GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION

Standards Arranged by Disciplinary Core Ideas

MS-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
MS-LS1-6. Construct a scientifc explanation based on eidence !or t"e role o!
p"otos#nt"esis in t"e c#cling o! matter and $o% o! energ# into and out o!
organisms. [Clarifcation Statement: Emphasis is on tracing movement of matter and
fow of energy.] [Assessment oundary: Assessment does not include the !iochemical
mechanisms of photosynthesis.]
MS-LS1-&. 'eelop a model to describe "o% !ood is rearranged t"roug" c"emical
reactions !orming ne% molecules t"at support gro%t" and(or release energ#
as t"is matter moes t"roug" an organism. [Clarifcation Statement: Emphasis is
on descri!ing that molecules are !ro"en apart and put !ac" together and that in this
process# energy is released.] [Assessment oundary: Assessment does not include
details of the chemical reactions for photosynthesis or respiration.]
Science and )ngineering
Practices
'isciplinar# Core *deas Crosscutting Concepts
'eeloping and +sing
Models
$odeling in %&' !uilds on (&)
e*periences and progresses to
developing# using# and
revising models to descri!e#
test# and predict more
a!stract phenomena and
design systems.
+evelop a model to descri!e
uno!serva!le mechanisms.
,$S-.S/-01
Constructing )xplanations
and 'esigning Solutions
Constructing e*planations and
designing solutions in %&'
!uilds on (&) e*periences and
progresses to include
constructing e*planations and
designing solutions supported
!y multiple sources of
evidence consistent with
scientifc "nowledge#
principles# and theories.
Construct a scientifc
e*planation !ased on valid
and relia!le evidence
o!tained from sources
,including the students2 own
e*periments1 and the
assumption that theories
and laws that descri!e the
natural world operate today
as they did in the past and
will continue to do so in the
future. ,$S-.S/-%1
--------------------------------------
-------
LS1.C: Organi,ation !or
Matter and )nerg# Flo% in
Organisms
3lants# algae ,including
phytoplan"ton1# and many
microorganisms use the
energy from light to ma"e
sugars ,food1 from car!on
dio*ide from the
atmosphere and water
through the process of
photosynthesis# which also
releases o*ygen. 4hese
sugars can !e used
immediately or stored for
growth or later use. ,$S-
.S/-%1
5ithin individual organisms#
food moves through a series
of chemical reactions in
which it is !ro"en down and
rearranged to form new
molecules# to support
growth# or to release energy.
,$S-.S/-01
PS-.': )nerg# in C"emical
Processes and )er#da#
Li!e
4he chemical reaction !y
which plants produce
comple* food molecules
,sugars1 re6uires an energy
input ,i.e.# from sunlight1 to
occur. 7n this reaction#
car!on dio*ide and water
com!ine to form car!on-
!ased organic molecules
and release o*ygen.
)nerg# and Matter
$atter is conserved !ecause
atoms are conserved in
physical and chemical
processes. ,$S-.S/-01
5ithin a natural system# the
transfer of energy drives the
motion and8or cycling of
matter. ,$S-.S/-%1
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GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
Connections to Nature of
Science
Scientifc .no%ledge is
/ased on )mpirical
)idence
Science "nowledge is !ased
upon logical connections
!etween evidence and
e*planations. ,$S-.S/-%1
(secondary to MS-LS1-6)
Cellular respiration in plants
and animals involve
chemical reactions with
o*ygen that release stored
energy. 7n these processes#
comple* molecules
containing car!on react with
o*ygen to produce car!on
dio*ide and other materials.
(secondary to MS-LS1-7)
Connections to other DCIs in this grade-band: MS.PS1./ ,$S-.S/-%1#,$S-.S/-01D MS.)SS0.1 ,$S-.S/-%1
Articlation to DCIs across grade-bands: 2.PS-.' ,$S-.S/-%1#,$S-.S/-01D 2.LS1.C ,$S-.S/-%1#,$S-.S/-01D
2.LS0.1 ,$S-.S/-%1D 2.LS0./ ,$S-.S/-%1#,$S-.S/-01D 3S.PS1./ ,$S-.S/-%1#,$S-.S/-01D 3S.LS1.C ,$S-
.S/-%1#,$S-.S/-01D 3S.LS0./ ,$S-.S/-%1#,$S-.S/-01D 3S.)SS0.' ,$S-.S/-%1
Co!!on Core State Standards Connections:
"LA#Literacy $
4S5.6-6.1 Cite specifc te*tual evidence to support analysis of science and technical te*ts. ,$S-.S/-
%1
4S5.6-6.0 +etermine the central ideas or conclusions of a te*tD provide an accurate summary of
the te*t distinct from prior "nowledge or opinions. (MS-LS1-6)
73S5.6-6.0 5rite informative8e*planatory te*ts to e*amine a topic and convey ideas# concepts# and
information through the selection# organiEation# and analysis of relevant content. ,$S-
.S/-%1
73S5.6-6.8 +raw evidence from informational te*ts to support analysis# refection# and research.
,$S-.S/-%1
SL.6.2 7ntegrate multimedia and visual displays into presentations to clarify information#
strengthen claims and evidence# and add interest. (MS-LS1-7)
Mathe!atics $
6.)).C.8 @se varia!les to represent two 6uantities in a real-world pro!lem that change in
relationship to one anotherD write an e6uation to e*press one 6uantity# thought of as the
dependent varia!le# in terms of the other 6uantity# thought of as the independent
varia!le. AnalyEe the relationship !etween the dependent and independent varia!les
using graphs and ta!les# and relate these to the e6uation. (MS-LS1-6)
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GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
NOTE:
Grade 7 includes:
From Molecules to Organisms: Structures and Processes, Ecosystems: Interactions,
Energy, and ynamics, Eart!"s Systems, Eart! and #uman $cti%ity, Matter and Its
Interactions, and Engineering and esign
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GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
MS-LS0 )cos#stems: *nteractions9 )nerg#9 and '#namics
Students who demonstrate understanding can:
MS-LS0-1. 1nal#,e and interpret data to proide eidence !or t"e e:ects o! resource aailabilit# on
organisms and populations o! organisms in an ecos#stem. [Clarifcation Statement: Emphasis is on
cause and eGect relationships !etween resources and growth of individual organisms and the num!ers of
organisms in ecosystems during periods of a!undant and scarce resources.]
MS-LS0-0. Construct an explanation t"at predicts patterns o! interactions among organisms across
multiple ecos#stems. [Clarifcation Statement: Emphasis is on predicting consistent patterns of
interactions in diGerent ecosystems in terms of the relationships among and !etween organisms and a!iotic
components of ecosystems. E*amples of types of interactions could include competitive# predatory# and
mutually !enefcial.]
MS-LS0--. 'eelop a model to describe t"e c#cling o! matter and $o% o! energ# among liing and
nonliing parts o! an ecos#stem. [Clarifcation Statement: Emphasis is on descri!ing the conservation
of matter and fow of energy into and out of various ecosystems# and on defning the !oundaries of the
system.] [Assessment oundary: Assessment does not include the use of chemical reactions to descri!e
the processes.]
