Alignment Guide

INTEGRATED

G L ENCO E

C OU RS E 3
Glencoe Science—Your Partner in
Understanding and Implementing NGSS*
Ease the Transition to Next Generation Science Standards

Meeting NGSS
Glencoe Science helps ease the transition to Next Generation Science Standards (NGSS).
Our middle school science programs ensure you are fully aligned to:
• Performance Expectations
• Science and Engineering Practices
• Disciplinary Core Ideas
• Crosscutting Concepts
We are committed to ensuring that you have the tools and resources necessary to meet the
expectations for the next generation of science standards.

What is NGSS?
The purpose of the NGSS Framework is to act as the foundation for science education
standards while describing a vision of what it means to be proficient in science. It emphasizes
the importance of the practices of science where the content becomes a vehicle for teaching
the processes of science.

Why NGSS?
The NGSS were developed in an effort to create unified standards in science education
that consider content, practices, pedagogy, curriculum, and professional development. The
standards provide all students with an internationally benchmarked education in science.

Correlation of NGSS Performance Expectations to Science

CODE TITLE CODE TITLE
MS-PS1 Matter and Its Interaction................................. 1 MS-LS3 Heredity:
MS-PS2 Motion and Stability: Inheritance and Variation of Traits..................36
Forces and Interactions..................................... 8 MS-LS4 Biological Evolution:
MS-PS3 Energy.............................................................13 Unity and Diversity.........................................38
MS-PS4 Waves and Their Applications in MS-ESS1 Earth’s Place in the Universe...........................44
Technologies for Information Transfer............18 MS-ESS2 Earth’s Systems...............................................49
MS-LS1 From Molecules to Organisms: MS-ESS3 Earth and Human Activity...............................56
Structures and Processes...............................22 MS-ETS1 Engineering Design.........................................62
MS-LS2 Ecosystems:
Interactions, Energy, and Dynamics................30

*Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the
Next Generation Science Standards was involved in the production of, and does not endorse, this product.
The Correlation Table lists a Performance Expectation that integrates a combination of
Science and Engineering Practices, Discliplinary Core Ideas, and Crosscutting Concepts.

Performance Expectations Science and Engineering Practices

are tasks to evaluate student’s knowledge. Each are skills that scientists and engineers use in their
Performance Expectation is correlated to an work. Each Practice is correlated to a part of the
Applying Practices activity written specifically for Science and Engineering Practices Handbook,
the purpose. These activities can be found in the which can be found in the program resources.
resources for the section listed.

Disciplinary Core Ideas Crosscutting Concepts

are the content knowledge students will need to are themes that appear throughout all branches
learn. These are correlated to the main student text. of science and engineering. These are not directly
correlated but are found implicitly in the other
correlations listed on the page.

