
observation and empirical evidence.
Science knowledge can describe
consequences of actions but is not
responsible for society’s decisions
V1 20Y09
Cambridge Lower Secondary Science
learning objectives
7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve
and/or require scientific understanding.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
41
Mapping for the US NGSS Crosscutting Concepts statements: Grades 6 to 8
US NGSS area
Patterns
Cause and Effect
Scale, Proportion
and Quantity
V1 20Y09
US NGSS theme
US NGSS statements:
Grades 6 to 8
Macroscopic patterns are related to the
nature of microscopic and atomic-level
structure.
Graphs, charts, and images can be
used to identify patterns in data.
Patterns in rates of change and other
numerical relationships can provide
information about natural systems.
Patterns can be used to identify causeand-effect relationships.
Cause and effect relationships may be
used to predict phenomena in natural
or designed systems.
Phenomena may have more than one
cause, and some cause and effect
relationships in systems can only be
described using probability.
Relationships can be classified as
causal or correlational, and correlation
does not necessarily imply causation.
Time, space, and energy phenomena
can be observed at various scales
using models to study systems that are
too large or too small.
Proportional relationships (e.g. speed
as the ratio of distance traveled to time
taken) among different types of
quantities provide information about
Cambridge Lower Secondary Science
learning objectives
Notes
7TWSa.02 and 8TWSa.02 Describe trends and patterns in
results, including identifying any anomalous results.
9TWSa.02 Describe trends and patterns in results, identifying any
anomalous results and suggesting why results are anomalous.
7TSWa.05 and 8TWSa.05 Present and interpret observations and
measurements appropriately.
9TWSa.05 Present and interpret results, and predict results
between the data points collected.
7TWSp.03, 8TWSp.03 and 9TWSp.03 Make predictions of likely
outcomes for a scientific enquiry based on scientific knowledge
and understanding.
9TWSm.02 Describe some important models, including analogies,
and discuss their strengths and limitations.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
42
US NGSS area
Systems and System
Models
Energy and Matter
V1 20Y09
US NGSS theme
US NGSS statements:
Grades 6 to 8
the magnitude of properties and
processes.
Phenomena that can be observed at
one scale may not be observable at
another scale.
The observed function of natural and
designed systems may change with
scale.
Scientific relationships can be
represented through the use of
algebraic expressions and equations.
Models can be used to represent
systems and their interactions—such
as inputs, processes and outputs—and
energy and matter flows within
systems.
Systems may interact with other
systems; they may have sub-systems
and be a part of larger complex
systems.
Models are limited in that they only
represent certain aspects of the
system under study.
Matter is conserved because atoms
are conserved in physical and
chemical processes.
Energy may take different forms (e.g.
energy in fields, thermal energy,
energy of motion).
Cambridge Lower Secondary Science
learning objectives
Notes
7Pf.01 Describe changes in energy that are a result of an event or
process.
7Pf.02 Know that energy tends to dissipate and in doing so it
becomes less useful.
7ESc.01 Describe the water cycle (limited to evaporation,
condensation, precipitation, water run-off, open water and
groundwater).
9ESc.01 Describe the carbon cycle (limited to photosynthesis,
respiration, feeding, decomposition and combustion).
9TWSm.02 Describe some important models, including analogies,
and discuss their strengths and limitations.
7TWSm.01 Describe the strengths and limitations of a model.
9Cc.05 Understand that in chemical reactions mass and energy
are conserved.
7Pf.01 Describe changes in energy that are a result of an event or
process.
7Pf.02 Know that energy tends to dissipate and in doing so it
becomes less useful.
Mapping Cambridge Lower Secondary Science 0893 (Stages 7 to 9) to the US Next Generation Science Standards (Grades 6 to 8)
Energy taking
explicit forms
is within
Cambridge
43
US NGSS area
US NGSS theme
US NGSS statements:
Grades 6 to 8
Cambridge Lower Secondary Science
learning objectives
8Pe.01 Describe a magnetic field, and understand that it
surrounds a magnet and exerts a force on other magnetic fields.
9Pf.03 Know that energy is conserved, meaning it cannot be
created or destroyed.
Structure and
Function
Stability and Change
V1 20Y09
Within a natural system, the transfer of
energy drives the motion and/or cycling
of matter.
The transfer of energy can be tracked
as energy flows through a natural
system.
Structures can be designed to serve
particular functions by taking into
account properties of different
materials, and how materials can be
shaped and used.