MS-LS0-;. Construct an argument supported b# empirical eidence t"at c"anges to p"#sical or
biological components o! an ecos#stem a:ect populations. [Clarifcation Statement: Emphasis is on
recogniEing patterns in data and ma"ing warranted inferences a!out changes in populations# and on
evaluating empirical evidence supporting arguments a!out changes to ecosystems.]
MS-LS0-2. )aluate competing design solutions !or maintaining biodiersit# and ecos#stem
serices.< [Clarifcation Statement: E*amples of ecosystem services could include water purifcation#
nutrient recycling# and prevention of soil erosion. E*amples of design solution constraints could include
scientifc# economic# and social considerations.]
4he performance e*pectations a!ove were developed using the following elements from the ><C document A
%ra!e&or' (or )-1* Science "dcation:
Science and )ngineering
Practices
'isciplinar# Core *deas Crosscutting Concepts
'eeloping and +sing Models
$odeling in %&' !uilds on (&)
e*periences and progresses to
developing# using# and revising
models to descri!e# test# and predict
more a!stract phenomena and
design systems.
+evelop a model to descri!e
phenomena. ,$S-.SF-A1
1nal#,ing and *nterpreting 'ata
AnalyEing data in %&' !uilds on (&)
e*periences and progresses to
e*tending 6uantitative analysis to
investigations# distinguishing
!etween correlation and causation#
and !asic statistical techni6ues of
data and error analysis.
AnalyEe and interpret data to
provide evidence for phenomena.
,$S-.SF-/1
Constructing )xplanations and
'esigning Solutions
Constructing e*planations and
designing solutions in %&' !uilds on
(&) e*periences and progresses to
include constructing e*planations
and designing solutions supported !y
multiple sources of evidence
consistent with scientifc ideas#
principles# and theories.
Construct an e*planation that
includes 6ualitative or 6uantitative
relationships !etween varia!les
that predict phenomena. ,$S-.SF-
F1
)ngaging in 1rgument !rom
)idence
Engaging in argument from evidence
in %&' !uilds on (&) e*periences and
progresses to constructing a
convincing argument that supports or
refutes claims for either e*planations
LS0.1: *nterdependent
4elations"ips in )cos#stems
9rganisms# and populations of
organisms# are dependent on their
environmental interactions !oth
with other living things and with
nonliving factors. ,$S-.SF-/1
7n any ecosystem# organisms and
populations with similar
re6uirements for food# water#
o*ygen# or other resources may
compete with each other for
limited resources# access to which
conse6uently constrains their
growth and reproduction. ,$S-.SF-
/1
=rowth of organisms and
population increases are limited !y
access to resources. ,$S-.SF-/1
Similarly# predatory interactions
may reduce the num!er of
organisms or eliminate whole
populations of organisms. $utually
!enefcial interactions# in contrast#
may !ecome so interdependent
that each organism re6uires the
other for survival. Although the
species involved in these
competitive# predatory# and
mutually !enefcial interactions
vary across ecosystems# the
patterns of interactions of
organisms with their
environments# !oth living and
nonliving# are shared. ,$S-.SF-F1
LS0./: C#cle o! Matter and
)nerg# 5rans!er in )cos#stems
?ood we!s are models that
demonstrate how matter and
energy is transferred !etween
producers# consumers# and
decomposers as the three groups
interact within an ecosystem.
4ransfers of matter into and out of
Patterns
3atterns can !e used to identify
cause and eGect relationships.
,$S-.SF-F1
Cause and ):ect
Cause and eGect relationships
may !e used to predict
phenomena in natural or designed
systems. ,$S-.SF-/1
)nerg# and Matter
4he transfer of energy can !e
trac"ed as energy fows through a
natural system. ,$S-.SF-A1
Stabilit# and C"ange
Small changes in one part of a
system might cause large changes
in another part. ,$S-.SF-B1#,$S-
.SF-)1
---------------------------------------------
Connections to Engineering,
Tec!nology,
and $&&lications of Science
*n$uence o! Science9
)ngineering9 and 5ec"nolog# on
Societ# and t"e =atural 7orld
4he use of technologies and any
limitations on their use are driven
!y individual or societal needs#
desires# and valuesD !y the
fndings of scientifc researchD and
!y diGerences in such factors as
climate# natural resources# and
economic conditions. 4hus
technology use varies from region
to region and over time. ,$S-.SF-
)1
---------------------------------------------
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GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
or solutions a!out the natural and
designed world,s1.
Construct an oral and written
argument supported !y empirical
evidence and scientifc reasoning
to support or refute an e*planation
or a model for a phenomenon or a
solution to a pro!lem. ,$S-.SF-B1
Evaluate competing design
solutions !ased on Hointly
developed and agreed-upon
design criteria. ,$S-.SF-)1
---------------------------------------------
Connections to Nature of Science
Scientifc .no%ledge is /ased on
)mpirical )idence
Science disciplines share common
rules of o!taining and evaluating
empirical evidence. ,$S-.SF-B1
the physical environment occur at
every level. +ecomposers recycle
nutrients from dead plant or
animal matter !ac" to the soil in
terrestrial environments or to the
water in a6uatic environments.
4he atoms that ma"e up the
organisms in an ecosystem are
cycled repeatedly !etween the
living and nonliving parts of the
ecosystem. ,$S-.SF-A1
LS0.C: )cos#stem '#namics9
Functioning9 and 4esilience
Ecosystems are dynamic in natureD
their characteristics can vary over
time. +isruptions to any physical
or !iological component of an
ecosystem can lead to shifts in all
its populations. ,$S-.SF-B1
iodiversity descri!es the variety of
species found in Earth2s terrestrial
and oceanic ecosystems. 4he
completeness or integrity of an
ecosystem2s !iodiversity is often
used as a measure of its health.
,$S-.SF-)1
LS;.': /iodiersit# and 3umans
Changes in !iodiversity can
infuence humans2 resources# such
as food# energy# and medicines# as
well as ecosystem services that
humans rely onIfor e*ample#
water purifcation and recycling.
,secondary to MS-LS*-+1
)5S1./: 'eeloping Possible
Solutions
4here are systematic processes for
evaluating solutions with respect
to how well they meet the criteria
and constraints of a pro!lem.
(secondary to MS-LS*-+)
Connections to Nature of Science
Scientifc .no%ledge 1ssumes an
Order and Consistenc# in =atural
S#stems
Science assumes that o!Hects and
events in natural systems occur in
consistent patterns that are
understanda!le through
measurement and o!servation.