Life iScience
Find it here!
Code Title/Text Location
MS-LS1 From Molecules to Organisms: Structures and Processes
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or Refer to the Project-Based
many different numbers and types of cells.  Activity titled “It’s Alive! Or
Clarification Statement: Emphasis is on developing evidence that living things are made of cells, is it?”
distinguishing between living and non-living things, and understanding that living things may be made
of one cell or many and varied cells.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Planning and Carrying Out Investigations
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple
variables and provide evidence to support explanations or solutions.
• Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an Student Edition:
investigation. Launch Lab 9, 43, 707
MiniLab 54, 103
Skill Practice 59
Lab 106-107
Disciplinary Core Ideas
LS1.A Structure and Function
• All living things are made up of cells, which is the smallest unit that can be said to be alive. An Student Edition:
organism may consist of one single cell (unicellular) or many different numbers and types of cells 10, 44, 98-100
(multicellular). Teacher Edition:
GQ 10, 43, 99; SCB 40E;
VL 99
Crosscutting Concepts
Scale, Proportion, and Quantity
• Phenomena that can be observed at one scale may not be observable at another scale. Student Edition:
Launch Lab 43
MiniLab 54
Skill Practice 59
Connections to Engineering, Technology and Applications of Science
Interdependence of Science, Engineering, and Technology
• Engineering advances have led to important discoveries in virtually every field of science, and Student Edition:
scientific discoveries have led to the development of entire industries and engineered systems. Launch Lab 43
Skill Practice 59
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.
Integrated iScience Course 3 (Owl)
Code Title/Text Location
MS-PS1 Matter and Its Interactions
MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures. Refer to the Project-Based
Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Activity titled “Model
Examples of simple molecules could include ammonia and methanol. Examples of extended structures Molecules”
could include sodium chloride or diamonds. Examples of molecular-level models could include
drawings, 3D ball and stick structures, or computer representations showing different molecules with
different types of atoms.
Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing
the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a
complex molecule or extended structure is not required.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 and progresses to developing, using and revising models to describe, test, and predict more abstract
phenomena and design systems.
• Develop and use a model to predict and/or describe phenomena. Student Edition:
MiniLab 280, 305
Teacher Edition:
DI 277
Disciplinary Core Ideas
PS1.A Structure and Properties of Matter
• Substances are made from different types of atoms, which combine with one another in various ways. Student Edition:
Atoms form molecules that range in size from two to thousands of atoms. 268, 276, 303
Teacher Edition:
GQ 268; IM 298H; VL 303
• Solids may be formed from molecules, or they may be extended structures with repeating subunits Student Edition:
(e.g., crystals). 200-201
Teacher Edition:
GQ 201
Crosscutting Concepts
Scale, Proportion, and Quantity
• Time, space, and energy phenomena can be observed at various scales using models to study systems Teacher Edition:
that are too large or too small. DI 277
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

1
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS1 Matter and Its Interactions continued
MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact Refer to the Project-Based
to determine if a chemical reaction has occurred. Activity titled “A Tale of
Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting Two Changes”
with sodium hydroxide, and mixing zinc with hydrogen chloride.
Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting
point, boiling point, solubility, flammability, and odor.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 6-8 builds on K-5 and progresses to extending quantitative analysis to investigations, distinguishing between
correlation and causation, and basic statistical techniques of data and error analysis.
• Analyze and interpret data to determine similarities and differences in findings. Student Edition:
Launch Lab 436
Skill Practice 310
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
• Science knowledge is based upon logical and conceptual connections between evidence and Student Edition:
explanations. Launch Lab 436
Skill Practice 310
Teacher Edition:
TD 301
Disciplinary Core Ideas
PS1.A Structure and Properties of Matter
• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under Student Edition:
given conditions) that can be used to identify it. 199
PS1.B Chemical Reactions
• Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the Student Edition:
original substances are regrouped into different molecules, and these new substances have different 276, 303
properties from those of the reactants. Teacher Edition:
GQ 276; IM 298H; VL 303
Crosscutting Concepts
Patterns
• Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Refer to the Project-Based
Activity titled “A Tale of
Two Changes”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

2
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS1 Matter and Its Interactions continued
MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from Refer to the Project-Based
natural resources and impact society. Activity titled “Protect
Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the Your Noggin”
synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.
Assessment Boundary: Assessment is limited to qualitative information.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in 6-8 builds on K-5 and progresses to evaluating the merit and validity of
ideas and methods.
• Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, Refer to the Project-Based
accuracy, and possible bias of each publication and methods used, and describe how they are Activity titled “Protect Your
supported or now supported by evidence. Noggin”
Disciplinary Core Ideas
PS1.A Structure and Properties of Matter
• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under Student Edition:
given conditions) that can be used to identify it. 199
PS1.B Chemical Reactions
• Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the Student Edition:
original substances are regrouped into different molecules, and these new substances have different 276, 303
properties from those of the reactants. Teacher Edition:
GQ 276; IM 298H; VL 303
Crosscutting Concepts
Structure and Function
• Structures can be designed to serve particular functions by taking into account properties of different Refer to the Project-Based
materials, and how materials can be shaped and used. Activity titled “Protect Your
Noggin”
Connections to Engineering, Technology, and Applications of Science
Interdependence of Science, Engineering, and Technology
• Engineering advances have led to important discoveries in virtually every field of science, and Refer to the Project-Based
scientific discoveries have led to the development of entire industries and engineered systems. Activity titled “Protect Your
Noggin”
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering and Technology on Society and the Natural World
• The uses of technologies and any limitation on their use are driven by individual or societal needs, Refer to the Project-Based
desires, and values; by the findings of scientific research; and by differences in such factors as climate, Activity titled “Protect Your
natural resources, and economic conditions. Thus technology use varies from region to region and Noggin”
over time. (MS-PS1-3)
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

