Mississippi College- and Career-Readiness Science Standards Correlation
Stile is aligned to the MS CCRS for 6th, 7th, and 8th grades, so you can end the guesswork and focus on what matters most: your students.
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| Stile unit | Grade | Strand | Standard | Performance objective |
|---|---|---|---|---|
| Cells | 6 | Life Science | L.6.1 Hierarchical Organization | L.6.1.1 Use arguments supported by evidence in order to distinguish between living and non‐living things, including viruses and bacteria. |
| Cells | 6 | Life Science | L.6.1 Hierarchical Organization | L.6.1.2 Obtain and communicate evidence to support the cell theory. |
| Cells | 6 | Life Science | L.6.1 Hierarchical Organization | L.6.1.3 Develop and use models to explain how specific cellular components (cell wall, cell membrane, nucleus, chloroplast, vacuole, and mitochondria) function together to support the life of prokaryotic and eukaryotic organisms to include plants, animals, fungi, protists, and bacteria (not to include biochemical function of cells or cell part). |
| Cells | 6 | Life Science | L.6.1 Hierarchical Organization | L.6.1.4 Compare and contrast different cells in order to classify them as a protist, fungus, plant, or animal. |
| Cells | 6 | Life Science | L.6.1 Hierarchical Organization | L.6.1.5 Provide evidence that organisms are unicellular or multicellular. |
| Cells | 6 | Life Science | L.6.1 Hierarchical Organization | L.6.1.6 Develop and use models to show relationships among the increasing complexity of multicellular organisms (cells, tissues, organs, organ systems, organisms) and how they serve the needs of the organism. |
| Food Chains and Food Webs | 6 | Life Science | L.6.3 Ecology and Interdependence | L.6.3.1 Use scientific reasoning to explain differences between biotic and abiotic factors that demonstrate what living organisms need to survive. |
| Food Chains and Food Webs | 6 | Life Science | L.6.3 Ecology and Interdependence | L.6.3.2 Develop and use models to describe the levels of organization within ecosystems (species, populations, communities, ecosystems, and biomes). |
| Food Chains and Food Webs | 6 | Life Science | L.6.3 Ecology and Interdependence | L.6.3.3 Analyze cause and effect relationships to explore how changes in the physical environment (limiting factors, natural disasters) can lead to population changes within an ecosystem. |
| Food Chains and Food Webs | 6 | Life Science | L.6.3 Ecology and Interdependence | L.6.3.4 Investigate organism interactions in a competitive or mutually beneficial relationship (predation, competition, cooperation, or symbiotic relationships). |
| Food Chains and Food Webs | 6 | Life Science | L.6.3 Ecology and Interdependence | L.6.3.5 Develop and use food chains, webs, and pyramids to analyze how energy is transferred through an ecosystem from producers (autotrophs) to consumers (heterotrophs, including humans) to decomposers. |
| Classification | 6 | Life Science | L.6.4 Adaptation and Diversity | L.6.4.1 Compare and contrast modern classification techniques (e.g., analyzing genetic material) to the historical practices used by scientists such as Aristotle and Carolus Linnaeus. |
| Classification | 6 | Life Science | L.6.4 Adaptation and Diversity | L.6.4.2 Use classification methods to explore the diversity of organisms in kingdoms (animals, plants, fungi, protists, bacteria). Support claims that organisms have shared structural and behavioral characteristics. |
| Cells | 6 | Life Science | L.6.4 Adaptation and Diversity | L.6.4.3 Analyze and interpret data from observations to describe how fungi obtain energy and respond to stimuli (e.g., bread mold, rotting plant material). |
| Cells | 6 | Life Science | L.6.4 Adaptation and Diversity | L.6.4.4 Conduct investigations using a microscope or multimedia source to compare the characteristics of protists (euglena, paramecium, amoeba) and the methods they use to obtain energy and move through their environment (e.g., pond water). |
| Cells | 6 | Life Science | L.6.4 Adaptation and Diversity | L.6.4.5 Engage in scientific arguments to support claims that bacteria (Archaebacteria and Eubacteria) and viruses can be both helpful and harmful to other organisms and the environment. |
| Forces | 6 | Physical Science | P.6.6 Motions, Forces, and Energy | P.6.6.1 Use an engineering design process to create or improve safety devices (e.g., seat belts, car seats, helmets) by applying Newton's Laws of motion. Use an engineering design process to define the problem, design, construct, evaluate, and improve the safety device.* |