,$S-.SF-A1
Science 1ddresses >uestions
1bout t"e =atural and Material
7orld
Science "nowledge can descri!e
conse6uences of actions !ut does
not necessarily prescri!e the
decisions that society ta"es. ,$S-
.SF-)1
Connections to other DCIs in this grade-band: MS.PS1./ ,$S-.SF-A1D MS.LS1./ ,$S-.SF-F1D MS.LS;.C ,$S-.SF-B1D
MS.LS;.' ,$S-.SF-B1D MS.)SS0.1 ,$S-.SF-A1#,$S-.SF-B1D MS.)SS-.1 ,$S-.SF-/1#,$S-.SF-B1D MS.)SS-.C ,$S-.SF-
/1#,$S-.SF-B1#,$S-.SF-)1
Articlation across grade-bands: 1.LS1./ ,$S-.SF-F1D -.LS0.C ,$S-.SF-/1#,$S-.SF-B1D -.LS;.' ,$S-.SF-/1#,$S-.SF-
B1D 2.LS0.1 ,$S-.SF-/1#,$S-.SF-A1D 2.LS0./ ,$S-.SF-A1D 3S.PS-./ ,$S-.SF-A1D 3S.LS1.C ,$S-.SF-A1D 3S.LS0.1
,$S-.SF-/1#,$S-.SF-F1#,$S-.SF-)1D 3S.LS0./ ,$S-.SF-F1#,$S-.SF-A1D 3S.LS0.C ,$S-.SF-B1#,$S-.SF-)1D 3S.LS0.'
,$S-.SF-F1D 3S.LS;.C ,$S-.SF-/1#,$S-.SF-B1D 3S.LS;.' ,$S-.SF-/1#,$S-.SF-B1#,$S-.SF-)1D 3S.)SS0.1 ,$S-.SF-A1D
3S.)SS0.) ,$S-.SF-B1D 3S.)SS-.1 ,$S-.SF-/1#,$S-.SF-)1D 3S.)SS-./ ,$S-.SF-B1D 3S.)SS-.C ,$S-.SF-B1#,$S-.SF-
)1D 3S.)SS-.' ,$S-.SF-)1
Co!!on Core State Standards Connections:
"LA#Literacy $
4S5.6-6.1 Cite specifc te*tual evidence to support analysis of science and technical te*ts. ,$S-.SF-/1#,$S-
.SF-F1#,$S-.SF-B1
4S5.6-6.& 7ntegrate 6uantitative or technical information e*pressed in words in a te*t with a version of that
information e*pressed visually ,e.g.# in a fowchart# diagram# model# graph# or ta!le1. ,$S-.SF-/1
4S5.6-6.6 +istinguish among facts# reasoned Hudgment !ased on research fndings# and speculation in a te*t.
,$S-.SF-)1
4*.6.6 4race and evaluate the argument and specifc claims in a te*t# assessing whether the reasoning is
sound and the evidence is relevant and suJcient to support the claims. ,$S-.S-B1#,$S-.SF-)1
73S5.6-6.1 5rite arguments to support claims with clear reasons and relevant evidence. ,$S-.SF-B1
73S5.6-6.0 5rite informative8e*planatory te*ts to e*amine a topic and convey ideas# concepts# and information
through the selection# organiEation# and analysis of relevant content. ,$S-.SF-F1
73S5.6-6.8 +raw evidence from literary or informational te*ts to support analysis# refection# and research. ,$S-
.S-F1#,$S-.SF-B1
SL.6.1 Engage eGectively in a range of colla!orative discussions ,one-on-one# in groups# and teacher-led1
with diverse partners on grade ' topics# te*ts# and issues# !uilding on others2 ideas and e*pressing
their own clearly. (MS-LS*-*)
SL.6.; 3resent claims and fndings# emphasiEing salient points in a focused# coherent manner with relevant
evidence# sound valid reasoning# and well-chosen detailsD use appropriate eye contact# ade6uate
volume# and clear pronunciation. (MS-LS*-*)
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GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
SL.6.2 7nclude multimedia components and visual displays in presentations to clarify claims and fndings
and emphasiEe salient points. (MS-LS*-,)
Mathe!atics $
MP.; $odel with mathematics. (MS-LS*-+)
6.4P.1.- @se ratio and rate reasoning to solve real-world and mathematical pro!lems. (MS-LS*-+)
6.)).C.8 @se varia!les to represent two 6uantities in a real-world pro!lem that change in relationship to one
anotherD write an e6uation to e*press one 6uantity# thought of as the dependent varia!le# in terms
of the other 6uantity# thought of as the independent varia!le. AnalyEe the relationship !etween the
dependent and independent varia!les using graphs and ta!les# and relate these to the e6uation.
(MS-LS*-,)
6.SP./.2 SummariEe numerical data sets in relation to their conte*t. (MS-LS*-*)
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GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
MS-)SS0 )art"?s S#stems
Students who demonstrate understanding can:
MS-)SS0-1. 'eelop a model to describe t"e c#cling o! )art"?s materials and t"e $o% o! energ# t"at
dries t"is process. [Clarifcation Statement: Emphasis is on the processes of melting# crystalliEation#
weathering# deformation# and sedimentation# which act together to form minerals and roc"s through the
cycling of Earth2s materials.] [Assessment oundary: Assessment does not include the identifcation and
naming of minerals.]
MS-)SS0-0. Construct an explanation based on eidence !or "o% geoscience processes "ae c"anged
)art"?s sur!ace at ar#ing time and spatial scales. [Clarifcation Statement: Emphasis is on how
processes change Earth2s surface at time and spatial scales that can !e large ,such as slow plate motions or
the uplift of large mountain ranges1 or small ,such as rapid landslides or microscopic geochemical
reactions1# and how many geoscience processes ,such as earth6ua"es# volcanoes# and meteor impacts1
usually !ehave gradually !ut are punctuated !y catastrophic events. E*amples of geoscience processes
include surface weathering and deposition !y the movements of water# ice# and wind. Emphasis is on
geoscience processes that shape local geographic features# where appropriate.]
MS-)SS0--. 1nal#,e and interpret data on t"e distribution o! !ossils and roc@s9 continental s"apes9
and sea$oor structures to proide eidence o! t"e past plate motions. [Clarifcation Statement:
E*amples of data include similarities of roc" and fossil types on diGerent continents# the shapes of the
continents ,including continental shelves1# and the locations of ocean structures ,such as ridges# fracture
Eones# and trenches1.] [Assessment oundary: 3aleomagnetic anomalies in oceanic and continental crust
are not assessed.]
4he performance e*pectations a!ove were developed using the following elements from the ><C document A
%ra!e&or' (or )-1* Science "dcation:
Science and )ngineering
Practices
'isciplinar# Core *deas Crosscutting Concepts
'eeloping and +sing Models
$odeling in %&' !uilds on (&)
e*periences and progresses to
developing# using# and revising
models to descri!e# test# and predict
more a!stract phenomena and
design systems.
+evelop and use a model to
descri!e phenomena. ,$S-
ESSF-/1
1nal#,ing and *nterpreting 'ata
AnalyEing data in %&' !uilds on (&)
e*periences and progresses to
e*tending 6uantitative analysis to
investigations# distinguishing
!etween correlation and causation#
and !asic statistical techni6ues of
data and error analysis.
AnalyEe and interpret data to
provide evidence for
phenomena. ,$S-ESSF-A1
Constructing )xplanations and
'esigning Solutions
Constructing e*planations and
designing solutions in %&' !uilds on
(&) e*periences and progresses to
include constructing e*planations
and designing solutions supported !y
multiple sources of evidence
consistent with scientifc ideas#
principles# and theories.
