Cambridge Lower Secondary Science NGSS Mapping 0893 - tcm143-595713

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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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.
V1 20Y09 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.
Age US NGSS Cambridge

11 to 12 Grade 6 Stage 7
Similarities Differences
Aspects of the two curricula that overlap: Aspects of the Cambridge Lower Secondary Science curriculum that
• There is significant overlap between Cambridge Lower Secondary Thinking and are not covered by the US NGSS statements for Grades 6 to 8:
Working Scientifically and the US NGSS Science and Engineering Practices. • Thinking and Working Scientifically: using symbols and formulae; making
Both curricula include coverage of scientific models, pattern seeking, planning predictions; making risk assessments; working safely when doing practical work;
and carrying out investigations, making conclusions and evaluating hazard symbols; unexpected results leading to scientific understanding.
investigations. • Biology: similarities and differences of plant cells; specialised cells; viruses;
• There is some overlap of content relating to Biology and Earth and Space. definition of a species; dichotomous keys; blood; the human respiratory system
• Cambridge Lower Secondary Science in Context is relevant to several US and gas exchange; the human renal system; constituents of a balanced diet; the
NGSS statements and so can be integrated easily within these statements. US effect of lifestyle on human growth and fetal development; nutrient requirements
NGSS statements tend to be more specific than the broader Cambridge Science of plants.
in Context learning objectives. • Chemistry: the Periodic Table including using it to predict properties and
identifying trends within it; metals and non-metals; acids, alkali and pH; testing
Other similarities to note: for common gases; alloys; atomic structure including electrostatic attractions
• The two curricula have a similar number of statements. between nucleus and electrons; paper chromatography; reactivity of metals;
• Both curricula are structured around defining areas of science; in Cambridge reactions that lead to impure mixtures; inert substances; bonding including
Lower Secondary Science these are called strands and in the US NGSS they covalent and ionic bonding; defining an ion; density; rates of reaction.
are called dimensions. Both curricula are designed so the areas of science are • Physics: echoes; a model for electricity; electrical conductors and insulators;
used together in planning to produce a cohesive, integrated outcome for current including affecting current by varying the number of components in a
learners. The pedagogical approach behind the two curricula is highly circuit and measuring current; calculating resistance; circuit diagrams;
compatible. 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:
• 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.
• 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:

• 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.
Conclusion
Cambridge Lower Secondary Science is compatible with Cambridge Lower Secondary Science is compatible with
use of support materials recommended additional support required
You are
here
Schools and teachers: you can add or integrate the Cambridge Schools and teachers: you may need assistance to add or integrate
Lower Secondary Science curriculum yourselves and will benefit the Cambridge Lower Secondary Science curriculum and will benefit
from: from:
• using the materials on the support sites • discussing with your regional Cambridge International contact
• attending Cambridge International training (face-to-face or the specific needs of your school and identifying what available
online) support from Cambridge International best meets your needs
• using the wider guidance available, such as Implementing the • discussing the compatibility of the Cambridge curriculum with
Curriculum with Cambridge yoursubject specialist(s). This conversation may include
• discussing with your regional Cambridge International contact analysing the specific issues with using the Cambridge
the specific needs of your school and identifying what available curriculum in your school and jointly agreeing solutions.
support from Cambridge International best meets your needs.
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.
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.
Colour coding key:
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 for the US NGSS Disciplinary Core Ideas statements: Grades 6 to 8
US NGSS statements: Cambridge Lower Secondary Science