3
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS1 Matter and Its Interactions continued
MS-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a Refer to the Project-Based
pure substance when thermal energy is added or removed. Activity titled “Particles in
Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases Motion”
to show that adding or removing thermal energy increases or decreases kinetic energy of the particles
until a change of state occurs. Examples of models could include drawing and diagrams. Examples of
particles could include molecules or inert atoms. Examples of pure substances could include water,
carbon dioxide, and helium.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 and progresses to developing, using and revising models to describe, test, and predict more abstract
phenomena and design systems.
• Develop a model to predict and/or describe phenomena. Student Edition:
MiniLab 177, 214
Teacher Edition:
TD 167, 177, 205
Disciplinary Core Ideas
PS1.A Structure and Properties of Matter
• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. Student Edition:
202-204, 208-209, 218
Teacher Edition:
GQ 204; IM 196H; SCB
196E; VL 200, 202, 204
• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except Student Edition:
when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do 200-204, 218
not change relative locations. Teacher Edition:
IM 196H; SCB 196E; VL
200, 202, 204
• The changes of state that occur with variations in temperature or pressure can be described and Student Edition:
predicted using these models of matter. 210-213
Teacher Edition:
GQ 210, 211, 213; SCB
196E-F; VL 211, 213
PS3.A Definitions of Energy
• The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or Student Edition:
molecules within a substance) and the transfer of that thermal energy from one object to another. In 169, 173
science, heat is used only for this second meaning; it refers to the energy transferred due to the Teacher Edition:
temperature difference between two objects. (secondary to MS-PS1-4) GQ 162, 164, 168, 173; SCB
162E; VL 169
• The temperature of a system is proportional to the average internal kinetic energy and potential energy Refer to the Project-Based
per atom or molecule (whichever is the appropriate building block for the system’s material). The details of Activity titled “Particles in
that relationship depend on the type of atom or molecule and the interactions among the atoms in the Motion”
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. (secondary to MS-PS1-4)
Note: Correlation continues on the next page

Alignment Guide • Correlations

4
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
Crosscutting Concepts
Cause and Effect
• Cause and effect relationships may be used to predict phenomena in natural or designed systems. Student Edition:
MiniLab 214
Teacher Edition:
DI 203, 211; TD 167, 177
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

5
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS1 Matter and Its Interactions continued
MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical Refer to the Project-Based
reaction and thus mass is conserved. Activity titled “All Things
Clarification Statement: Emphasis is on law of conservation of matter and on physical models or Being Equal”
drawings, including digital forms, that represent atoms.
Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic
equations, or intermolecular forces.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 and progresses to developing, using and revising models to describe, test, and predict more abstract
phenomena and design systems.
• Develop a model to describe unobservable mechanisms. Student Edition:
214, 306-307
Launch Lab 301
Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
• Laws are regularities or mathematical descriptions of natural phenomena. Student Edition:
214, 306-307
Launch Lab 301
Disciplinary Core Ideas
PS1.B Chemical Reactions
• Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the Student Edition:
original substances are regrouped into different molecules, and these new substances have different 276, 303
properties from those of the reactants. Teacher Edition:
GQ 276; IM 298H; VL 303
• The total number of each type of atom is conserved, and thus the mass does not change. Student Edition:
306-307
Teacher Edition:
GQ 306, 307; VL 307
Crosscutting Concepts
Energy and Matter
• Matter is conserved because atoms are conserved in physical and chemical processes. Student Edition:
370, 376-377
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