Construct a scientifc
e*planation !ased on valid
and relia!le evidence
o!tained from sources
,including the students2 own
e*periments1 and the
assumption that theories and
laws that descri!e nature
operate today as they did in
the past and will continue to
do so in the future. ,$S-ESSF-
F1
)SS0.1: )art"?s Materials and
S#stems
All Earth processes are the result
of energy fowing and matter
cycling within and among the
planet2s systems. 4his energy is
derived from the sun and Earth2s
hot interior. 4he energy that fows
and matter that cycles produce
chemical and physical changes in
Earth2s materials and living
organisms. ,$S-ESSF-/1
4he planet2s systems interact over
scales that range from microscopic
to glo!al in siEe# and they operate
over fractions of a second to
!illions of years. 4hese
interactions have shaped Earth2s
history and will determine its
future. ,$S-ESSF-F1
)SS0./: Plate 5ectonics and
Large-Scale S#stem *nteractions
$aps of ancient land and water
patterns# !ased on investigations
of roc"s and fossils# ma"e clear
how Earth2s plates have moved
great distances# collided# and
spread apart. ,$S-ESSF-A1
)SS0.C: 5"e 4oles o! 7ater in
)art"?s Sur!ace Processes
5ater2s movementsI!oth on the
land and undergroundIcause
weathering and erosion# which
change the land2s surface features
and create underground
formations. ,$S-ESSF-F1
Patterns
3atterns in rates of change and
other numerical relationships can
provide information a!out natural
and human designed systems.
,$S-ESSF-A1
Scale Proportion and >uantit#
4ime# space# and energy
phenomena can !e o!served at
various scales using models to
study systems that are too large
or too small. ,$S-ESSF-F1
Stabilit# and C"ange
E*planations of sta!ility and
change in natural or designed
systems can !e constructed !y
e*amining the changes over time
and processes at diGerent scales#
including the atomic scale. ,$S-
ESSF-/1
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GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
Connections to Nature of
Science
Scientifc .no%ledge is Open to
4eision in Lig"t o! =e%
)idence
Science fndings are
fre6uently revised and8or
reinterpreted !ased on new
evidence. ,$S-ESSF-A1
Connections to other DCIs in this grade-band: MS.PS1.1 ,$S-ESSF-/1D MS.PS1./ ,$S-ESSF-/1#,$S-ESSF-F1D
MS.PS-./ ,$S-ESSF-/1D MS.LS0./ ,$S-ESSF-/1#,$S-ESSF-F1D MS.LS0.C ,$S-ESSF-/1D MS.LS;.1 ,$S-ESSF-A1D
MS.)SS-.C ,$S-ESSF-/1
Articlation o( DCIs across grade-bands: -.LS;.1 ,$S-ESSF-A1D -.)SS-./ ,$S-ESSF-A1D ;.PS-./ ,$S-ESSF-/1D
;.)SS1.C ,$S-ESSF-F1#,$S-ESSF-A1D ;.)SS0.1 ,$S-ESSF-/1#,$S-ESSF-F1D ;.)SS0./ ,$S-ESSF-A1D ;.)SS0.) ,$S-
ESSF-F1D ;.)SS-./ ,$S-ESSF-A1D 2.)SS0.1 ,$S-ESSF-/1#,$S-ESSF-F1D 3S.PS1./ ,$S-ESSF-/1DD 3S.PS-./ ,$S-ESSF-
/1D 3S.PS-.' ,$S-ESSF-F1D 3S.LS1.C ,$S-ESSF-/1D 3S.LS0./ ,$S-ESSF-/1#,$S-ESSF-F1D 3S.LS;.1 ,$S-ESSF-A1D
3S.LS;.C ,$S-ESSF-A1D 3S.)SS1.C ,$S-ESSF-F1#,$S-ESSF-A1D 3S.)SS0.1 ,$S-ESSF-/1#,$S-ESSF-F1#,$S-ESSF-A1D
3S.)SS0./ ,$S-ESSF-F1#,$S-ESSF-A1D 3S.)SS0.C ,$S-ESSF-/1#,$S-ESSF-F1D 3S.)SS0.' ,$S-ESSF-F1D 3S.)SS0.)
,$S-ESSF-/1#,$S-ESSF-F1D 3S.)SS-.' ,$S-ESSF-F1
Co!!on Core State Standards Connections:
"LA#Literacy $
4S5.6-6.1 Cite specifc te*tual evidence to support analysis of science and technical te*ts. ,$S-ESSF-F1#(MS-
"SS*-,)
4S5.6-6.& 7ntegrate 6uantitative or technical information e*pressed in words in a te*t with a version of that
information e*pressed visually ,e.g.# in a fowchart# diagram# model# graph# or ta!le1. ,$S-ESSF-A1
4S5.6-6.8 Compare and contrast the information gained from e*periments# simulations# video# or multimedia
sources with that gained from reading a te*t on the same topic. ,$S-ESSF-A1
73S5.6-6.0 5rite informative8e*planatory te*ts to e*amine a topic and convey ideas# concepts# and information
through the selection# organiEation# and analysis of relevant content. ,$S-ESSF-F1
SL.6.2 7nclude multimedia components and visual displays in presentations to clarify claims and fndings and
emphasiEe salient points. (MS-"SS*-1)-(MS-"SS*-*)
Mathe!atics $
MP.0 <eason a!stractly and 6uantitatively. ,$S-ESSF-F1#,$S-ESSF-A1
6.))./.6 @se varia!les to represent num!ers and write e*pressions when solving a real-world or mathematical
pro!lemD understand that a varia!le can represent an un"nown num!er# or# depending on the
purpose at hand# any num!er in a specifed set. (MS-"SS*-*)-(MS-"SS*-,)
&.))./.; @se varia!les to represent 6uantities in a real-world or mathematical pro!lem# and construct simple
e6uations and ine6ualities to solve pro!lems !y reasoning a!out the 6uantities. (MS-"SS*-*)-(MS-
"SS*-,)
A+934E+ : 4;E 9<E=9> S4A4E 9A<+ 9? E+@CA479> A8%8/B 3A=E C ' 9??7CE 9? .EA<>7>=
GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
MS-)SS- )art" and 3uman 1ctiit#
Students who demonstrate understanding can:
MS-)SS--1. Construct a scientifc explanation based on eidence !or "o% t"e uneen distributions o!
)art"?s mineral9 energ#9 and ground%ater resources are t"e result o! past and current
geoscience processes. [Clarifcation Statement: Emphasis is on how these resources are limited and
typically non-renewa!le# and how their distri!utions are signifcantly changing as a result of removal !y
humans. E*amples of uneven distri!utions of resources as a result of past processes include !ut are not
limited to petroleum ,locations of the !urial of organic marine sediments and su!se6uent geologic traps1#
metal ores ,locations of past volcanic and hydrothermal activity associated with su!duction Eones1# and soil
,locations of active weathering and8or deposition of roc"1.]
