Enduring Skills List for M.S. Science
Enduring Skill
Reference to
Standards
Madison County Schools
Criteria
What’s Mastery Look Like
at your Grade Level?
Use scientific thinking to question Ask questions that arise
the natural and designed world. from careful observations
of phenomena, models, or
unexpended results, to
clarify and/or seek
additional information
Sources of Evidence:
What is available or needs to
be developed?
Bellringer, exit slip,
experimental design, peer
evaluation,
MS-ETS1-1,
06-PS2-1
Asking Questions
& Defining
Problems
07-PS2-3, 07-PS4-3
Use scientific thinking to define
problems within the natural and
design world.
08-ESS3-1, 08-ESS1-4,
08, 08-ESS3-4, 08ESS3-5, 08-ESS3-5
Refine Questions
MS-ETS1-4
Developing and
Using Models
06-PS1-1, 06-ESS2-1,
06-PS1-4, 06-LS2-3,
06-ESS2-4, 06ESS2-6,
Develop and refine models to
explain, predict, and investigate
the natural and designed world.
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
To clarify/ and or refine a
model, an explanation, or
an engineering problem
Develop and/or revise a
model to show the
relationships among
variables, including those
that are not observable but
Construct a model, identify
limitations of models,
explanation of real world
application of model (lab
report), use a model to test
06-ESS1-1, 06-ESS1-2
07-PS1-5, 07-PS3-3,
07-LS1-2, 07-PS3-2,
07-PS4-2, 07-LS1-7
08-ESS3-3, 08-LS2-5,
08-LS3-1, 08-LS3-2
predict observable
phenomena.
Use models to explain, predict,
and investigate the natural and
designed world, including
identifying the limitations of the
models.
Develop and/or use a model to
generate data.
Planning investigations
06-PS2-2
Planning and
Carrying Out
Investigations
07-PS3-4, 07-LS1-1
08-ESS3-3
possible solutions to a
problem, communicate
results, develop questions
based on models.
Develop and/or use a
model to predict and/or
describe phenomena.
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
Conduct investigations based
individually and
on multiple variables
collaboratively, and in the
(independent and dependent),
design: identify
evaluate and revise the
independent and
experimental design to
dependent variables and
produce data, evaluate the
controls, what tools are
accuracy data collection, data
needed to do the
collection (data tables &
gathering, how
graphs),
measurements will be
recorded, and how much
data are needed to support
a claim.
Carry out investigations
Make observations and/or
measurements to produce
data to serve as the basis
for evidence for an
explanation of a
phenomenon or test a
design solution.
Make predictions about
what would happen if a
variable changes.
Test two different models
of the same proposed
object, tool, or proses to
determine which better
meets criteria for success.
Organize and use data to support Evaluate the accuracy of
claims or conclusions.
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.
Collect data about the
performance of a proposed
object, tool, process or
system under a range of
conditions.
Organize and use data to support Construct, analyze, and/or
claims or conclusions.
interpret graphical displays
of data (charts, graphs,
and/or tables) to identify
relationships in data.
MS-ETS1-3
Analyze data to make sense of
06-ESS1-3, 06-ESS2-5, phenomena or determine an
06-ESS2-3
optimal design solution.
Analyzing and
Interpreting Data
07-PS3-5, 07-PS2-4,
07-PS1-2
08-ESS1-4, 08-ESS3-4,
08-ESS3-1, 08LS4-2,
08-ESS3-2
MS-ETS1- 2
Using mathematics
and computational
thinking.
06-PS1-4, 06-PS2-2,
06-PS2-1, 06-ESS1-3
07-PS1-2, 07-PS3-3,
07-PS2-3, 07-PS2-3
08-LS4-1, 08-LS4-6,
08-ESS3-2
Analyze and interpret data
to provide evidence for
phenomena. Apply
concepts of statistics and
probability to analyze and
characterize data. Define
an optimal operational
range for a proposed
object, tool, process or
system that best meets
criteria for success.
Use digital tools to analyze and
interpret data.
Use digital tools
(calculator, excel,
LabQuest) to analyze and
interpret data.
Use mathematics to make
quantitative predictions or
qualitative solutions when
problems cannot be calculated
precisely.