US NGSS area US NGSS theme Notes
Grades 6 to 8 learning objectives
Life Science
LS1: From molecules LS1.A: Structure All living things are made up of cells, 7Bs.01 Understand that all organisms are made of cells and
to organisms: and Function which is the smallest unit that can be microorganisms are typically single celled.
structures and said to be alive. An organism may
processes consist of one single cell (unicellular)
or many different numbers and types of
cells (multicellular).
Within cells, special structures are 7Bs.02 Identify and describe the functions of cell structures
responsible for particular functions, (limited to cell membrane, cytoplasm, nucleus, cell wall,
and the cell membrane forms the chloroplast, mitochondria and sap vacuole).
boundary that controls what enters and
leaves the cell.
In multicellular organisms, the body is 7Bs.05 Understand that cells can be grouped together to form
a system of multiple interacting tissues, organs and organ systems.
subsystems. These subsystems are
groups of cells that work together to
form tissues and organs that are
specialized for particular body
functions.
LS1.B: Growth and Organisms reproduce, either sexually 9Bs.03 Know that chromosomes contain genes, made of DNA,
Development of or asexually, and transfer their genetic and that genes contribute to the determination of an organism's
Organisms information to their offspring. 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, Flowering
sometimes depending on animal plant
behavior and specialized features for reproduction is
reproduction. covered in
Cambridge
Primary
Science
Genetic factors as well as local
conditions affect the growth of the adult
plant.
LS1.C: Plants, algae (including 9Bp.06 Know that photosynthesis occurs in chloroplasts and is
Organisation of phytoplankton), and many the process by which plants make carbohydrates, using the
Matter and Energy microorganisms use the energy from energy from light.
Flow in Organisms light to make sugars (food) from 9Bp.07 Know and use the summary word equation for
carbon dioxide from the atmosphere photosynthesis (carbon dioxide + water -> glucose + oxygen, in
and water through the process of the presence of light and chlorophyll).
photosynthesis, which also releases
oxygen. These sugars can be used
immediately or stored for growth or
later use.
Within individual organisms, food 8Bp.02 Understand that carbohydrates and fats can be used as a NGSS
moves through a series of chemical store of energy in animals, and animals consume food to obtain statement can
reactions in which it is broken down energy and nutrients. be met
and rearranged to form new molecules, 8Bp.04 Know that aerobic respiration occurs in the mitochondria through
to support growth, or to release of plant and animal cells, and gives a controlled release of energy. combining
energy. 8Bp.05 Know and use the summary word equation for aerobic Cambridge
respiration (glucose + oxygen -> carbon dioxide + water). learning
9Bp.06 Know that photosynthesis occurs in chloroplasts and is objectives to
the process by which plants make carbohydrates, using the meet a specific
energy from light. outcome
9Bp.07 Know and use the summary word equation for
photosynthesis (carbon dioxide + water -> glucose + oxygen, in
the presence of light and chlorophyll).
LS1.D: Information Each sense receptor responds to
Processing 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.
LS2: Ecosystems: LS2.A: Organisms, and populations of 7Be.02 Construct and interpret food chains and webs which NGSS
Interactions, Energy Interdependent organisms, are dependent on their include microorganisms as decomposers. statement can
and Dynamics Relationships in environmental interactions both with 8Be.01 Identify different ecosystems on the Earth, recognising the be met
Ecosystems other living things and with nonliving variety of habitats that exist within an ecosystem. through
factors. combining
8Be.02 Describe the impact of the bioaccumulation of toxic Cambridge
substances on an ecosystem. learning
8Be.03 Describe how a new and/or invasive species can affect objectives to
other organisms and an ecosystem. meet a specific
9Be.01 Describe what could happen to the population of a outcome
species, including extinction, when there is an environmental
change.
In any ecosystem, organisms and 7Be.02 Construct and interpret food chains and webs which NGSS
populations with similar requirements include microorganisms as decomposers. statement can
for food, water, oxygen, or other 8Be.01 Identify different ecosystems on the Earth, recognising the be met
resources may compete with each variety of habitats that exist within an ecosystem. through
other for limited resources, access to 8Be.03 Describe how a new and/or invasive species can affect combining
which consequently constrains their other organisms and an ecosystem. Cambridge
growth and reproduction. 9Be.01 Describe what could happen to the population of a learning
species, including extinction, when there is an environmental objectives to
change. meet a specific
outcome
Growth of organisms and population 7Be.02 Construct and interpret food chains and webs which Resources in
increases are limited by access to include microorganisms as decomposers. general can be
resources. 9Be.01 Describe what could happen to the population of a covered within
species, including extinction, when there is an environmental the Cambridge
change. learning
objectives
Similarly, predatory interactions may 7Be.02 Construct and interpret food chains and webs which Interpretation
reduce the number of organisms or include microorganisms as decomposers. of food chains
eliminate whole populations of 8Be.03 Describe how a new and/or invasive species can affect and webs
organisms. Mutually beneficial other organisms and an ecosystem. includes
interactions, in contrast, may become 9Be.01 Describe what could happen to the population of a considering
so interdependent that each organism species, including extinction, when there is an environmental predatory
requires the other for survival. change. interactions
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.
LS2.B: Cycles of Food webs are models that 7Be.01 Know and describe the ecological role some .
Matter and Energy demonstrate how matter and energy is microorganisms have as decomposers.
Transfer in transferred between producers, 7Be.02 Construct and interpret food chains and webs which
Ecosystems consumers, and decomposers as the include microorganisms as decomposers.
three groups interact within an 9ESc.01 Describe the carbon cycle (limited to photosynthesis,
ecosystem. Transfers of matter into respiration, feeding, decomposition and combustion).
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.
LS2.C: Ecosystems Ecosystems are dynamic in nature; 8Be.01 Identify different ecosystems on the Earth, recognising the
Dynamics, their characteristics can vary over time. variety of habitats that exist within an ecosystem.
Functioning and Disruptions to any physical or 9Be.01 Describe what could happen to the population of a
Resilience biological component of an ecosystem species, including extinction, when there is an environmental
can lead to shifts in all its populations. change.
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.
LS3: Heredity: LS3.A: Inheritance Genes are located in the 9Bs.03 Know that chromosomes contain genes, made of DNA, NGSS
Inheritance and of Traits chromosomes of cells, with each and that genes contribute to the determination of an organism's statement can
Variation of Traits chromosome pair containing two characteristics be met
variants of each of many distinct 9Bp.03 Describe variation within a species and relate this to through
genes. Each distinct gene chiefly genetic differences between individuals. combining
controls the production of specific 9Bp.04 Describe the scientific theory of natural selection and how Cambridge
proteins, which in turn affects the traits it relates to genetic changes over time. learning
of the individual. Changes (mutations) objectives to
to genes can result in changes to meet a specific