| Forces | 6 | Physical Science | P.6.6 Motions, Forces, and Energy | P.6.6.2 Use mathematical computation and diagrams to calculate the sum of forces acting on various objects. |
| Forces | 6 | Physical Science | P.6.6 Motions, Forces, and Energy | P.6.6.3 Investigate and communicate ways to manipulate applied/frictional forces to improve movement of objects on various surfaces (e.g., athletic shoes, wheels on cars). |
| Forces | 6 | Physical Science | P.6.6 Motions, Forces, and Energy | P.6.6.4 Compare and contrast magnetic, electric, frictional, and gravitational forces. |
| Motion | 6 | Physical Science | P.6.6 Motions, Forces, and Energy | P.6.6.5 Conduct investigations to predict and explain the motion of an object according to its position, direction, speed, and acceleration. |
| Forces | 6 | Physical Science | P.6.6 Motions, Forces, and Energy | P.6.6.6 Investigate forces (gravity, friction, drag, lift, thrust) acting on objects (e.g., airplane, bicycle helmets). Use data to explain the differences between the forces in various environments. |
| Energy | 6 | Physical Science | P.6.6 Motions, Forces, and Energy | P.6.6.7 Determine the relationships between the concepts of potential, kinetic, and thermal energy. |
| Our Place in Space | 6 | Earth and Space Science | E.6.8 Earth and the Universe | E.6.8.1 Obtain, evaluate, and summarize past and present theories and evidence to explain the formation and composition of the universe. |
| Our Place in Space | 6 | Earth and Space Science | E.6.8 Earth and the Universe | E.6.8.2 Use graphical displays or models to explain the hierarchical structure (stars, galaxies, galactic clusters) of the universe. |
| Our Place in Space | 6 | Earth and Space Science | E.6.8 Earth and the Universe | E.6.8.3 Evaluate modern techniques used to explore our solar system's position in the universe. |
| Our Place in Space | 6 | Earth and Space Science | E.6.8 Earth and the Universe | E.6.8.4 Obtain and evaluate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors). |
| Our Place in Space | 6 | Earth and Space Science | E.6.8 Earth and the Universe | E.6.8.5 Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth. |
| Our Place in Space | 6 | Earth and Space Science | E.6.8 Earth and the Universe | E.6.8.6 Design models representing motions within the Sun‐Earth‐Moon system to explain phenomena observed from the Earth's surface (positions of celestial bodies, day and year, moon phases, solar and lunar eclipses, and tides). |
| Our Place in Space | 6 | Earth and Space Science | E.6.8 Earth and the Universe | E.6.8.7 Analyze and interpret data from the surface features of the Sun (e.g., photosphere, corona, sunspots, prominences, and solar flares) to predict how these features may affect Earth. |
| Ecosystems | 7 | Life Science | L.7.3 Ecology and Interdependence | L.7.3.1 Analyze diagrams to provide evidence of the importance of the cycling of water, oxygen, carbon, and nitrogen through ecosystems to organisms. |
| Ecosystems | 7 | Life Science | L.7.3 Ecology and Interdependence | L.7.3.2 Analyze and interpret data to explain how the processes of photosynthesis, and cellular respiration (aerobic and anaerobic) work together to meet the needs of plants and animals. |
| Ecosystems | 7 | Life Science | L.7.3 Ecology and Interdependence | L.7.3.3 Use models to describe how food molecules (carbohydrates, lipids, proteins) are processed through chemical reactions using oxygen (aerobic) to form new molecules. |
| The Importance of Biodiversity | 7 | Life Science | L.7.3 Ecology and Interdependence | L.7.3.4 Explain how disruptions in cycles (e.g., water, oxygen, carbon, and nitrogen) affect biodiversity and ecosystem services (e.g., water, food, and medications) which are needed to sustain human life on Earth. |
| The Importance of Biodiversity | 7 | Life Science | L.7.3 Ecology and Interdependence | L.7.3.5 Design solutions for sustaining the health of ecosystems to maintain biodiversity and the resources needed by humans for survival (e.g., water purification, nutrient recycling, prevention of soil erosion, and prevention or management of invasive species).* |
| Elements and Compounds | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5A.1 Collect and evaluate qualitative data to describe substances using physical properties (state, boiling/melting point, density, heat/electrical conductivity, color, and magnetic properties). |