6
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS1 Matter and Its Interactions continued
MS-PS1-6 Undertake a design project to construct, test, and modify a device that either releases or Refer to the Project-Based
absorbs thermal energy by chemical processes.* Activity titled “Warm It
Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the Up!”
environment, and modification of a device using factors such as type and concentration of a substance.
Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium
chloride.
Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of
substance in testing the device.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and
theories.
• Undertake a design project, engaging in the design cycle, to construct and/or implement a solution Student Edition:
that meets specific design criteria and constraints. 318-319
Disciplinary Core Ideas
PS1.B Chemical Reactions
• Some chemical reactions release energy, others store energy. Student Edition:
302, 318-319
Teacher Edition:
GQ 317, 319; VL 302, 319
ETS1.B Developing Possible Solutions
• A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. Refer to the Project-Based
Activity titled “Warm It
Up!”
ETS1.C Optimizing the Design Solution
• Although one design may not perform the best across all tests, identifying the characteristics of the Addressed in Integrated
design that performed the best in each test can provide useful information for the redesign process iScience Course 2
- that is, some of the characteristics may be incorporated into the new design. (secondary) (Leopard)
• The iterative process of testing the most promising solutions and modifying what is proposed on the Refer to the Project-Based
basis of the test results leads to greater refinement and ultimately to an optimal solution. (secondary) Activity titled “Warm It
Up!”
Crosscutting Concepts
Energy and Matter
• The transfer of energy can be tracked as energy flows through a designed or natural system. Student Edition:
Launch Lab 318
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

7
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS2 Motion and Stability: Forces and Interactions
MS-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding Refer to the Project-Based
objects.* Activity titled “Cracking
Clarification Statement: Examples of practical problems could include the impact of collisions between Up”
two cars, between a car and stationary objects, and between a meteor and a space vehicle.
Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing
explanations and designing solutions by multiple sources of evidence consistent with scientific ideas, principles, and theories.
• Apply scientific ideas or principles to design an object, tool, process or system. Refer to the Project-Based
Activity titled “Cracking
Up”
Disciplinary Core Ideas
PS2.A Forces and Motion
• For any pair of interacting objects, the force exerted by the first object on the second object is equal in Student Edition:
strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s 70-72, 110
third law). Teacher Edition:
GQ 70, 71, 72, 110; IM 42H,
84H; SCB 42F; VL 72, 110
Crosscutting Concepts
Systems and System Models
• Models can be used to represent systems and their interactions—such as inputs, processes and Student Edition:
outputs—and energy and matter flows within systems. Lab 76-77
Teacher Edition:
DI 73
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering, and Technology on Society and the Natural World
• The uses of technologies and any limitations on their use are driven by individual or societal needs, Refer to the Project-Based
desires, and values; by the findings of scientific research; and by differences in such factors as climate, Activity titled “Cracking
natural resources, and economic conditions. Up”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