proteins, which can affect the outcome
structures and functions of the
organism and thereby change traits
Variations of inherited traits between 9Bs.03 Know that chromosomes contain genes, made of DNA, NGSS
parent and offspring arise from genetic and that genes contribute to the determination of an organism's statement can
differences that result from the subset characteristics be met
of chromosomes (and therefore genes) 9Bp.01 Describe the fusion of gametes to produce a fertilised egg through
inherited. with a new combination of DNA. combining
9Bp.03 Describe variation within a species and relate this to Cambridge
genetic differences between individuals. learning
objectives to
meet a specific
outcome
LS3.B: Variation of In sexually reproducing organisms, 9Bp.01 Describe the fusion of gametes to produce a fertilised egg NGSS
Traits each parent contributes half of the with a new combination of DNA. statement can
genes acquired (at random) by the 9Bp.02 Describe the inheritance of sex in humans in terms of XX be met
offspring. Individuals have two of each and XY chromosomes. through
chromosome and hence two alleles of 9Bp.03 Describe variation within a species and relate this to combining
each gene, one acquired from each genetic differences between individuals. Cambridge
parent. These versions may be learning
identical or may differ from each other. objectives to
meet a specific
outcome
In addition to variations that arise from 9Bp.03 Describe variation within a species and relate this to Mutations is
sexual reproduction, genetic genetic differences between individuals. not explicit
information can be altered because of 9Bp.04 Describe the scientific theory of natural selection and how within
mutations. Though rare, mutations may it relates to genetic changes over time. Cambridge,
result in changes to the structure and but can be ac-
function of proteins. Some changes are commodated
beneficial, others harmful, and some
neutral to the organism.
LS4: Biological LS4.A: Evidence of The collection of fossils and their Fossils are
Evolution: Unity and Common Ancestry placement in chronological order (e.g., covered in
Diversity and Diversity through the location of the sedimentary Cambridge
layers in which they are found or Primary
through radioactive dating) is known as Science
the fossil record. It documents the
existence, diversity, extinction, and
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 fully-
formed anatomy.
LS4.B: Natural Natural selection leads to the 9Bp.03 Describe variation within a species and relate this to
Selection predominance of certain traits in a genetic differences between individuals.
population, and the suppression of 9Bp.04 Describe the scientific theory of natural selection and how
others. it relates to genetic changes over time.
In artificial selection, humans have the 9Bs.03 Know that chromosomes contain genes, made of DNA, NGSS
capacity to influence certain and that genes contribute to the determination of an organism's statement can
characteristics of organisms by characteristics be met
selective breeding. One can choose 9Bp.01 Describe the fusion of gametes to produce a fertilised egg through
desired parental traits determined by with a new combination of DNA. combining
genes, which are then passed on to 7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve Cambridge
offspring. and/or require scientific understanding. learning
objectives to
meet a specific
outcome
LS4.C: Adaptation Adaptation by natural selection acting 9Bp.03 Describe variation within a species and relate this to
over generations is one important genetic differences between individuals.
process by which species change over 9Bp.04 Describe the scientific theory of natural selection and how
time in response to changes in it relates to genetic changes over time.
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
distribution of traits in a population
changes.
LS4.D: Biodiversity Changes in biodiversity can influence 7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve
and Humans humans’ resources, such as food, and/or require scientific understanding.
energy, and medicines, as well as 7SIC.05, 8SIC.05 and 9SIC.05 Discuss how the uses of science
ecosystem services that humans rely can have a global environmental impact.
on— for example, water purification
and recycling.
Earth and Space Science
ESS1: Earth’s Place ESS1.A: The Earth and its solar system are part of 8ESs.01 Describe a galaxy in terms of stellar dust and gas, stars
in the Universe Universe and Its the Milky Way galaxy, which is one of and planetary systems.
Stars many galaxies in the universe.
ESS1.B: Earth and The solar system consists of the sun 7ESs.02 Know that gravity is the force that holds components of Naming the
the Solar System and a collection of objects, including the Solar System in orbit around the Sun. planets and an
planets, their moons, and asteroids introduction to
that are held in orbit around the sun by the Solar
its gravitational pull on them. System is
covered in
Cambridge
Primary
Science.
This model of the solar system can 7ESs.04 Explain how solar and lunar eclipses happen. The
explain eclipses of the sun and the relationship
moon. Earth’s spin axis is fixed in between the
direction over the short-term but tilted Earth’s axis
relative to its orbit around the sun. The and seasons is
seasons are a result of that tilt and are covered in
caused by the differential intensity of Cambridge
sunlight on different areas of Earth Primary
across the year. Science
ESS1.C: The The geologic time scale interpreted
History of Planet from rock strata provides a way to
Earth organize Earth’s history. Analyses of
rock strata and the fossil record
provide only relative dates, not an
absolute scale.
Tectonic processes continually 7ESp.01 Describe the model of plate tectonics, in which a solid
generate new ocean sea floor at ridges outer layer (made up of the crust and uppermost mantle) moves
and destroy old sea floor at trenches. because of flow lower in the mantle.
7ESp.02 Describe how earthquakes, volcanoes and fold
mountains occur near the boundaries of tectonic plates.
ESS2: Earth’s ESS2.A: Earth All Earth processes are the result of
Systems Materials and energy flowing and matter cycling
Systems 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.
ESS2.B: Plate Maps of ancient land and water 9ESp.02 Explain why the jigsaw appearance of continental
Tectonics and patterns, based on investigations of coasts, location of volcanoes and earthquakes, fossil record and
Large-Scale rocks and fossils, make clear how alignment of magnetic materials in the Earth's crust are all
System Earth’s plates have moved great evidence for tectonic plates.
Interactions distances, collided, and spread apart
ESS2.C: The Roles Water continually cycles among land, 7ESc.01 Describe the water cycle (limited to evaporation,
of Water in Earth’s ocean, and atmosphere via condensation, precipitation, water run-off, open water and
Surface Processes transpiration, evaporation, groundwater).
condensation and crystallization, and 9Bs.01 Describe the pathway of water and mineral salts from the
precipitation, as well as downhill flows roots to the leaves in flowering plants, including absorption in root
on land hair cells, transport through xylem and transpiration from the
surface of leaves.
The complex patterns of the changes 8ESc.02 Understand that the Earth's climate can change due to
and the movement of water in the atmospheric change.
atmosphere, determined by winds, 8ESc.03 Describe the difference between climate and weather.
landforms, and ocean temperatures
and currents, are major determinants
of local weather patterns.
Global movements of water and its 7ESc.01 Describe the water cycle (limited to evaporation,
changes in form are propelled by condensation, precipitation, water run-off, open water and
sunlight and gravity. groundwater).
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.
ESS2.D: Weather Weather and climate are influenced by 8ESc.02 Understand that the Earth's climate can change due to
and Climate interactions involving sunlight, the atmospheric change.