| Elements and Compounds | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5A.2 Analyze and interpret qualitative data to describe substances using chemical properties (the ability to burn or rust). |
| Elements and Compounds | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5A.3 Compare and contrast chemical and physical properties (e.g., combustion, oxidation, pH, solubility, reaction with water). |
| States of Matter | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5B.1 Make predictions about the effect of temperature and pressure on the relative motion of atoms and molecules (speed, expansion, and condensation) relative to recent breakthroughs in polymer and materials science (e.g. selfhealing protective films, silicone computer processors, pervious/porous concrete). |
| States of Matter | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5B.2 Use evidence from multiple scientific investigations to communicate the relationships between pressure, volume, density, and temperature of a gas. |
| States of Matter | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5B.3 Ask questions to explain how density of matter (observable in various objects) is affected by a change in heat and/or pressure. |
| Elements and Compounds | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5C.1 Develop and use models that explain the structure of an atom. |
| Elements and Compounds | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5C.2 Use informational text to sequence the major discoveries leading to the current atomic model. |
| Elements and Compounds | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5C.3 Collect, organize, and interpret data from investigations to identify and analyze the relationships between the physical and chemical properties of elements, atoms, molecules, compounds, solutions, and mixtures. |
| Elements and Compounds | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5C.4 Predict the properties and interactions of elements using the periodic table (metals, nonmetals, reactivity, and conductors). |
| Elements and Compounds | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5C.5 Describe concepts used to construct chemical formulas (e.g. CH4, H20) to determine the number of atoms in a chemical formula. |
| Elements and Compounds | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5C.6 Using the periodic table, make predictions to explain how bonds (ionic and covalent) form between groups of elements (e.g., oxygen gas, ozone, water, table salt, and methane). |
| Elements and Compounds | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5D.1 Analyze evidence from scientific investigations to predict likely outcomes of chemical reactions |
| Physical and Chemical Change | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5D.2 Design and conduct scientific investigations to support evidence that chemical reactions (e.g., cooking, combustion, rusting, decomposition, photosynthesis, and cellular respiration) have occurred. |
| Physical and Chemical Change | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5D.3 Collect, organize, and interpret data using various tools (e.g., litmus paper, pH paper, cabbage juice) regarding neutralization of acids and bases using common substances |
| Physical and Chemical Change | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5D.4 Build a model to explain that chemical reactions can store (formation of bonds) or release energy (breaking of bonds). |
| Physical and Chemical Change | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5E.1 Conduct simple scientific investigations to show that total mass is not altered during a chemical reaction in a closed system. Compare results of investigations to AntoineLaurent Lavoisier's discovery of the law of conservation of mass. |
| Physical and Chemical Change | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5E.2 Analyze data from investigations to explain why the total mass of the product in an open system appears to be less than the mass of reactants. |
| Physical and Chemical Change | 7 | Physical Science | P.7.5 Organization of Matter and Chemical Interactions | P.7.5E.3 Compare and contrast balanced and unbalanced chemical equations to demonstrate the number of atoms does not change in the reaction. |
| Earth Systems | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9A.1 Analyze and interpret weather patterns from various regions to differentiate between weather and climate. |