8
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS2 Motion and Stability: Forces and Interactions continued
MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum Refer to the Project-Based
of the forces on the object and the mass of the object. Activity titled “Putting the
Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a Shot in Motion”
system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame
of reference, and specification of units.
Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an
inertial reference frame and to change in one variable at a time. Assessment does not include the use of
trigonometry.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in 6-8 builds on K-5 experiences and
progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions.
• Plan an investigation individually and collaboratively, and in the design: identify independent and Student Edition:
dependent variables and controls, what tools are needed to do the gathering, how measurements will Lab 76-77
be recorded, and how many data are needed to support a claim.
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
• Science knowledge is based upon logical and conceptual connections between evidence and Student Edition:
explanations. Lab 76-77
Teacher Edition:
TD 53, 57, 61, 63
Disciplinary Core Ideas
PS2.A Forces and Motion
• The motion of an object is determined by the sum of the forces acting on it; if the total force on the Student Edition:
object is not zero, its motion will change. The greater the mass of the object, the greater the force 54-57, 62-65
needed to achieve the same change in motion. For any given object, a larger force causes a larger Teacher Edition:
change in motion. GQ 55, 56, 62, 63; VL 63
• All positions of objects and the directions of forces and motions must be described in an arbitrarily Student Edition:
chosen reference frame and arbitrarily chosen units of size. In order to share information with other 9-13
people, these choices must also be shared. How It Works 15
Teacher Edition:
GQ 10, 11, 12; SCB 6E;
VL 10
Crosscutting Concepts
Stability and Change
• Explanations of stability and change in natural or designed systems can be constructed by examining Teacher Edition:
the changes over time and forces at different scales. DI 63; TD 57, 61, 63
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

9
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS2 Motion and Stability: Forces and Interactions continued
MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic Addressed in Integrated
forces. iScience Course 1 (Frog)
Clarification Statement: Examples of devices that use electric and magnetic forces could include
electromagnets, electric motors, or generators. Examples of data could include the effect of the number
of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength
of magnets on the speed of an electric motor.
Assessment Boundary: Assessment about questions that require quantitative answers is limited to
proportional reasoning and algebraic thinking.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in grades 6-8 builds from grades K-5 experiences and progresses to specifying relationships
between variables, and clarifying arguments and models.
• Ask questions that can be investigated within the scope of the classroom, outdoor environment, and Teacher Edition:
museums and other public facilities with available resources and, when appropriate, frame a TD 201
hypothesis based on observations and scientific principles.
Disciplinary Core Ideas
PS2.B Types of Interactions
• Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend Refer to the Project-Based
on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances Activity titled “The Great
between the interacting objects. Metal Pick-Up Machine”
Crosscutting Concepts
Cause and Effect
• Cause and effect relationships may be used to predict phenomena in natural or designed systems. Refer to the Project-Based
Activity titled “The Great
Metal Pick-Up Machine”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

10
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS2 Motion and Stability: Forces and Interactions continued
MS-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions Refer to the Project-Based
are attractive and depend on the masses of interacting objects. Activity titled “Gravity! It’s
Clarification Statement: Examples of evidence for arguments could include data generated from attractive!”
simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun,
and orbital periods of objects within the solar system.
Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 6-8 builds from K-5 experiences and progresses to constructing a convincing argument that
supports or refutes claims for either explanations or solutions about the natural and designed world.
• Construct and present oral and written arguments supported by empirical evidence and scientific Student Edition:
reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Science and Society 52
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
• Science knowledge is based upon logical and conceptual connections between evidence and Student Edition:
explanations. Science and Society 52
Teacher Edition:
DI 47
Disciplinary Core Ideas
PS2.B Types of Interactions
• Gravitational forces are always attractive. There is a gravitational force between any two masses, but it Student Edition:
is very small except when one or both of the objects have large mass—e.g., Earth and the sun. 47
Science and Society 52
Teacher Edition:
GQ 47; SCB 42E; VL 47
Crosscutting Concepts
Systems and System Models
• Models can be used to represent systems and their interactions—such as inputs, processes and Student Edition:
outputs—and energy and matter flows within systems. 47
Teacher Edition:
DI 47
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

