Next Generation Science Standard (Life Sciences):
MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity
and ecosystem services.
MS-LS1-6: Construct a scientific explanation based on evidence for the role of
photosynthesis in the cycling of matter and flow of energy into and out of
organisms.
Next Generation Science Standard (Earth and Space Sciences):
MS-ESS3-3: Apply scientific principles to design a method for monitoring and
minimizing a human impact on the environment.
MS-ESS3-4: Construct an argument supported by evidence for how increases
in human population and per capita consumption of natural resources impact
Earth’s systems.
MS-ESS2-4: Develop a model to describe the cycling of water through Earth’s
systems driven by energy from the sun and the force of gravity.
Next Generation Science Standards (Engineering, Technology, and Applications of
Science)
MS-ETS1-1: Define the criteria and constraints of a design problem with
sufficient precision to ensure a successful solution, taking into account
relevant scientific principles and potential impacts on people and the natural
environment that may limit possible solutions.
MS-ETS1-2: Evaluate competing design solutions using a systematic process to
determine how well they meet the criteria and constraints of the problem
MS-ETS1-3: Analyze data from tests to determine similarities and differences
among several design solutions to identify the best characteristics of each that
can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4: Develop a model to generate data for iterative testing and
modification of a proposed object, tool, or process such that an optimal design
can be achieved.
Mathematics Common Core State Standards Connections:
MP.1: Make sense of problems and persevere in solving them
MP.2: Reason abstractly and quantitatively
MP.3: Construct viable arguments and critique the reasoning of others
MP.4: Model with mathematics
MP.5: Use appropriate tools strategically
MP.6: Attend to precision
6.RP.A.1: Understand the concept of a ratio and use ratio language to describe
a ratio relationship between two quantities.
6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical
problems.
6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals
using the standard algorithm for each operation.
6.EE.B.6: Use variables to represent numbers and write expressions when
solving a real-world or mathematical problem; understand that a variable can
represent an unknown number, or depending on the purpose at hand, any
number in a specified set.
6.SP.B.5: Summarize numerical data sets in relation to their context.
7.RP.A.2: Recognize and represent proportional relationships between
quantities.
7.NS.A.3: Solve real-world and mathematical problems involving the four
operations with rational numbers.
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical
problem, and construct simple equations and inequalities to solve problems
by reasoning about the quantities.
7.G.B.6: Solve real-world and mathematical problems involving area, volume,
and surface area of two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
8.EE.B.5: Graph proportional relationships, interpreting the unit rate as the
slope of the graph. Compare two different proportional relationships in
different ways.
8.F.B.4: Construct a function to model a linear relationship between two
quantities. Determine the rate of change and initial value of the function from
a description of a relationship or from two (x, y) values, including reading
these from a table or from a graph. Interpret the rate of change and initial
value of a linear function in terms of the situation it models, and in terms of its
graph or a table of values.
8.G.C.9: Know the formulas for the volumes of cones, cylinders, and spheres
and use them to solve real-world and mathematical problems.
8.SP.A.2: Know that straight lines are widely used to model relationships
between two quantitative variables. For scatter plots that suggest a linear
association, informally fit a straight line, and informally assess the model fit
by judging the closeness of the data points to the line.
Florida Next Generation Sunshine State Standards (Hillsborough County Schools)
Big Idea 7 – Earth Systems & Patterns – 6th Grade (45 days, semester 1)
SC.6.E.7.ln.2: Identify components of the water cycle, including evaporation,
condensation, precipitation, groundwater, and runoff.
Big Idea 6 –Earth Structures – 7th Grade (25 days, semester 1 starting 1st week of
December)
SC.7.E.6.6: Identify the impacts that humans have had on Earth, such as
deforestation, urbanization, desertification, erosion, air and water quality,
changing the flow of water.
Big Idea 17 – Interdependence – 7th Grade (18 days, semester 2 starting 4th week of
January)
SC.7.L.17.3: Describe and investigate various limiting factors in the local
ecosystem and their impact on native populations, including food, shelter,
water, space, disease, parasitism, predation, and nesting sites.
Big Idea 18 – Matter & Energy Transformations – 8th Grade (24 Days, semester 1
starting 1st week of September)
SC.8.L.18.1: Describe and investigate the process of photosynthesis, such as
the roles of light, carbon dioxide, water, and chlorophyll,; production of food;
release of oxygen.
Big Idea 8 – Properties of Matter – 8th Grade (28 days, semester 1 starting 3rd week
of October)
SC.8.P.8.4: Classify and compare substances on the basis of characteristic
physical properties that can be demonstrated or measured.
ADD in NOS for 6-8
Florida Department of Education, Next Generation Sunshine State Science
Standards, Grade 6-8
6th Grade
SC.6.E.7.ln.2: Identify components in the water cycle, including evaporation,
condensation, precipitation, groundwater, and runoff.
SC.6.N.1.1: Define a problem from the sixth grade curriculum, use appropriate
reference materials to support scientific understanding, plan and carry out scientific
investigation of various types, such as systematic observations or experiments,
identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.2: Explain why scientific investigations should be replicable.
SC.6.N.1.3: Explain the difference between an experiment and other types of
scientific investigation, and explain the relative between and limitations of each.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and
explanations among groups of students conducting the same investigation.
SC.6.N.1.5: Recognize that science involves creativity, not just in designing
experiments, but also in creating explanations that fit evidence.
SC.6.N.3.4: Identify the role of models in the context of the sixth grade science
benchmarks.
7th Grade
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation,
urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and
their impact on native populations, including food, shelter, water, space, disease, parasitism,
predation, and nesting sites.
SC.7.N.1.1: Define a problem from the seventh grade curriculum, use appropriate reference
materials to support scientific understanding, plan and carry out scientific investigation of
various types, such as systematic observations or experiments, identify variables, collect
and organize data, interpret data in charts, tables, and graphics, analyze information, make
predictions, and defend conclusions.
SC.7.N.1.2: Differentiate replication (by others) from repetition (multiple trials).
SC.7.N.1.4: Identify test variables (independent variables) and outcome variables
(dependent variables) in an experiment.
SC.7.N.1.6: Explain that empirical evidence is the cumulative body of observations of a
natural phenomenon on which scientific explanations are based.
SC.7.N.3.2: Identify the benefits and limitations of the use of scientific models.
8th Grade
SC.8.L.18.1: Describe and investigate the process of photosynthesis, such as the roles of
light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
SC.8.N.1.1: Define a problem from the eighth grade curriculum using appropriate reference
materials to support scientific understanding, plan and carry out scientific investigations of
various types, such as systematic observations or experiments, identify variables, collect
and organize data, interpret data in charts, tables, and graphics, analyze information, make
predictions, and defend conclusions.
SC.8.N.1.4: Explain how hypotheses are valuable if they lead to further investigations, even
if they turn out not to be supported by the data.
SC.8.N.1.6: Understand that scientific investigations involve the collection of relevant
empirical evidence, the use of logical reasoning, and the application of imagination in
devising hypotheses, predictions, explanations and models to make sense of the collected
evidence.
SC.8.N.3.1: Select models useful in relating the results of their own investigations.
SC.8.N.4.1: Explain that science is one of the processes that can be used to inform
decision making at the community, state, national, and international levels.
SC.8.P.8.4: Classify and compare substances on the basis of characteristic physical
properties that can be demonstrated or measured.
SC.8.P.9.2: Differentiate between physical changes and chemical changes.