| Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Emphasis: understanding that cells form tissues & tissues form specialized organs.] | Next Generation Science Standards | Middle School | Life Science | From Molecules to Organisms: Structures and Processes |
| Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | Next Generation Science Standards | Middle School | Life Science | From Molecules to Organisms: Structures and Processes |
| Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | Next Generation Science Standards | Middle School | Life Science | Ecosystems: Interactions, Energy, and Dynamics |
| 6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “”How old am I?”” is not a statistical question, but “”How old are the students in my school?”” is a statistical question because one anticipates variability in students? ages. | Common Core Mathematics | Grade 6 | Statistics And Probability | Develop Understanding Of Statistical Variability |
| 7.SP.3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. | Common Core Mathematics | Grade 7 | Statistics And Probability | Draw Informal Comparative Inferences About Two Populations |
| 7.SP.5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. | Common Core Mathematics | Grade 7 | Statistics And Probability | Investigate Chance Processes And Develop, Use, And Evaluate Probability Models |
| 7.SP.7. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. | Common Core Mathematics | Grade 7 | Statistics And Probability | Investigate Chance Processes And Develop, Use, And Evaluate Probability Models |