| Earth Systems | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9A.2 Analyze evidence to explain the weather conditions that result from the relationship between the movement of water and air masses. |
| Earth Systems | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9A.3 Interpret atmospheric data from satellites, radar, and weather maps to predict weather patterns and conditions. |
| Earth Systems | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9A.4 Construct an explanation for how climate is determined in an area using global and surface features (e.g. latitude, elevation, shape of the land, distance from water, global winds and ocean currents). |
| Earth Systems | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9A.5 Analyze models to explain the cause and effect relationship between solar energy and convection and the resulting weather patterns and climate conditions |
| Earth Systems | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9A.6 Research and use models to explain what type of weather (thunderstorms, hurricanes, and tornadoes) results from the movement and interactions of air masses, high and low pressure systems, and frontal boundaries. |
| Earth Systems | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9A.7 Interpret topographic maps to predict how local and regional geography affect weather patterns and make them difficult to predict. |
| Climate Change | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9B.1 Read and evaluate scientific or technical information assessing the evidence and bias of each source to explain the causes and effects of climate change. |
| Climate Change | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9B.2 Interpret data about the relationship between the release of carbon dioxide from burning fossil fuels into the atmosphere and the presence of greenhouse gases. |
| Climate Change | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9B.3 Engage in scientific argument based on current evidence to determine whether climate change happens naturally or is being accelerated through the influence of man |
| Earth Systems | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9C.1 Construct models and diagrams to illustrate how the tilt of Earth's axis results in differences in intensity of sunlight on the Earth's hemispheres throughout the course of one full revolution around the Sun. |
| Earth Systems | 7 | Earth and Space Science | E.7.9 Earth's Systems and Cycles | E.7.9C.2 Investigate how variations of sunlight intensity experienced by each hemisphere (to include the equator and poles) create the four seasons. |
| Genetics | 8 | Life Science | L.8.2 Reproduction and Heredity | L.8.2A.1 Obtain and communicate information about the relationship of genes, chromosomes, and DNA, and construct explanations comparing their relationship to inherited characteristics. |
| Genetics | 8 | Life Science | L.8.2 Reproduction and Heredity | L.8.2A.2 Create a diagram of mitosis and explain its role in asexual reproduction, which results in offspring with identical genetic information. |
| Genetics | 8 | Life Science | L.8.2 Reproduction and Heredity | L.8.2A.3 Construct explanations of how genetic information is transferred during meiosis |
| Genetics | 8 | Life Science | L.8.2 Reproduction and Heredity | L.8.2A.4 Engage in discussion using models and evidence to explain that sexual reproduction produces offspring that have a new combination of genetic information different from either parent |
| Plants | 8 | Life Science | L.8.2 Reproduction and Heredity | L.8.2A.5 Compare and contrast advantages and disadvantages of asexual and sexual reproduction. |
| Plants | 8 | Life Science | L.8.2 Reproduction and Heredity | L.8.2B.1 Construct an argument based on evidence for how environmental and genetic factors influence the growth of organisms |
| Genetics | 8 | Life Science | L.8.2 Reproduction and Heredity | L.8.2B.2 Use various scientific resources to research and support the historical findings of Gregor Mendel to explain the basic principles of heredity. |
| Genetics | 8 | Life Science | L.8.2 Reproduction and Heredity | L.8.2B.3 Use mathematical and computational thinking to analyze data and make predictions about the outcome of specific genetic crosses (monohybrid Punnett Squares) involving simple dominant/recessive traits. |