ocean, the atmosphere, ice, landforms, 8ESc.03 Describe the difference between climate and weather.
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.
ESS3: Earth and ESS3.A: Natural Humans depend on Earth’s land, 8ESp.02 Identify renewable resources (including wind, tidal and
Human Activity Resources ocean, atmosphere, and biosphere for solar power, and bioplastics) and non-renewable resources
many different resources. Minerals, (including fossil fuels), and describe how humans use them.
fresh water, and biosphere resources
are limited, and many are not
renewable or replaceable over human
lifetimes. These resources are
distributed unevenly around the planet
as a result of past geologic processes.
ESS3.B: Natural Mapping the history of natural hazards 7ESp.01 Describe the model of plate tectonics, in which a solid NGSS
Hazards in a region, combined with an outer layer (made up of the crust and uppermost mantle) moves statement can
understanding of related geologic because of flow lower in the mantle. be met
forces can help forecast the locations 7ESp.02 Describe how earthquakes, volcanoes and fold through
and likelihoods of future events. mountains occur near the boundaries of tectonic plates. combining
9ESp.01 Explain the movement of tectonic plates in terms of Cambridge
convection currents. learning
7SIC.02, 8SIC.02 and 9SIC.02 Describe how science is applied objectives to
across societies and industries, and in research. meet a specific
7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve outcome
and/or require scientific understanding.
ESS3.C: Human Human activities have significantly 7ESp.03 Know that clean, dry air contains 78% nitrogen, 21% NGSS
Impacts on Earth altered the biosphere, sometimes oxygen and small amounts of carbon dioxide and other gases, statement can
Systems damaging or destroying natural and this composition can change because of pollution and natural be met
habitats and causing the extinction of emissions. through
other species. But changes to Earth’s 8ESp.02 Identify renewable resources (including wind, tidal and combining
environments can have different solar power, and bioplastics) and non-renewable resources Cambridge
impacts (negative and positive) for (including fossil fuels), and describe how humans use them. learning
different living things. 9Be.01 Describe what could happen to the population of a objectives to
species, including extinction, when there is an environmental meet a specific
change. outcome
7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve
7SIC.05, 8SIC.05 and 9SIC.05 Discuss how the uses of science
can have a global environmental impact
Typically as human populations and 7ESp.03 Know that clean, dry air contains 78% nitrogen, 21% NGSS
per-capita consumption of natural oxygen and small amounts of carbon dioxide and other gases, statement can
resources increase, so do the negative and this composition can change because of pollution and natural be met
impacts on Earth unless the activities emissions. through
and technologies involved are 8ESp.02 Identify renewable resources (including wind, tidal and combining
engineered otherwise. solar power, and bioplastics) and non-renewable resources Cambridge
(including fossil fuels), and describe how humans use them. learning
9Be.01 Describe what could happen to the population of a objectives to
species, including extinction, when there is an environmental meet a specific
change. outcome
7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve
7SIC.05, 8SIC.05 and 9SIC.05 Discuss how the uses of science
can have a global environmental impact
ESS3.D: Global Human activities, such as the release 7ESp.03 Know that clean, dry air contains 78% nitrogen, 21% NGSS
Climate Change of greenhouse gases from burning oxygen and small amounts of carbon dioxide and other gases, statement can
fossil fuels, are major factors in the and this composition can change because of pollution and natural be met
current rise in Earth’s mean surface emissions. through
temperature (global warming). 9ESc.02 Describe the historical and predicted future impacts of combining
Reducing the level of climate change climate change, including sea level change, flooding, drought and Cambridge
and reducing human vulnerability to extreme weather events. learning
whatever climate changes do occur 7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve objectives to
depend on the understanding of and/or require scientific understanding. meet a specific
climate science, engineering 7SIC.05, 8SIC.05 and 9SIC.05 Discuss how the uses of science outcome
capabilities, and other kinds of can have a global environmental impact.
knowledge, such as understanding of
human behavior and on applying that
knowledge wisely in decisions and
activities.
Physical Science
PS1: Matter and Its PS1.A: Structure Substances are made from different 7Cm.01 Understand that all matter is made of atoms, with each
Interactions and Properties of types of atoms, which combine with different type of atom being a different element.
Matter one another in various ways. Atoms 7Cm.07 Use the particle model to represent elements,
form molecules that range in size from compounds and mixtures.
two to thousands of atoms. 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.
Each pure substance has 7TWSc.01, 8TWSc.01 and 9TWSc.01 Sort, group and classify
characteristic physical and chemical phenomena, objects, materials and organisms through testing,
properties (for any bulk quantity under observation, using secondary information, and making and using
given conditions) that can be used to keys.
identify it. 8Cm.04 Know that purity is a way to describe how much of a
specific chemical is in a mixture.
Gases and liquids are made of 7Cm.01 Understand that all matter is made of atoms, with each
molecules or inert atoms that are different type of atom being a different element.
moving about relative to each other.
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.
In a liquid, the molecules are 7Cm.06 Describe the three states of matter as solid, liquid and The particle
constantly in contact with others; in a gas in terms of the arrangement, separation and motion of model is
gas, they are widely spaced except particles. introduced in,
when they happen to collide. In a solid, and is used
atoms are closely spaced and may throughout,
vibrate in position but do not change Cambridge
relative locations. Primary
Science.
Solids may be formed from molecules, 9Cp.04 Know that elements and compounds exist in structures
or they may be extended structures (simple or giant), and this influences their physical properties.
with repeating subunits (e.g., crystals).
The changes of state that occur with Change of
variations in temperature or pressure state is
can be described and predicted using covered in
these models of matter. Cambridge
Primary
Science
PS1.B: Chemical Substances react chemically in 7Cp.01 Understand that all substances have chemical properties NGSS
Reactions characteristic ways. In a chemical and physical properties. statement can
process, the atoms that make up the 7Cc.01 Identify whether a chemical reaction has taken place be met
original substances are regrouped into through observations of the loss of reactants and/or the formation through
different molecules, and these new of products which have different properties to the reactants combining
substances have different properties (including evolving a gas, formation of a precipitate or change of Cambridge
from those of the reactants. colour). learning
7Cc.02 Explain why a precipitate forms, in terms of a chemical objectives to
reaction between soluble reactants forming at least one insoluble meet a specific
product. outcome
7Cc.03 Use the particle model to describe chemical reactions.
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.
The total number of each type of atom 9Cc.05 Understand that in chemical reactions mass and energy
is conserved, and thus the mass does are conserved.
not change.
Some chemical reactions release 8Cc.02 Know that some processes and reactions are endothermic
energy, others store energy. or exothermic, and this can be identified by temperature change.