MS-)SS--0. 1nal#,e and interpret data on natural "a,ards to !orecast !uture catastrop"ic eents and
in!orm t"e deelopment o! tec"nologies to mitigate t"eir e:ects. [Clarifcation Statement:
Emphasis is on how some natural haEards# such as volcanic eruptions and severe weather# are preceded !y
phenomena that allow for relia!le predictions# !ut others# such as earth6ua"es# occur suddenly and with no
notice# and thus are not yet predicta!le. E*amples of natural haEards can !e ta"en from interior processes
,such as earth6ua"es and volcanic eruptions1# surface processes ,such as mass wasting and tsunamis1# or
severe weather events ,such as hurricanes# tornadoes# and foods1. E*amples of data can include the
locations# magnitudes# and fre6uencies of the natural haEards. E*amples of technologies can !e glo!al
,such as satellite systems to monitor hurricanes or forest fres1 or local ,such as !uilding !asements in
tornado-prone regions or reservoirs to mitigate droughts1.]
4he performance e*pectations a!ove were developed using the following elements from the ><C document A
%ra!e&or' (or )-1* Science "dcation:
Science and )ngineering
Practices
'isciplinar# Core *deas Crosscutting Concepts
1nal#,ing and *nterpreting 'ata
AnalyEing data in %&' !uilds on (&)
and progresses to e*tending
6uantitative analysis to
investigations# distinguishing
!etween correlation and causation#
and !asic statistical techni6ues of
data and error analysis.
AnalyEe and interpret data to
determine similarities and
diGerences in fndings. ,$S-ESSA-
F1
Constructing )xplanations and
'esigning Solutions
Constructing e*planations and
designing solutions in %&' !uilds on
(&) e*periences and progresses to
include constructing e*planations
and designing solutions supported !y
multiple sources of evidence
consistent with scientifc ideas#
principles# and theories.
Construct a scientifc e*planation
!ased on valid and relia!le
evidence o!tained from sources
,including the students2 own
e*periments1 and the assumption
that theories and laws that
descri!e the natural world operate
today as they did in the past and
will continue to do so in the future.
,$S-ESSA-/1
)SS-.1: =atural 4esources
;umans depend on Earth2s
land# ocean# atmosphere#
and !iosphere for many
diGerent resources.
$inerals# fresh water# and
!iosphere resources are
limited# and many are not
renewa!le or replacea!le
over human lifetimes.
4hese resources are
distri!uted unevenly around
the planet as a result of
past geologic processes.
,$S-ESSA-/1
)SS-./: =atural 3a,ards
$apping the history of
natural haEards in a region#
com!ined with an
understanding of related
geologic forces can help
forecast the locations and
li"elihoods of future events.
,$S-ESSA-F1
Patterns
=raphs# charts# and images can !e used
to identify patterns in data. ,$S-ESSA-F1
Cause and ):ect
Cause and eGect relationships may !e
used to predict phenomena in natural or
designed systems. ,$S-ESSA-/1
------------------------------------------------
Connections to Engineering, Tec!nology,
and $&&lications of Science
*n$uence o! Science9 )ngineering9 and
5ec"nolog# on Societ# and t"e =atural
7orld
All human activity draws on natural
resources and has !oth short and long-
term conse6uences# positive as well as
negative# for the health of people and the
natural environment. ,$S-ESSA-/1
4he uses of technologies and any
limitations on their use are driven !y
individual or societal needs# desires# and
valuesD !y the fndings of scientifc
researchD and !y diGerences in such
factors as climate# natural resources# and
economic conditions. 4hus technology
use varies from region to region and over
time. ,$S-ESSA-F1
Connections to other DCIs in this grade-band: MS.PS1.1 ,$S-ESSA-/1D MS.PS1./ ,$S-ESSA-/1D MS.)SS0.' ,$S-
ESSA-/1
Articlation o( DCIs across grade-bands: -.)SS-./ ,$S-ESSA-F1D ;.PS-.' ,$S-ESSA-/1D ;.)SS-.1 ,$S-ESSA-/1D
;.)SS-./ ,$S-ESSA-F1D 3S.PS-./ ,$S-ESSA-/1D 3S.LS1.C ,$S-ESSA-/1D 3S.)SS0.1 ,$S-ESSA-/1D 3S.)SS0./ ,$S-
ESSA-/1#,$S-ESSA-F1D 3S.)SS0.C ,$S-ESSA-/1D 3S.)SS0.' ,$S-ESSA-F1D 3S.)SS-.1 ,$S-ESSA-/1D 3S.)SS-./ ,$S-
ESSA-F1D 3S.)SS-.' ,$S-ESSA-F1
Co!!on Core State Standards Connections:
"LA#Literacy $
4S5.6-6.1 Cite specifc te*tual evidence to support analysis of science and technical te*ts. ,$S-ESSA-/1#(MS-
"SS,-*)
4S5.6-6.& 7ntegrate 6uantitative or technical information e*pressed in words in a te*t with a version of that
information e*pressed visually ,e.g.# in a fowchart# diagram# model# graph# or ta!le1. ,$S-ESSA-F1
A+934E+ : 4;E 9<E=9> S4A4E 9A<+ 9? E+@CA479> A8%8/B 3A=E C K 9??7CE 9? .EA<>7>=
GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
73S5.6-6.0 5rite informative8e*planatory te*ts to e*amine a topic and convey ideas# concepts# and information
through the selection# organiEation# and analysis of relevant content. ,$S-ESSA-/1
73S5.6-6.8 +raw evidence from informational te*ts to support analysis# refection# and research. ,$S-ESSA-/1
Mathe!atics $
MP.0 <eason a!stractly and 6uantitatively. ,$S-ESSA-F1
6.))./.6 @se varia!les to represent num!ers and write e*pressions when solving a real-world or
mathematical pro!lemD understand that a varia!le can represent an un"nown num!er# or#
depending on the purpose at hand# any num!er in a specifed set. (MS-"SS,-1)-(MS-"SS,-*)
&.))./.; @se varia!les to represent 6uantities in a real-world or mathematical pro!lem# and construct simple
e6uations and ine6ualities to solve pro!lems !y reasoning a!out the 6uantities. (MS-"SS,-1)-(MS-
"SS,-*)
A+934E+ : 4;E 9<E=9> S4A4E 9A<+ 9? E+@CA479> A8%8/B 3A=E C /L 9??7CE 9? .EA<>7>=
GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
MS-PS1 Matter and *ts *nteractions
Students who demonstrate understanding can:
MS-PS1-1. 'eelop models to describe t"e atomic composition o! simple molecules and extended
structures. [Clarifcation Statement: Emphasis is on developing models of molecules that vary in
comple*ity. E*amples of simple molecules could include ammonia and methanol. E*amples of e*tended
structures could include sodium chloride or diamonds. E*amples of molecular-level models could include
drawings# A+ !all and stic" structures# or computer representations showing diGerent molecules with
diGerent types of atoms.] [Assessment oundary: Assessment does not include valence electrons and
!onding energy# discussing the ionic nature of su!units of comple* structures# or a complete description of
all individual atoms in a comple* molecule or e*tended structure is not re6uired.]
MS-PS1-0. 1nal#,e and interpret data on t"e properties o! substances be!ore and a!ter t"e
substances interact to determine i! a c"emical reaction "as occurred. [Clarifcation Statement:
E*amples of reactions could include !urning sugar or steel wool# fat reacting with sodium hydro*ide# and
mi*ing Einc with hydrogen chloride.] [Assessment oundary: Assessment is limited to analysis of the
following properties: density# melting point# !oiling point# solu!ility# famma!ility# and odor.]