| Evolution | 8 | Life Science | L.8.2 Reproduction and Heredity | L.8.2B.4 Debate the ethics of artificial selection (selective breeding, genetic engineering) and the societal impacts of humans changing the inheritance of desired traits in organisms. |
| Genetics | 8 | Life Science | L.8.2 Reproduction and Heredity | L.8.2C.1 Communicate through diagrams that chromosomes contain many distinct genes and that each gene holds the instructions for the production of specific proteins, which in turn affects the traits of the individual (not to include transcription or translation). |
| Genetics | 8 | Life Science | L.8.2 Reproduction and Heredity | L.8.2C.2 Construct scientific arguments from evidence to support claims about the potentially harmful, beneficial, or neutral effects of genetic mutations on organisms. |
| Evolution | 8 | Life Science | L.8.4 Adaptation and Diversity | L.8.4A.1 Use various scientific resources to analyze the historical findings of Charles Darwin to explain basic principles of natural selection. |
| Evolution | 8 | Life Science | L.8.4 Adaptation and Diversity | L.8.4A.2 Investigate to construct explanations about natural selection that connect growth, survival, and reproduction to genetic factors, environmental factors, food intake, and interactions with other organisms. |
| Evolution | 8 | Life Science | L.8.4 Adaptation and Diversity | L.8.4B.1 Analyze and interpret data (e.g. pictures, graphs) to explain how natural selection may lead to increases and decreases of specific traits in populations over time. |
| Evolution | 8 | Life Science | L.8.4 Adaptation and Diversity | L.8.4B.2 Construct written and verbal explanations to describe how genetic variations of traits in a population increase some organisms' probability of surviving and reproducing in a specific environment. |
| Evolution | 8 | Life Science | L.8.4 Adaptation and Diversity | L.8.4B.3 Obtain and evaluate scientific information to explain that separated populations, that remain separated, can evolve through mutations to become a new species (speciation). |
| Evolution | 8 | Life Science | L.8.4 Adaptation and Diversity | L.8.4B.4 Analyze displays of pictorial data to compare and contrast embryological and homologous/analogous structures across multiple species to identify evolutionary relationships. |
| Waves | 8 | Physical Science | P.8.6 Motions, Forces, and Energy | P.8.6.1 Collect, organize, and interpret data about the characteristics of sound and light waves to construct explanations about the relationship between matter and energy. |
| Waves | 8 | Physical Science | P.8.6 Motions, Forces, and Energy | P.8.6.2 Investigate research-based mechanisms for capturing and converting wave energy (frequency, amplitude, wavelength, and speed) into electrical energy. |
| Waves | 8 | Physical Science | P.8.6 Motions, Forces, and Energy | P.8.6.3 Conduct simple investigations about the performance of waves to describe their behavior (e.g., refraction, reflection, transmission, and absorption) as they interact with various materials (e.g., lenses, mirrors, and prisms). |
| Waves | 8 | Physical Science | P.8.6 Motions, Forces, and Energy | P.8.6.4 Use scientific processes to plan and conduct controlled investigations to conclude sound is a wave phenomenon that is characterized by amplitude and frequency. |
| Waves | 8 | Physical Science | P.8.6 Motions, Forces, and Energy | P.8.6.5 Conduct scientific investigations that describe the behavior of sound when resonance changes (e.g., waves in a stretched string and design of musical instruments). |
| Waves | 8 | Physical Science | P.8.6 Motions, Forces, and Energy | P.8.6.6 Obtain and evaluate scientific information to explain the relationship between seeing color and the transmission, absorption, or reflection of light waves by various materials. |
| Waves | 8 | Physical Science | P.8.6 Motions, Forces, and Energy | P.8.6.7 Research the historical significance of wave technology to explain how digitized tools have evolved to encode and transmit information (e.g., telegraph, cell phones, and wireless computer networks). |
| Waves | 8 | Physical Science | P.8.6 Motions, Forces, and Energy | P.8.6.8 Compare and contrast the behavior of sound and light waves to determine which types of waves need a medium for transmission. |
| Human Impacts on Ecosystems | 8 | Earth and Space Science | E.8.7 Earth's Structure and History | E.8.7.1 Use scientific evidence to create a timeline of Earth's history that depicts relative dates from index fossil records and layers of rock (strata). |