9Cc.05 Understand that in chemical reactions mass and energy
are conserved.
PS2: Motion and PS2.A: Forces and For any pair of interacting objects, the
Stability: Forces and Motion force exerted by the first object on the
Interactions 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 8Pf.03 Describe the effects of balanced and unbalanced forces on
by the sum of the forces acting on it; if motion.
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
information with other people, these
choices must also be shared.
PS2.B: Types of Electric and magnetic 8Pe.01 Describe a magnetic field, and understand that it
Interactions (electromagnetic) forces can be surrounds a magnet and exerts a force on other magnetic fields.
attractive or repulsive, and their sizes 8Pe.02 Describe how to make an electromagnet and know that
depend on the magnitudes of the electromagnets have many applications.
charges, currents, or magnetic 8Pe.03 Investigate factors that change the strength of an
strengths involved and on the electromagnet.
distances between the interacting
objects.
Gravitational forces are always 7Pf.03 Describe gravity as a force of attraction between any two
attractive. There is a gravitational force objects and describe how the size of the force is related to the
between any two masses, but it is very masses of the objects.
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, 7Pf.03 Describe gravity as a force of attraction between any two NGSS
magnetic, and gravitational) can be objects and describe how the size of the force is related to the statement can
explained by fields that extend through masses of the objects. be met
space and can be mapped by their 7ESs.02 Know that gravity is the force that holds components of through
effect on a test object (a charged the Solar System in orbit around the Sun. combining
object, or a ball, respectively). 8Pe.01 Describe a magnetic field, and understand that it Cambridge
surrounds a magnet and exerts a force on other magnetic fields. learning
objectives to
meet a specific
outcome
PS3: Energy PS3.A: Definitions Motion energy is properly called kinetic
of Energy 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 9Pf.02 Describe the difference between heat and temperature.
proportional to the average internal
kinetic energy and potential energy per
atom or molecule (whichever is the
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 9Pf.02 Describe the difference between heat and temperature.
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 9Pf.02 Describe the difference between heat and temperature.
energy; the relationship between the
temperature and the total energy of a
system depends on the types, states,
and amounts of matter present.
PS3.B: When the motion energy of an object 7Pf.01 Describe changes in energy that are a result of an event or
Conservation of changes, there is inevitably some other process.
Energy and Energy change in energy at the same time. 9Pf.03 Know that energy is conserved, meaning it cannot be
Transfer 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.
Energy is spontaneously transferred 9Pf.04 Know that thermal energy will always transfer from hotter
out of hotter regions or objects and into regions or objects to colder ones, and this is known as heat
colder ones. dissipation.
PS3.C: When two objects interact, each one 7Pf.01 Describe changes in energy that are a result of an event or
Relationship exerts a force on the other that can process.
between Energy cause energy to be transferred to or
and Forces from the object.
PS3.D: Energy in The chemical reaction by which plants 9Bp.06 Know that photosynthesis occurs in chloroplasts and is
Chemical produce complex food molecules the process by which plants make carbohydrates, using the
Processes and (sugars) requires an energy input (i.e., energy from light.
Everyday Life from sunlight) to occur. In this reaction, 9Bp.07 Know and use the summary word equation for
carbon dioxide and water combine to photosynthesis (carbon dioxide + water -> glucose + oxygen, in
form carbon-based organic molecules the presence of light and chlorophyll).
and release oxygen.
Cellular respiration in plants and 8Bp.04 Know that aerobic respiration occurs in the mitochondria
animals involve chemical reactions of plant and animal cells, and gives a controlled release of energy.
with oxygen that release stored 8Bp.05 Know and use the summary word equation for aerobic
energy. In these processes, complex respiration (glucose + oxygen -> carbon dioxide + water).
molecules containing carbon react with
oxygen to produce carbon dioxide and
other materials.
PS4: Waves and PS4.A: Wave A simple wave has a repeating pattern 9Ps.01 Draw and interpret waveforms, and recognise the link
Their Applications in Properties with a specific wavelength, frequency, between loudness and amplitude, pitch and frequency.
Technologies for and amplitude.
Information Transfer
A sound wave needs a medium 7Ps.01 Describe the vibration of particles in a sound wave and
through which it is transmitted. explain why sound does not travel in a vacuum.
PS4.B: When light shines on an object, it is 8Ps.01 Describe reflection at a plane surface and use the law of
Electromagnetic reflected, absorbed, or transmitted reflection.
Radiation through the object, depending on the 8Ps.03 Know that white light is made of many colours and this
object’s material and the frequency can be shown through the dispersion of white light, using a prism.
(color) of the light. 8Ps.04 Describe how colours of light can be added, subtracted,
absorbed and reflected.
The path that light travels can be 8Ps.02 Describe refraction of light at the boundary between air Light travelling
traced as straight lines, except at and glass or air and water in terms of change of speed. in a straight
surfaces between different transparent 8Ps.02 Describe refraction of light at the boundary between air line is
and glass or air and water in terms of change of speed. introduced in
materials (e.g., air and water, air and Cambridge
glass) where the light path bends. Primary
Science.
A wave model of light is useful for 8Ps.03 Know that white light is made of many colours and this NGSS
explaining brightness, color, and the can be shown through the dispersion of white light, using a prism. statement can
frequency-dependent bending of light 8Ps.04 Describe how colours of light can be added, subtracted, be met
at a surface between media. absorbed and reflected. through
8Ps.02 Describe refraction of light at the boundary between air combining
and glass or air and water in terms of change of speed. Cambridge
9Ps.01 Draw and interpret waveforms, and recognise the link learning
between loudness and amplitude, pitch and frequency. objectives to
meet a specific
outcome
However, because light can travel 7Ps.01 Describe the vibration of particles in a sound wave and The US NGSS
through space, it cannot be a matter explain why sound does not travel in a vacuum. statement can
wave, like sound or water waves. be covered as
a counter point
to the
Cambridge
learning
objective
PS4.C: Information Digitized signals (sent as wave pulses)
Technologies and are a more reliable way to encode and
Instrumentation transmit information.
Engineering, Technology and the Application of Science
ETS1: Engineering ETS1.A: Defining The more precisely a design task’s
Design and Delimiting criteria and constraints can be defined,
Engineering the more likely it is that the designed
Problems solution will be successful.
Specification of constraints includes
consideration of scientific principles
and other relevant knowledge that is
likely to limit possible solutions.
ETS1.B: A solution needs to be tested, and then
Developing modified on the basis of the test results
Possible Solutions in order to improve it.
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.
ETS1.C: Although one design may not perform
Optimising the the best across all tests, identifying the
Design Solution 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 for the US NGSS Science and Engineering statements: Grades 6 to 8