MS-PS1--. Aat"er and ma@e sense o! in!ormation to describe t"at s#nt"etic materials come !rom
natural resources and impact societ#. [Clarifcation Statement: Emphasis is on natural resources that
undergo a chemical process to form the synthetic material. E*amples of new materials could include new
medicine# foods# and alternative fuels.] [Assessment oundary: Assessment is limited to 6ualitative
information.]
MS-PS1-;. 'eelop a model t"at predicts and describes c"anges in particle motion9 temperature9 and
state o! a pure substance %"en t"ermal energ# is added or remoed. [Clarifcation Statement:
Emphasis is on 6ualitative molecular-level models of solids# li6uids# and gases to show that adding or
removing thermal energy increases or decreases "inetic energy of the particles until a change of state
occurs. E*amples of models could include drawings and diagrams. E*amples of particles could include
molecules or inert atoms. E*amples of pure su!stances could include water# car!on dio*ide# and helium.]
MS-PS1-2. 'eelop and use a model to describe "o% t"e total number o! atoms does not c"ange in a
c"emical reaction and t"us mass is consered. [Clarifcation Statement: Emphasis is on law of
conservation of matter and on physical models or drawings# including digital forms# that represent atoms.]
[Assessment oundary: Assessment does not include the use of atomic masses# !alancing sym!olic
e6uations# or intermolecular forces.]
MS-PS1-6. +nderta@e a design proBect to construct9 test9 and modi!# a deice t"at eit"er releases or
absorbs t"ermal energ# b# c"emical processes.< [Clarifcation Statement: Emphasis is on the design#
controlling the transfer of energy to the environment# and modifcation of a device using factors such as
type and concentration of a su!stance. E*amples of designs could involve chemical reactions such as
dissolving ammonium chloride or calcium chloride.] [Assessment oundary: Assessment is limited to the
criteria of amount# time# and temperature of su!stance in testing the device.]
4he performance e*pectations a!ove were developed using the following elements from the ><C document A
%ra!e&or' (or )-1* Science "dcation:
Science and )ngineering
Practices
'isciplinar# Core *deas Crosscutting Concepts
'eeloping and +sing Models
$odeling in %&' !uilds on (&) and
progresses to developing# using
and revising models to descri!e#
test# and predict more a!stract
phenomena and design systems.
+evelop a model to predict
and8or descri!e phenomena.
,$S-3S/-/1#,$S-3S/-B1
+evelop a model to descri!e
uno!serva!le mechanisms.
,$S-3S/-)1
1nal#,ing and *nterpreting
'ata
AnalyEing data in %&' !uilds on (&
) and progresses to e*tending
6uantitative analysis to
investigations# distinguishing
!etween correlation and
causation# and !asic statistical
techni6ues of data and error
analysis.
AnalyEe and interpret data to
determine similarities and
diGerences in fndings. ,$S-
3S/-F1
Constructing )xplanations
and 'esigning Solutions
Constructing e*planations and
designing solutions in %&' !uilds
on (&) e*periences and
progresses to include
constructing e*planations and
PS1.1: Structure and Properties o! Matter
Su!stances are made from diGerent types of
atoms# which com!ine with one another in
various ways. Atoms form molecules that range
in siEe from two to thousands of atoms. ,$S-
3S/-/1
Each pure su!stance has characteristic physical
and chemical properties ,for any !ul" 6uantity
under given conditions1 that can !e used to
identify it. ,$S-3S/-F1#,$S-3S/-A1
=ases and li6uids are made of molecules or
inert atoms that are moving a!out relative to
each other. ,$S-3S/-B1
7n a li6uid# the molecules are constantly in
contact with othersD in a gas# they are widely
spaced e*cept when they happen to collide. 7n
a solid# atoms are closely spaced and may
vi!rate in position !ut do not change relative
locations. ,$S-3S/-B1
Solids may !e formed from molecules# or they
may !e e*tended structures with repeating
su!units ,e.g.# crystals1. ,$S-3S/-/1
4he changes of state that occur with variations
in temperature or pressure can !e descri!ed
and predicted using these models of matter.
,$S-3S/-B1
PS1./: C"emical 4eactions
Su!stances react chemically in characteristic
ways. 7n a chemical process# the atoms that
ma"e up the original su!stances are regrouped
into diGerent molecules# and these new
su!stances have diGerent properties from those
of the reactants. ,$S-3S/-F1#,$S-3S/-A1#,$S-
3S/-)1
Patterns
$acroscopic patterns are
related to the nature of
microscopic and atomic-
level structure. ,$S-3S/-F1
Cause and ):ect
Cause and eGect
relationships may !e used
to predict phenomena in
natural or designed
systems. ,$S-3S/-B1
Scale9 Proportion9 and
>uantit#
4ime# space# and energy
phenomena can !e
o!served at various
scales using models to
study systems that are
too large or too small.
,$S-3S/-/1
)nerg# and Matter
$atter is conserved
!ecause atoms are
conserved in physical
and chemical processes.
,$S-3S/-)1
4he transfer of energy
can !e trac"ed as energy
fows through a designed
or natural system. ,$S-
3S/-%1
Structure and Function
Structures can !e
designed to serve
A+934E+ : 4;E 9<E=9> S4A4E 9A<+ 9? E+@CA479> A8%8/B 3A=E C // 9??7CE 9? .EA<>7>=
GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
designing solutions supported !y
multiple sources of evidence
consistent with scientifc
"nowledge# principles# and
theories.
@nderta"e a design proHect#
engaging in the design cycle#
to construct and8or implement
a solution that meets specifc
design criteria and constraints.
,$S-3S/-%1
Obtaining9 )aluating9 and
Communicating *n!ormation
9!taining# evaluating# and
communicating information in %&'
!uilds on (&) and progresses to
evaluating the merit and validity
of ideas and methods.
=ather# read# and synthesiEe
information from multiple
appropriate sources and assess
the credi!ility# accuracy# and
possi!le !ias of each
pu!lication and methods used#
and descri!e how they are
supported or not supported !y
evidence. ,$S-3S/-A1
-------------------------------------------
--
Connections to Nature of
Science
Scientifc .no%ledge is /ased
on )mpirical )idence
Science "nowledge is !ased
upon logical and conceptual
connections !etween evidence
and e*planations. ,$S-3S/-F1
Science Models9 La%s9
Mec"anisms9 and 5"eories
)xplain =atural P"enomena
.aws are regularities or
mathematical descriptions of
natural phenomena. ,$S-3S/-
)1
4he total num!er of each type of atom is
conserved# and thus the mass does not change.