Appropriate use of
qualitative or quantitative
data. Use mathematical
representations to
describe and/or support
scientific conclusions and
design solutions to
represent physical
variables and their
relationships
Construct graphical displays of
data, analyze graphical
displays of data, interpret
graphical displays of data,
apply concepts of statistics
and probability (mean,
median, mode, & variability),
analysis of data collected in
student investigations,
identify areas of
improvement, interpret data
to determine similarities and
differences in peer results and
communicating differences.
Using multiple digital tools to
collect, record, and analyze
data, identifying mathematical
trends, patterns, and
sequences, using digitals tools
to validate experimental
findings, creating algorithms
(series of steps) to solve a
problem, compare proposed
solutions to an engineering
Engage in computational thinking
by organizing data, creating
sequences, and developing new
simulations of natural and
designed systems.
Computational thinking is
relevant and correct in
determining whether a
proposed object or tool
meets criteria for success.
Use digital tools (e.g.,
computers) to analyze very
large data sets for patterns
and trends in the natural
and designed world.
Create, analyze and interpret
data, graphs, diagrams
Constructing
Explanations and
Designing
Solutions
Use mathematical
representations to create,
describe, measure,
estimate, and/or graph
quantities to address
scientific and engineering
questions and problems
with no mistakes
MS-ETS1-1
Construct explanations based on Construct a scientific
scientific evidence.
explanation based on valid
06-ESS1-1, 06ESS1-2,
and reliable evidence
06ESS2-2, 06-ESS2-5,
obtained from sources and
06-PS2-1
the assumption that
theories and laws that
07-PS1-6, 07-PS4-3,
describe the natural world
07-LS1-6, 07-LS1-4,
operate today as they did
07-LS1-5, 07-PS2-5
in the past and will
continue to do so in the
08-LS4-1, 08LS4-4, 08future.
ESS1-4, 08-ESS3-1,
08ESS3-4, 08-LS2-5
design problem
Construct and explanation
based on observations or
models, construct a scientific
explanation on reliability of
evidence, use the engineering
design process (test, revise,
retest) to find a systematic
solution to problems that are
based on scientific knowledge
and models, construct
theories that provide
explanatory accounts of the
world.
Design and refine solutions to
problems.
Apply scientific ideas,
principles, and/or evidence
to construct, revise and/or
use an explanation for realworld phenomena,
examples, or events
Apply scientific reasoning.
Apply scientific reasoning
to show why the data or
evidence is adequate for
the explanation or
conclusion.
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.
Argue using scientific evidence.
MS-ETS1-2
06-ESS2-2, 06-PS2-2
Engaging in
Argument from
Evidence
07-PS3-5, 07-PS2-4,
07-LS1-3, 07-LS1-4,
07-PS2-5, 07-LS1-1,
07-LS1-5
08-LS2-4, 08-LS2-5
Use evidence to evaluate claims. Compare and critique two
arguments on the same
topic and analyze whether
they emphasize similar or
different evidence and/or
interpretations of facts.
Compare and critique two
arguments on the same topic,
analyze arguments for
similarities and differences,
construct or present an oral
and written argument
supported by evidence and
scientific reasoning, evaluate
competing design solutions.
Make a claim on scientific
evidence.
Obtaining,
Evaluation, and
Communicating
Information
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.
Obtain information to determine Gather, read, and
06-LS2-1, 06-LS2-2,
patterns in and/or evidence
synthesize information
06-PS1-3, 06-PS2-2
about the natural or designed
from multiple appropriate
world.
sources and assess the
07-PS4-1, 07-PS2-5,
credibility, accuracy, and
07-PS4-3, 07-LS1-6,
possible bias of each
07-LS1-4
publication and methods
used, and describe how
08-LS1-8, 08-LS4-5,
they are supported or not
08-ESS1-4, 08-ESS3-1,
supported by evidence.
08-ESS3-4
Evaluate information to
determine usefulness and value.
Evaluate data, hypotheses,
and/or conclusions in
scientific and technical
texts in light or competing
information or accounts.
Communicate information in a
variety of developmentally
appropriate formats.
Communicate scientific
and/or technical
information in writing
and/or through oral
presentations.
Communicate information and
ideas in multiple ways (tables,
diagrams, models, graphs),
gather, read, and synthesis
information from multiple
appropriate sources, answer
critical thinking questions
after reading an informational
text, produce visual displays to
clarify claims and findings
(poster, powerpoint, ibook,
comic strip), evaluate
(credibility, accuracy, and
possible bias) data,
hypotheses, and/or
conclusions in scientific text.