11
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS2 Motion and Stability: Forces and Interactions continued
MS-PS2-5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist Refer to the Project-Based
between objects exerting forces on each other even though the objects are not in contact. Activity titled “Hands Off!”
Clarification Statement: Examples of this phenomenon could include the interactions of magnets,
electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could
include first-hand experiences or simulations.
Assessment Boundary: Assessment is limited to electric and magnetic fields, and limited to qualitative
evidence for the existence of fields.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in 6-8 builds on K-5 experiences and
progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions.
• Conduct an investigation and evaluate the experimental design to produce data to serve as the basis Student Edition:
for evidence that can meet the goals of the investigation. Launch Lab 54
Disciplinary Core Ideas
PS2.B Types of Interactions
• Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that Refer to the Project-Based
extend through space and can be mapped by their effect on a test object (a charged object, or a ball, Activity titled “Hands Off!”
respectively).
Crosscutting Concepts
Cause and Effect
• Cause and effect relationships may be used to predict phenomena in natural or designed systems. Student Edition:
Launch Lab 54
Teacher Edition:
TD 239
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

12
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS3 Energy
MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to Addressed in Integrated
the mass of an object and to the speed of an object. iScience Course 1 (Frog)
Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass Addressed in Integrated
separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, iScience Course 2
rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball. (Leopard)
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 6-8 builds on K-5 and progresses to extending quantitative analysis to investigations, distinguishing between
correlation and causation, and basic statistical techniques of data and error analysis.
• Construct and interpret graphical displays of data to identify linear and nonlinear relationships. Refer to the Project-Based
Activity titled “Energy in
Motion”
Disciplinary Core Ideas
PS3.A Definitions of Energy
• Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and Student Edition:
grows with the square of its speed. 88, 165
Teacher Edition:
GQ 88, 165; SCB 84E
Crosscutting Concepts
Scale, Proportion, and Quantity
• Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different Refer to the Project-Based
types of quantities provide information about the magnitude of properties and processes. Activity titled “Energy in
Motion”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

13
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS3 Energy continued
MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance Refer to the Project-Based
changes, different amounts of potential energy are stored in the system.  Activity titled “Physics Day
Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of at the Amusement Park”
potential energy. Examples of objects within systems interacting at varying distances could include: the
Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on
shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge
being brought closer to a classmate’s hair. Examples of models could include representations,
diagrams, pictures, and written descriptions of systems.
Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational
interactions.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 and progresses to developing, using and revising models to describe, test, and predict more abstract
phenomena and design systems.
• Develop a model to describe unobservable mechanisms. Student Edition:
Launch Lab 97
MiniLab 89
Skill Practice 103
Lab 112-113
Disciplinary Core Ideas
PS3.A Definitions of Energy
• A system of objects may also contain stored (potential) energy, depending on their relative positions. Student Edition:
89, 91, 165, 209
Teacher Edition:
GQ 89, 91, 165; VL 209
PS3.C Relationship Between Energy and Forces
• When two objects interact, each one exerts a force on the other that can cause energy to be Addressed in Integrated
transferred to or from the object. iScience Course 1 (Frog)
Crosscutting Concepts
System and System Models
• Models can be used to represent systems and their interactions - such as inputs, processes, and Student Edition:
outputs - and energy and matter flows within systems. Launch Lab 97
MiniLab 89
Skill Practice 103
Lab 112-113
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