| Active Earth | 8 | Earth and Space Science | E.8.7 Earth's Structure and History | E.8.7.2 Create a model of the processes involved in the rock cycle and relate it to the fossil record. |
| Human Impacts on Ecosystems | 8 | Earth and Space Science | E.8.7 Earth's Structure and History | E.8.7.3 Construct and analyze scientific arguments to support claims that most fossil evidence is an indication of the diversity of life that was present on Earth and that relationships exist between past and current life forms. |
| Human Impacts on Ecosystems | 8 | Earth and Space Science | E.8.7 Earth's Structure and History | E.8.7.4 Use research and evidence to document how evolution has been shaped both gradually and through mass extinction by Earth's varying geological conditions (e.g., climate change, meteor impacts, and volcanic eruptions). |
| Active Earth | 8 | Earth and Space Science | E.8.9 Earth's Systems and Cycles | E.8.9A.1 Investigate and explain how the flow of Earth's internal energy drives the cycling of matter through convection currents between Earth's surface and the deep interior causing plate movements. |
| Active Earth | 8 | Earth and Space Science | E.8.9 Earth's Systems and Cycles | E.8.9A.2 Explore and debate theories of plate tectonics to form conclusions about past and current movements of rocks at Earth's surface throughout history. |
| Active Earth | 8 | Earth and Space Science | E.8.9 Earth's Systems and Cycles | E.8.9A.3 Map land and water patterns from various time periods and use rocks and fossils to report evidence of how Earth's plates have moved great distances, collided, and spread apart. |
| Active Earth | 8 | Earth and Space Science | E.8.9 Earth's Systems and Cycles | E.8.9A.4 Research and assess the credibility of scientific ideas to debate and discuss how Earth's constructive and destructive processes have changed Earth's surface at varying time and spatial scales. |
| Active Earth | 8 | Earth and Space Science | E.8.9 Earth's Systems and Cycles | E.8.9A.5 Use models that demonstrate convergent and divergent plate movements that are responsible for most landforms and the distribution of most rocks and minerals within Earth's crust. |
| Active Earth | 8 | Earth and Space Science | E.8.9 Earth's Systems and Cycles | E.8.9A.6 Design and conduct investigations to evaluate the chemical and physical processes involved in the formation of soils. |
| Hydrosphere | 8 | Earth and Space Science | E.8.9 Earth's Systems and Cycles | E.8.9A.7 Explain the interconnected relationship between surface water and groundwater. |
| Active Earth | 8 | Earth and Space Science | E.8.9 Earth's Systems and Cycles | E.8.9B.1 Research and map various types of natural hazards to determine their impact on society. |
| Active Earth | 8 | Earth and Space Science | E.8.9 Earth's Systems and Cycles | E.8.9B.2 Compare and contrast technologies that predict natural hazards to identify which types of technologies are most effective. |
| Active Earth | 8 | Earth and Space Science | E.8.9 Earth's Systems and Cycles | E.8.9B.3 Using an engineering design process, create mechanisms to improve community resilience, which safeguard against natural hazards (e.g., building restrictions in flood or tidal zones, regional watershed management, Firewise construction).* |
| Energy Conservation | 8 | Earth and Space Science | E.8.10 Earth's Resources | E.8.10.1 Read and evaluate scientific information about advancements in renewable and nonrenewable resources. Propose and defend ways to decrease national and global dependency on nonrenewable resources. |
| Hydrosphere | 8 | Earth and Space Science | E.8.10 Earth's Resources | E.8.10.2 Create and defend a proposal for reducing the environmental effects humans have on Earth (e.g., population increases, consumer demands, chemical pollution, deforestation, and change in average annual temperature). |
| Energy Conservation | 8 | Earth and Space Science | E.8.10 Earth's Resources | E.8.10.3 Using scientific data, debate the societal advantages and disadvantages of technological advancements in renewable energy sources. |
| Energy Conservation | 8 | Earth and Space Science | E.8.10 Earth's Resources | E.8.10.4 Using an engineering design process, develop a system to capture and distribute thermal energy that makes renewable energy more readily available and reduces human impact on the environment (e.g., building solar water heaters, conserving home energy).* |