Complex and microscopic structures
and systems can be visualized,
modeled, and used to describe how
their function depends on the shapes,
composition, and relationships among
its parts, therefore complex natural
structures/systems can be analyzed to
determine how they function.
Stability might be disturbed either by
sudden events or gradual changes that
accumulate over time.
Explanations of stability and change in
natural or designed systems can be
constructed by examining the changes
over time and processes at different
scales, including the atomic scale.
Small changes in one part of a system
might cause large changes in another
part.
Systems in dynamic equilibrium are
stable due to a balance of feedback
mechanisms.
Notes
Primary
Science
9TWSm.02 Describe some important models, including analogies,
and discuss their strengths and limitations.
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Cambridge Lower Secondary Science learning objectives that do not align with the US NGSS for Grades 6 to 8
Thinking and Working Scientifically
7TWSm.02, 8TWSm.02 and 9TWSm.02 Use symbols and formulae to represent scientific ideas.
7TWSp.03, 8TWSp.03 and 9TWSp.03 Make predictions of likely outcomes for a scientific enquiry based on scientific knowledge and understanding.
7TWSp.05 Know the meaning of hazard symbols, and consider them when planning practical work.
7TWSc.05 Carry out practical work safely.
8TWSm.01 Describe what an analogy is and how it can be used as a model.
8TWSp.05 and 9TWSp.05 Make risk assessments for practical work to identify and control risks.
8TWSc.05 and 9TWSc.05 Carry out practical work safely, supported by risk assessments where appropriate.
9TWSp.02 Describe examples where scientists' unexpected results from enquiries have led to improved scientific understanding.
Biology
7Bs.03 Explain how the structures of some specialised cells are related to their functions (including red blood cells, neurones, ciliated cells, root hair cells and palisade
cells).
7Bs.04 Describe the similarities and differences between the structures of plant and animal cells.
7Bp.01 Describe the seven characteristics of living organisms.
7Bp.02 Discuss reasons for classifying viruses as living or non-living.
7Bp.03 Describe a species as a group of organisms that can reproduce to produce fertile offspring.
7Bp.04 Use and construct dichotomous keys to classify species and groups of related organisms.
8Bs.01 Identify ball-and-socket and hinge joints, and explain how antagonistic muscles move the bones at a hinge joint.
8Bs.02 Describe the components of blood and their functions (limited to red blood cells transporting oxygen, white blood cells protecting against pathogens and plasma
transporting blood cells, nutrients and carbon dioxide).
8Bs.03 Describe how the structure of the human respiratory system is related to its function of gas exchange (in terms of lung structure and the action of the diaphragm and
intercostal muscles) and understand the difference between breathing and respiration.
8Bs.04 Describe the diffusion of oxygen and carbon dioxide between blood and the air in the lungs.
8Bp.01 Identify the constituents of a balanced diet for humans as including protein, carbohydrates, fats and oils, water, minerals (limited to calcium and iron) and vitamins
(limited to A, C and D), and describe the functions of these nutrients.
8Bp.03 Discuss how human growth, development and health can be affected by lifestyle, including diet and smoking.
9Bs.02 Describe the structure of the human excretory (renal) system and its function (limited to kidneys filtering blood to remove urea, which is excreted in urine).
9Bp.05 Know that plants require minerals to maintain healthy growth and life processes (limited to magnesium to make chlorophyll and nitrates to make protein).
9Bp.08 Discuss how fetal development is affected by the health of the mother, including the effect of diet, smoking and drugs.
Chemistry
7Cm.02 Know that the Periodic Table presents the known elements in an order.
7Cm.03 Know metals and non-metals as the two main groupings of elements.
7Cm.04 Describe the differences between elements, compounds and mixtures, including alloys as an example of a mixture.
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7Cm.05 Describe a vacuum as a space devoid of matter.
7Cp.02 Understand that the acidity or alkalinity of a substance is a chemical property and is measured by pH.
7Cp.03 Use indicators (including Universal Indicator and litmus) to distinguish between acidic, alkaline and neutral solutions.
7Cp.04 Use tests to identify hydrogen, carbon dioxide and oxygen gases.
7Cp.05 Describe common differences between metals and non-metals, referring to their physical properties.
7Cp.06 Understand that alloys are mixtures that have different chemical and physical properties from the constituent substances.
7Cp.07 Use the particle model to explain the difference in hardness between pure metals and their alloys.
8Cm.01 Describe the Rutherford model of the structure of an atom.