Asking Questions Ask questions that require sufficient 7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
and Defining and appropriate empirical evidence to testable.
Problems answer. 9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
Ask questions that arise from careful 7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
observation of phenomena, models, or testable.
unexpected results, to clarify and/or 9TWSp.01 Suggest a testable hypothesis based on scientific
seek additional information understanding.
Ask questions to identify and/or clarify 7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
evidence and/or the premise(s) of an testable.
argument. 9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
Ask questions to determine 7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
relationships between independent and testable.
dependent variables and relationships 9TWSp.01 Suggest a testable hypothesis based on scientific
in models understanding.
Ask questions to clarify and/or refine a 7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
model, an explanation, or an testable.
engineering problem. 9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
Ask questions that can be investigated 7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
within the scope of the classroom, testable.
outdoor environment, and museums 9TWSp.01 Suggest a testable hypothesis based on scientific
and other public facilities with available understanding.
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.
Ask questions that challenge the 7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
premise(s) of an argument or the testable.
interpretation of a data set. 9TWSp.01 Suggest a testable hypothesis based on scientific
understanding.
Developing and Evaluate limitations of a model for a 7TWSm.01 Describe the strengths and limitations of a model.
Using Models proposed object or tool. 9TWSm.02 Describe some important models, including analogies,
and discuss their strengths and limitations.
Develop or modify a model—based on 9TWSm.01 Understand that models and analogies reflect current
evidence – to match what happens if a scientific evidence and understanding, and can change.
variable or component of a system is
changed.
Use and/or develop a model of simple 7TWSm.01 Describe the strengths and limitations of a model.
systems with uncertain and less 9TWSm.02 Describe some important models, including analogies,
predictable factors. and discuss their strengths and limitations.
Develop and/or revise a model to show 7TWSm.01 Describe the strengths and limitations of a model.
the relationships among variables, 9TWSm.02 Describe some important models, including analogies,
including those that are not observable and discuss their strengths and limitations.
but predict observable phenomena. 8TWSm.02 Use an existing analogy for a purpose.
Develop and/or use a model to predict 9TWSm.02 Describe some important models, including analogies,
and/or describe phenomena. and discuss their strengths and limitations.
8TWSm.02 Use an existing analogy for a purpose.
Develop a model to describe 9TWSm.02 Describe some important models, including analogies,
unobservable mechanisms. and discuss their strengths and limitations.
8TWSm.02 Use an existing analogy for a purpose.
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.
Planning and Plan an investigation individually and 7TWSp.04 and 8TWSp.04 Plan a range of investigations of
Carrying Out collaboratively, and in the design: different types, while considering variables appropriately, and
Investigations identify independent and dependent recognise that not all investigations can be fair tests.
variables and controls, what tools are 9TWSp.04 Plan a range of investigations of different types to
needed to do the gathering, how obtain appropriate evidence when testing hypotheses.
measurements will be recorded, and
how many data are needed to support 7TWSc.02, 8TWSc.02 and 9TWSc.02 Decide what equipment is
a claim. required to carry out an investigation or experiment and use it
appropriately.
Conduct an investigation and/or 7TWSp.04 and 8TWSp.04 Plan a range of investigations of
evaluate and/or revise the different types, while considering variables appropriately, and
experimental design to produce data to recognise that not all investigations can be fair tests.
serve as the basis for evidence that 9TWSp.04 Plan a range of investigations of different types to
meet the goals of the investigation. 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.
Evaluate the accuracy of various 7TWSc.04, 8TWSc.04 and 9TWSc.04 Take appropriately
methods for collecting data. accurate and precise measurements, explaining why accuracy
and precision are important.
proposed changes.
proposed changes.
Collect data to produce data to serve 7TWSp.04 and 8TWSp.04 Plan a range of investigations of
as the basis for evidence to answer different types, while considering variables appropriately, and
scientific questions or test design recognise that not all investigations can be fair tests.
solutions under a range of conditions. 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.
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.
Collect data about the performance of
a proposed object, tool, process, or
system under a range of conditions.
Analyzing and Construct, analyze, and/or interpret 7TWSa.05 and 8TWSa.05 Present and interpret observations and
Interpreting Data graphical displays of data and/or large measurements appropriately.
data sets to identify linear and 9TWSa.05 Present and interpret results, and predict results
nonlinear relationships. between the data points collected.
7TWSa.02 and 8TWSa.02 Describe trends and patterns in
results, including identifying any anomalous results.
Use graphical displays (e.g., maps, 7TWSa.05 and 8TWSa.05 Present and interpret observations and
charts, graphs, and/or tables) of large measurements appropriately.
data sets to identify temporal and 9TWSa.05 Present and interpret results, and predict results
spatial relationships. between the data points collected.
Distinguish between causal and
correlational relationships in data.
Analyze and interpret data to provide 7TWSa.01 and 8TWSa.01 Describe the accuracy of predictions,
evidence for phenomena. 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,
mode, and variability) to analyze and
characterize data, using digital tools
when feasible.
Consider limitations of data analysis 7TWSc.03 and 8TWSc.03 Evaluate whether measurements and
(e.g., measurement error), and/or seek observations have been repeated sufficiently to be reliable.
to improve precision and accuracy of 9TWSc.03 Decide when to increase the range of observations
data with better technological tools and and measurements, and increase the extent of repetition, to give
methods (e.g., multiple trials). sufficiently reliable data.
proposed changes.
proposed changes.
Analyze and interpret data to 7TWSa.05 and 8TWSa.05 Present and interpret observations and
determine similarities and differences measurements appropriately.
in findings. 9TWSa.05 Present and interpret results, and predict results
between the data points collected.
Analyze data to define an optimal
operational range for a proposed
object, tool, process or system that
best meets criteria for success.
Using Mathematics Decide when to use qualitative vs.
and Computational quantitative data.
Thinking
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.
Create algorithms (a series of ordered
steps) to solve a problem.
Apply mathematical concepts and/or The US NGSS
processes (such as ratio, rate, percent, statement has
basic operations, and simple algebra) no explicit
to scientific and engineering questions match but will
and problems. be covered
over
Cambridge
Lower
Secondary
Science
Use digital tools and/or mathematical
concepts and arguments to test and
compare proposed solutions to an
engineering design problem.
Constructing Construct an explanation that includes 7TWSa.02 and 8TWSa.02 Describe trends and patterns in
Explanations and qualitative or quantitative relationships results, including identifying any anomalous results.
Designing Solutions between variables that predict(s) 9TWSa.02 Describe trends and patterns in results, identifying any
and/or describe(s) phenomena. anomalous results and suggesting why results are anomalous.
Construct an explanation using models 7TWSm.01 Describe the strengths and limitations of a model.
or representations. 8TWSm.02 Use an existing analogy for a purpose.
9TWSm.02 Describe some important models, including analogies,
7TWSm.02, 8TWSm.03 and 9TWSm.03 Use symbols and
formulae to represent scientific ideas.
Construct a scientific explanation 7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
based on valid and reliable evidence is developed through collective understanding and scrutiny over
obtained from sources (including the time.
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, 7TWSa.05 and 8TWSa.05 Present and interpret observations and
and/or evidence to construct, revise measurements appropriately.
and/or use an explanation for real-
world phenomena, examples, or 9TWSa.05 Present and interpret results, and predict results
events. between the data points collected.
Apply scientific reasoning to show why 7TWSa.05 and 8TWSa.05 Present and interpret observations and
the data or evidence is adequate for measurements appropriately.
the explanation or conclusion. 9TWSa.05 Present and interpret results, and predict results
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.
Engaging in Compare and critique two arguments 7TWSa.01 and 8TWSa.01 Describe the accuracy of predictions,
Argument from on the same topic and analyze whether based on results, and suggest why they were or were not
Evidence they emphasize similar or different accurate.
evidence and/or interpretations of 9TWSa.01 Evaluate the strength of the evidence collected and
facts. how it supports, or refutes, the prediction.
Respectfully provide and receive 9TWSa.04 Evaluate experiments and investigations, including
critiques about one’s explanations, those by others, and suggest improvements, explaining any
procedures, models and questions by proposed changes.
citing relevant evidence and posing
and responding to questions that elicit
pertinent elaboration and detail.
Construct, use, and/or present an oral 9TWSa.01 Evaluate the strength of the evidence collected and
and written argument supported by how it supports, or refutes, the prediction.
empirical evidence and scientific 7TWSa.03 and 8TWSa.03 Make conclusions by interpreting
reasoning to support or refute an results and explain the limitations of the conclusions.
explanation or a model for a 9TWSa.03 Make conclusions by interpreting results, explain the
phenomenon or a solution to a limitations of the conclusions and describe how the conclusions
problem. 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.
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.
Obtaining, Evaluating Critically read scientific texts adapted 7TWSc.06 and 8TWSc.06 Evaluate a range of secondary
and Communicating for classroom use to determine the information sources for their relevance and know that some
Information central ideas and/or obtain scientific sources may be biased.
and/or technical information to 9TWSc.06 Make an informed decision whether to use evidence
describe patterns in and/or evidence from first-hand experience or secondary sources.
about the natural and designed
world(s).
Integrate qualitative and/or quantitative 7TWSc.06 and 8TWSc.06 Evaluate a range of secondary
scientific and/or technical information information sources for their relevance and know that some
in written text with that contained in sources may be biased.
media and visual displays to clarify 9TWSc.06 Make an informed decision whether to use evidence
claims and findings. from first-hand experience or secondary sources.
Gather, read, synthesize information 7TWSc.06 and 8TWSc.06 Evaluate a range of secondary
from multiple appropriate sources and information sources for their relevance and know that some
assess the credibility, accuracy, and sources may be biased.
possible bias of each publication and 9TWSc.06 Make an informed decision whether to use evidence
methods used, and describe how they from first-hand experience or secondary sources.
are supported or not supported by
evidence.
Evaluate data, hypotheses, and/or 7TWSc.06 and 8TWSc.06 Evaluate a range of secondary
conclusions in scientific and technical information sources for their relevance and know that some
texts in light of competing information sources may be biased.
or accounts. 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.
Mapping for the US NGSS Understanding about the Nature of Science statements: Grades 6 to 8