,$S-3S/-)1
Some chemical reactions release energy# others
store energy. ,$S-3S/-%1
PS-.1: 'efnitions o! )nerg#
4he term MheatN as used in everyday language
refers !oth to thermal energy ,the motion of
atoms or molecules within a su!stance1 and the
transfer of that thermal energy from one o!Hect
to another. 7n science# heat is used only for this
second meaningD it refers to the energy
transferred due to the temperature diGerence
!etween two o!Hects. ,secondary to MS-.S1-/1
4he temperature of a system is proportional to
the average internal "inetic energy and
potential energy per atom or molecule
,whichever is the appropriate !uilding !loc" for
the system2s material1. 4he details of that
relationship depend on the type of atom or
molecule and the interactions among the atoms
in the material. 4emperature is not a direct
measure of a systemOs total thermal energy. 4he
total thermal energy ,sometimes called the
total internal energy1 of a system depends
Hointly on the temperature# the total num!er of
atoms in the system# and the state of the
material. ,secondary to $S-3S/-B1
)5S1./: 'eeloping Possible Solutions
A solution needs to !e tested# and then
modifed on the !asis of the test results# in
order to improve it. (secondary to MS-.S1-6)
)5S1.C: Optimi,ing t"e 'esign Solution
Although one design may not perform the !est
across all tests# identifying the characteristics
of the design that performed the !est in each
test can provide useful information for the
redesign processIthat is# some of the
characteristics may !e incorporated into the
new design. (secondary to MS-.S1-6)
4he iterative process of testing the most
promising solutions and modifying what is
proposed on the !asis of the test results leads
to greater refnement and ultimately to an
optimal solution. (secondary to MS-.S1-6)
particular functions !y
ta"ing into account
properties of diGerent
materials# and how
materials can !e shaped
and used. ,$S-3S/-A1
-----------------------------------
-------------
Connections to
Engineering, Tec!nology,
and $&&lications of
Science
*nterdependence o!
Science9 )ngineering9
and 5ec"nolog#
Engineering advances
have led to important
discoveries in virtually
every feld of science#
and scientifc discoveries
have led to the
development of entire
industries and
engineered systems.
,$S-3S/-A1
*n$uence o! Science9
)ngineering and
5ec"nolog# on Societ#
and t"e =atural 7orld
4he uses of technologies
and any limitations on
their use are driven !y
individual or societal
needs# desires# and
valuesD !y the fndings of
scientifc researchD and
!y diGerences in such
factors as climate#
natural resources# and
economic conditions.
4hus technology use
varies from region to
region and over time.
,$S-3S/-A1
Connections to other DCIs in this grade-band: MS.PS-.' ,$S-3S/-F1#,$S-3S/-%1D MS.LS1.C ,$S-3S/-F1#,$S-3S/-)1D
MS.LS0.1 ,$S-3S/-A1D MS.LS0./ ,$S-3S/-)1D MS.LS;.' ,$S-3S/-A1D MS.)SS0.1 ,$S-3S/-F1#,$S-3S/-)1D
MS.)SS0.C ,$S-3S/-/1#,$S-3S/-B1D MS.)SS-.1 ,$S-3S/-A1D MS.)SS-.C ,$S-3S/-A1
Articlation across grade-bands: 2.PS1.1 ,$S-3S/-/1D 2.PS1./ ,$S-3S/-F1#,$S-3S/-)1D 3S.PS1.1 ,$S-3S/-/1#,$S-
3S/-A1#,$S-3S/-B1#,$S-3S/-%1D 3S.PS1./ ,$S-3S/-F1#,$S-3S/-B1#,$S-3S/-)1#,$S-3S/-%1D 3S.PS-.1 ,$S-3S/-B1#,$S-
3S/-%1D 3S.PS-./ ,$S-3S/-%1D 3S.PS-.' ,$S-3S/-%1D 3S.LS0.1 ,$S-3S/-A1D 3S.LS;.' ,$S-3S/-A1D 3S.)SS1.1 ,$S-
3S/-/1D 3S.)SS-.1 ,$S-3S/-A1
Co!!on Core State Standards Connections:
"LA#Literacy $
4S5.6-6.1 Cite specifc te*tual evidence to support analysis of science and technical te*ts# attending to the
precise details of e*planations or descriptions (MS-.S1-*)-,$S-3S/-A1
4S5.6-6.- ?ollow precisely a multistep procedure when carrying out e*periments# ta"ing measurements# or
performing technical tas"s. ,$S-3S/-%1
4S5.6-6.& 7ntegrate 6uantitative or technical information e*pressed in words in a te*t with a version of that
information e*pressed visually ,e.g.# in a fowchart# diagram# model# graph# or ta!le1. (MS-.S1-1)-
,$S-3S/-F1#(MS-.S1-/)-(MS-.S1-+)
73S5.6-6.& Conduct short research proHects to answer a 6uestion ,including a self-generated 6uestion1# drawing
on several sources and generating additional related# focused 6uestions that allow for multiple
avenues of e*ploration. ,$S-3S/-%1
73S5.6-6.6 =ather relevant information from multiple print and digital sources# using search terms eGectivelyD
assess the credi!ility and accuracy of each sourceD and 6uote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation. ,$S-
3S/-A1
Mathe!atics $
A+934E+ : 4;E 9<E=9> S4A4E 9A<+ 9? E+@CA479> A8%8/B 3A=E C /F 9??7CE 9? .EA<>7>=
GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
MP.0 <eason a!stractly and 6uantitatively. ,$S-3S/-/1#,$S-3S/-F1# ,$S-3S/-)1
MP.; $odel with mathematics. ,$S-3S/-/1# ,$S-3S/-)1
6.4P.1.- @se ratio and rate reasoning to solve real-world and mathematical pro!lems. (MS-.S1-1)-(MS-.S1-
*)-,$S-3S/-)1
6.=S.C.2 @nderstand that positive and negative num!ers are used together to descri!e 6uantities having
opposite directions or values ,e.g.# temperature a!ove8!elow Eero# elevation a!ove8!elow sea level#
credits8de!its# positive8negative electric charge1D use positive and negative num!ers to represent
6uantities in real-world conte*ts# e*plaining the meaning of L in each situation. ,$S-3S/-B1
6.SP./.; +isplay numerical data in plots on a num!er line# including dot plots# histograms# and !o* plots.
(MS-.S1-*)
6.SP./.2 SummariEe numerical data sets in relation to their conte*t ,$S-3S/-F1
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GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
MS-)5S1 )ngineering 'esign
Students who demonstrate understanding can:
MS-)5S1-1. 'efne t"e criteria and constraints o! a design problem %it" suCcient precision
to ensure a success!ul solution9 ta@ing into account releant scientifc principles and
potential impacts on people and t"e natural enironment t"at ma# limit possible
solutions.
MS-)5S1-0. )aluate competing design solutions using a s#stematic process to determine
"o% %ell t"e# meet t"e criteria and constraints o! t"e problem.
MS-)5S1--. 1nal#,e data !rom tests to determine similarities and di:erences among seeral
design solutions to identi!# t"e best c"aracteristics o! eac" t"at can be combined
into a ne% solution to better meet t"e criteria !or success.
MS-)5S1-;. 'eelop a model to generate data !or iteratie testing and modifcation o! a
proposed obBect9 tool9 or process suc" t"at an optimal design can be ac"ieed.
4he performance e*pectations a!ove were developed using the following elements from the ><C
document A %ra!e&or' (or )-1* Science "dcation:
Science and )ngineering Practices 'isciplinar# Core *deas Crosscutting Concepts
1s@ing >uestions and 'efning
Problems
As"ing 6uestions and defning
pro!lems in grades %&' !uilds on
grades (&) e*periences and
progresses to specifying relationships
!etween varia!les# clarify arguments
and models.