8Cm.02 Know that electrons have negative charge, protons have positive charge and neutrons have no charge.
8Cm.03 Know that the electrostatic attraction between positive and negative charge is what holds together individual atoms.
8Cp.01 Understand that the concentration of a solution relates to how many particles of the solute are present in a volume of the solvent.
8Cp.02 Describe how paper chromatography can be used to separate and identify substances in a sample.
8Cc.01 Use word equations to describe reactions.
8Cc.03 Describe the reactivity of metals (limited to sodium, potassium, calcium, magnesium, zinc, iron, copper, gold and silver) with oxygen, water and dilute acids.
8Cc.04 Know that reactions do not always lead to a single pure product and that sometimes a reaction will produce an impure mixture of products.
8Cc.05 Describe how the solubility of different salts varies with temperature.
8Cc.06 Understand that some substances are generally unreactive and can be described as inert.
9Cm.01 Understand that the structure of the Periodic Table is related to the atomic structure of the elements and the Periodic Table can be used to predict an element’s
structure and properties.
9Cm.03 Describe a covalent bond as a bond made when a pair of electrons is shared by two atoms (limited to single bonds).
9Cm.04 Describe an ion as an atom which has gained at least one electron to be negatively charged or lost at least one electron to be positively charged.
9Cm.05 Describe an ionic bond as an attraction between a positively charged ion and a negatively charged ion.
9Cp.01 Understand that the groups within the Periodic Table have trends in physical and chemical properties, using group 1 as an example.
9Cp.02 Describe how the density of a substance relates to its mass in a defined volume.
9Cp.03 Calculate and compare densities of solids, liquids and gases.
9Cc.04 Describe the effects of concentration, surface area and temperature on the rate of reaction, and explain them using the particle model.
Physics
7Pf.04 Understand that there is no air resistance to oppose movement in a vacuum
7Ps.02 Explain echoes in terms of the reflection of sound waves.
7Pe.01 Use a simple model to describe electricity as a flow of electrons around a circuit.
7Pe.02 Describe electrical conductors as substances that allow electron flow and electrical insulators as substances that inhibit electron flow.
7Pe.03 Know how to measure the current in series circuits.
7Pe.04 Describe how adding components into a series circuit can affect the current (limited to addition of cells and lamps).
7Pe.05 Use diagrams and conventional symbols to represent, make and compare circuits that include cells, switches, lamps, buzzers and ammeters.
8Pf.01 Calculate speed (speed = distance / time).
8Pf.02 Interpret and draw simple distance / time graphs
8Pf.04 Identify and calculate turning forces (moment = force x distance).
8Pf.05 Explain that pressure is caused by the action of a force, exerted by a substance, on an area (pressure = force / area).
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8Pf.06 Use particle theory to explain pressures in gases and liquids (qualitative only).
9Pf.01 Use density to explain why objects float or sink in water.
9Pf.05 Describe thermal transfer by the processes of conduction, convection and radiation.
9Pf.06 Explain cooling by evaporation
9Ps.02 Use waveforms to show how sound waves interact to reinforce or cancel each other.
9Pe.01 Describe how current divides in parallel circuits.
9Pe.02 Know how to measure current and voltage in series and parallel circuits, and describe the effect of adding cells and lamps.
9Pe.03 Calculate resistance (resistance = voltage / current) and describe how resistance affects current.
9Pe.04 Use diagrams and conventional symbols to represent, make and compare circuits that include cells, switches, resistors (fixed and variable), ammeters, voltmeters,
lamps and buzzers.
Earth and Space
7ESs.01 Describe how planets form from dust and gas, which are pulled together by gravity.
7ESs.03 Describe tidal forces on Earth as a consequence of the gravitational attraction between the Earth, Moon and Sun.
8ESp.01 Know that the reason the Earth has a magnetic field is that the core acts as a magnet.
8ESc.01 Understand that there is evidence that the Earth's climate exists in a cycle between warm periods and ice ages, and the cycle takes place over long time periods.
8ESs.02 Describe asteroids as rocks, smaller than planets, and describe their formation from rocks left over from the formation of a planetary system.
9ESs.01 Describe the consequences of asteroid collision with the Earth, including climate change and mass extinctions.
9ESs.02 Describe the evidence for the collision theory for the formation of the Moon.
9ESs.03 Know that nebulae are clouds of dust and gas, and can act as stellar nurseries.
Science in Context
All learning objectives mapped.
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