Scientific Science investigations use a variety of 7TWSp.04 and 8TWSp.04 Plan a range of investigations of
Investigations Use a methods and tools to make different types, while considering variables appropriately, and
Variety of Methods measurements and observations. recognise that not all investigations can be fair tests.
9TWSp.04 Plan a range of investigations of different types to
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.
Science investigations are guided by a 7TWSc.04, 8TWSc.04 and 9TWSc.04 Take appropriately
set of values to ensure accuracy of accurate and precise measurements, explaining why accuracy
measurements, observations, and and precision are important.
objectivity of findings. 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.
Science depends on evaluating 7TWSa.03 and 8TWSa.03 Make conclusions by interpreting
proposed explanations. results and explain the limitations of the conclusions.
proposed changes.
Scientific values function as criteria in
distinguishing between science and
non-science.
Scientific Knowledge Science knowledge is based upon
is Based on logical and conceptual connections
Empirical Evidence between evidence and explanations.
Science disciplines share common
rules of obtaining and evaluating
empirical evidence.
Scientific Knowledge Scientific explanations are subject to 7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
is Open to Revision revision and improvement in light of is developed through collective understanding and scrutiny over
in Light of New new evidence. time.
Evidence 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.
The certainty and durability of science 7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
findings varies. is developed through collective understanding and scrutiny over
time.
7SIC.04, 8SIC.04 and 9SIC.04 Describe how people develop and
Science findings are frequently revised 7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
and/or reinterpreted based on new is developed through collective understanding and scrutiny over
evidence time.
7SIC.04, 8SIC.04 and 9SIC.04 Describe how people develop and
Science Models, Theories are explanations for
Laws, Mechanisms, observable phenomena.
and Theories Explain
Natural Phenomena
Science theories are based on a body 7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
of evidence developed over time. is developed through collective understanding and scrutiny over
time.
Laws are regularities or mathematical
descriptions of natural phenomena
A hypothesis is used by scientists as 7TWSp.01 and 8TWSp.01 Identify whether a given hypothesis is
an idea that may contribute important testable.
new knowledge for the evaluation of a 9TWSp.01 Suggest a testable hypothesis based on scientific
scientific theory. understanding.
9TWSp.04 Plan a range of investigations of different types to
The term "theory" as used in science is
very different from the common use
outside of science.
Science is a Way of Science is both a body of knowledge
Knowing and the processes and practices used
to add to that body of knowledge.
Science knowledge is cumulative and 7SIC.01, 8SIC.01 and 9SIC.01 Discuss how scientific knowledge
many people, from many generations is developed through collective understanding and scrutiny over
and nations, have contributed to time.
science knowledge. 7SIC.04, 8SIC.04 and 9SIC.04 Describe how people develop and
use scientific understanding, as individuals and through
Science is a way of knowing used by 7SIC.02, 8SIC.02 and 9SIC.02 Describe how science is applied
many people, not just scientists. across societies and industries, and in research.
Scientific Knowledge Science assumes that objects and
Assumes an Order events in natural systems occur in
and Consistency in consistent patterns that are
Natural Systems understandable through measurement
and observation
Science carefully considers and 7TWSa.02 and 8TWSa.02 Describe trends and patterns in
evaluates anomalies in data and results, including identifying any anomalous results.
evidence. 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.
Science is a Human Men and women from different social,
Endeavor 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
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
Science Addresses Scientific knowledge is constrained by
Questions About the human capacity, technology, and
Natural and Material materials.
World.
Science limits its explanations to
systems that lend themselves to
observation and empirical evidence.
Science knowledge can describe 7SIC.03, 8SIC.03 and 9SIC.03 Evaluate issues which involve
consequences of actions but is not and/or require scientific understanding.
responsible for society’s decisions
Mapping for the US NGSS Crosscutting Concepts statements: Grades 6 to 8