+efne a design pro!lem that can !e
solved through the development of an
o!Hect# tool# process or system and
includes multiple criteria and
constraints# including scientifc
"nowledge that may limit possi!le
solutions. ,$S-E4S/-/1
'eeloping and +sing Models
$odeling in %&' !uilds on (&)
e*periences and progresses to
developing# using# and revising models
to descri!e# test# and predict more
a!stract phenomena and design
systems.
+evelop a model to generate data to
test ideas a!out designed systems#
including those representing inputs
and outputs. ,$S-E4S/-B1
1nal#,ing and *nterpreting 'ata
AnalyEing data in %&' !uilds on (&)
e*periences and progresses to
e*tending 6uantitative analysis to
investigations# distinguishing !etween
correlation and causation# and !asic
statistical techni6ues of data and error
analysis.
AnalyEe and interpret data to
determine similarities and diGerences
in fndings. ,$S-E4S/-A1
)ngaging in 1rgument !rom
)idence
Engaging in argument from evidence in
%&' !uilds on (&) e*periences and
progresses to constructing a convincing
argument that supports or refutes
claims for either e*planations or
solutions a!out the natural and
)5S1.1: 'efning and
'elimiting )ngineering
Problems
4he more precisely a design
tas"2s criteria and constraints
can !e defned# the more li"ely it
is that the designed solution will
!e successful. Specifcation of
constraints includes
consideration of scientifc
principles and other relevant
"nowledge that are li"ely to limit
possi!le solutions. ,$S-E4S/-/1
)5S1./: 'eeloping Possible
Solutions
A solution needs to !e tested#
and then modifed on the !asis of
the test results# in order to
improve it. ,$S-E4S/-B1
4here are systematic processes
for evaluating solutions with
respect to how well they meet
the criteria and constraints of a
pro!lem. ,$S-E4S/-F1# ,$S-E4S/-
A1
Sometimes parts of diGerent
solutions can !e com!ined to
create a solution that is !etter
than any of its predecessors.
,$S-E4S/-A1
$odels of all "inds are important
for testing solutions. ,$S-E4S/-B1
)5S1.C: Optimi,ing t"e 'esign
Solution
Although one design may not
perform the !est across all tests#
identifying the characteristics of
the design that performed the
!est in each test can provide
useful information for the
redesign processIthat is# some
of those characteristics may !e
incorporated into the new design.
,$S-E4S/-A1
4he iterative process of testing
*n$uence o! Science9
)ngineering9 and
5ec"nolog# on
Societ# and t"e
=atural 7orld
All human activity
draws on natural
resources and has
!oth short and long-
term conse6uences#
positive as well as
negative# for the
health of people and
the natural
environment. ,$S-
E4S/-/1
4he uses of
technologies and
limitations on their
use are driven !y
individual or societal
needs# desires# and
valuesD !y the
fndings of scientifc
researchD and !y
diGerences in such
factors as climate#
natural resources#
and economic
conditions. ,$S-E4S/-
/1
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GRADE 7 2014 Oregon Science Standards (NGSS) OREGON DEPARTMENT OF EDUCATION
Standards Arranged by Disciplinary Core Ideas
designed world.
Evaluate competing design solutions
!ased on Hointly developed and
agreed-upon design criteria. ,$S-
E4S/-F1
the most promising solutions and
modifying what is proposed on
the !asis of the test results leads
to greater refnement and
ultimately to an optimal solution.
,$S-E4S/-B1
Connections to MS-"0S11A: De2ning and Deli!iting "ngineering .roble!s inclde:
P"#sical Science: $S-3SA-A
Connections to MS-"0S113: De4eloping .ossible Soltions .roble!s inclde:
P"#sical Science: $S-3S/-%# $S-3SA-A# Li!e Science: $S-.SF-)
Connections to MS-"0S11C: 5pti!i6ing the Design Soltion inclde:
P"#sical Science: $S-3S/-%
Articlation o( DCIs across grade-bands: --2.)5S1.1 ,$S-E4S/-/1#,$S-E4S/-F1#,$S-E4S/-A1D --2.)5S1./
,$S-E4S/-F1#,$S-E4S/-A1#,$S-E4S/-B1D --2.)5S1.C ,$S-E4S/-F1#,$S-E4S/-A1#,$S-E4S/-B1D 3S.)5S1.1
,$S-E4S/-/1#,$S-E4S/-F1D 3S.)5S1./ ,$S-E4S/-/1#,$S-E4S/-F1#,$S-E4S/-A1#,$S-E4S/-B1D 3S.)5S1.C
,$S-E4S/-A1#,$S-E4S/-B1
Co!!on Core State Standards Connections:
"LA#Literacy $
4S5.6-6.1 Cite specifc te*tual evidence to support analysis of science and technical te*ts. ,$S-
E4S/-/1#(MS-"0S1-*)-(MS-"0S1-,)
4S5.6-6.& 7ntegrate 6uantitative or technical information e*pressed in words in a te*t with a version
of that information e*pressed visually ,e.g.# in a fowchart# diagram# model# graph# or
ta!le1. ,MS-"0S1-,)
4S5.6-6.8 Compare and contrast the information gained from e*periments# simulations# video# or
multimedia sources with that gained from reading a te*t on the same topic. ,$S-E4S/-F1#
,$S-E4S/-A1
73S5.6-6.& Conduct short research proHects to answer a 6uestion ,including a self-generated
6uestion1# drawing on several sources and generating additional related# focused
6uestions that allow for multiple avenues of e*ploration. ,$S-E4S/-/1#,$S-E4S/-/1
73S5.6-6.6 =ather relevant information from multiple print and digital sourcesD assess the credi!ility
of each sourceD and 6uote or paraphrase the data and conclusions of others while
avoiding plagiarism and providing !asic !i!liographic information for sources. ,$S-E4S/-/1
73S5.6-6.8 +raw evidence from informational te*ts to support analysis# refection# and research. (MS-
"0S1-*)
SL.6.2 7nclude multimedia components and visual displays in presentations to clarify claims and
fndings and emphasiEe salient points. (MS-"0S1-/)
Mathe!atics $
MP.0 <eason a!stractly and 6uantitatively. (MS-"0S1-1)-(MS-"0S1-*)-(MS-"0S1-,)-(MS-"0S1-/)
&.)).- Solve multi-step real-life and mathematical pro!lems posed with positive and negative
rational num!ers in any form ,whole num!ers# fractions# and decimals1# using tools
strategically. Apply properties of operations to calculate with num!ers in any formD
convert !etween forms as appropriateD and assess the reasona!leness of answers using
mental computation and estimation strategies. (MS-"0S1-1)-(MS-"0S1-*)-(MS-"0S1-,)
&.SP. +evelop a pro!a!ility model and use it to fnd pro!a!ilities of events. Compare
pro!a!ilities from a model to o!served fre6uenciesD if the agreement is not good# e*plain
possi!le sources of the discrepancy. (MS-"0S1-/)
< 4his performance e*pectation integrates traditional science content with engineering through a practice
or disciplinary core idea.
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