Patterns Macroscopic patterns are related to the
nature of microscopic and atomic-level
structure.
Graphs, charts, and images can be 7TWSa.02 and 8TWSa.02 Describe trends and patterns in
used to identify patterns in data. 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
Patterns in rates of change and other
numerical relationships can provide
information about natural systems.
Patterns can be used to identify cause-
and-effect relationships.
Cause and Effect Cause and effect relationships may be 7TWSp.03, 8TWSp.03 and 9TWSp.03 Make predictions of likely
used to predict phenomena in natural outcomes for a scientific enquiry based on scientific knowledge
or designed systems. and understanding.
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.
Scale, Proportion Time, space, and energy phenomena 9TWSm.02 Describe some important models, including analogies,
and Quantity can be observed at various scales and discuss their strengths and limitations.
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
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.
Systems and System Models can be used to represent 7Pf.01 Describe changes in energy that are a result of an event or
Models systems and their interactions—such process.
as inputs, processes and outputs—and 7Pf.02 Know that energy tends to dissipate and in doing so it
energy and matter flows within becomes less useful.
systems. 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,
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 7TWSm.01 Describe the strengths and limitations of a model.
represent certain aspects of the
system under study.
Energy and Matter Matter is conserved because atoms 9Cc.05 Understand that in chemical reactions mass and energy
are conserved in physical and are conserved.
chemical processes.
Energy may take different forms (e.g. 7Pf.01 Describe changes in energy that are a result of an event or Energy taking
energy in fields, thermal energy, process. explicit forms
energy of motion). 7Pf.02 Know that energy tends to dissipate and in doing so it is within
becomes less useful. Cambridge
8Pe.01 Describe a magnetic field, and understand that it Primary
surrounds a magnet and exerts a force on other magnetic fields. Science
9Pf.03 Know that energy is conserved, meaning it cannot be
created or destroyed.
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.
Structure and Structures can be designed to serve
Function particular functions by taking into
account properties of different
materials, and how materials can be
shaped and used.
Complex and microscopic structures 9TWSm.02 Describe some important models, including analogies,
and systems can be visualized, and discuss their strengths and limitations.
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 and Change 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.
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.
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).
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.
Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554 f: +44 1223 553558
e: info@cambridgeinternational.org www.cambridgeinternational.org
Copyright © UCLES September 2020

Cambridge Lower Secondary Science NGSS Mapping 0893 - tcm143-595713

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Cambridge Lower Secondary Science NGSS Mapping 0893 - tcm143-595713

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Mapping Cambridge Lower Secondary Science 0893 (Stages

7 to 9) to the United States of America Next Generation

The United States of America Next Generation Science Standards curriculum

Age US NGSS Cambridge

Aspects of the US NGSS statements for Grades 6 to 8 that are not

Other differences to note:

Colour Statement affected Meaning

US NGSS statements: Cambridge Lower Secondary Science

US NGSS statements: Cambridge Lower Secondary Science

US NGSS statements: Cambridge Lower Secondary Science

US NGSS statements: Cambridge Lower Secondary Science

Thinking and Working Scientifically

Copyright © UCLES September 2020

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