14
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS3 Energy continued
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or Refer to the Project-Based
maximizes thermal energy transfer.* Activity titled “Cookin’
Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a with the Sun”
Styrofoam cup.
Assessment Boundary: Assessment does not include calculating the total amount of thermal energy
transferred.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing explanations
and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
• Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or Student Edition:
system. Lab 188-189
Disciplinary Core Ideas
PS3.A Definitions of Energy
• Temperature is a measure of the average kinetic energy of particles of matter. The relationship Student Edition:
between the temperature and the total energy of a system depends on the types, states, and amounts 167-168, 208-209
of matter present. Teacher Edition:
FF 91; GQ 166, 167, 208;
IM 162H, 196H; SCB 162E
PS3.B Conservation of Energy and Energy Transfer
• Energy is spontaneously transferred out of hotter regions or objects and into colder ones. Student Edition:
169, 174
Teacher Edition:
GQ 162, 164, 168, 174;
SCB 162E; VL 169
ETS1.A Defining and Delimiting an Engineering Problem
• The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the Refer to the Project-Based
designed solution will be successful. Specification of constraints includes consideration of scientific Activity titled “Cookin’
principles and other relevant knowledge that is likely to limit possible solutions. (secondary) with the Sun”
ETS1.B Developing Possible Solutions
• A solution needs to be tested, and then modified on the basis of the test results in order to improve it. Refer to the Project-Based
There are systematic processes for evaluating solutions with respect to how well they meet criteria Activity titled “Cookin’
and constraints of a problem. (secondary) with the Sun”
Crosscutting Concepts
Energy and Matter
• The transfer of energy can be tracked as energy flows through a designed or natural system. Student Edition:
Skill Practice 177
Lab 188-189
Teacher Edition:
TD 175
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

15
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS3 Energy continued
MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of Refer to the Project-Based
matter, the mass, and the change in the average kinetic energy of the particles as measured by the Activity titled “SCI:
temperature of the sample. Science Camp
Clarification Statement: Examples of experiments could include comparing final water temperatures after Investigation”
different masses of ice melted in the same volume of water with the same initial temperature, the
temperature change of samples of different materials with the same mass as they cool or heat in the
environment, or the same material with different masses when a specific amount of energy is added.
Assessment Boundary: Assessment does not include calculating the total amount of thermal energy
transferred.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in 6-8 builds on K-5 experiences and
progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions.
• Plan an investigation individually and collaboratively, and in the design: identify independent and Refer to the Project-Based
dependent variables and controls, what tools are needed to do the gathering, how measurements will Activity titled “SCI: Science
be recorded, and how many data are needed to support a claim. Camp Investigation”
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
• Science knowledge is based upon logical and conceptual connections between evidence and Teacher Edition:
explanations. TD 167
Disciplinary Core Ideas
PS3.A Definitions of Energy
• Temperature is a measure of the average kinetic energy of particles of matter. The relationship Student Edition:
between the temperature and the total energy of a system depends on the types, states, and amounts 167-168, 208-209
of matter present. Teacher Edition:
FF 91; GQ 166, 167, 208;
IM 162H, 196H; SCB 162E
PS3.B Conservation of Energy and Energy Transfer
• The amount of energy transfer needed to change the temperature of a matter sample by a given Student Edition:
amount depends on the nature of the matter, the size of the sample, and the environment. 175
Teacher Edition:
GQ 175; IM 162H;
SCB 162E
Crosscutting Concepts
Scale, Proportion, and Quantity
• Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different Refer to the Project-Based
types of quantities provide information about the magnitude of properties and processes. Activity titled “SCI: Science
Camp Investigation”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

16
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS3 Energy continued
MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an Refer to the Project-Based
object changes, energy is transferred to or from the object. Activity titled “Tearin’ It
Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or Up!”
other representation of the energy before and after the transfer in the form of temperature changes or
motion of object.
Assessment Boundary: Assessment does not include calculations of energy.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that
supports or refutes claims for either explanations or solutions about the natural and designed worlds.
• Construct, use, and present oral and written arguments supported by empirical evidence and scientific Student Edition:
reasoning to support or refute an explanation or a model for a phenomenon. MiniLab 101
Skill Practice 103
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
• Science knowledge is based upon logical and conceptual connections between evidence and Student Edition:
explanations 97-101
MiniLab 101
Skill Practice 103
Disciplinary Core Ideas
PS3.B Conservation of Energy and Energy Transfer
• When the motion energy of an object changes, there is inevitably some other change in energy at the Student Edition:
same time. 97, 99-100
Teacher Edition:
GQ 99; VL 99
Crosscutting Concepts
Energy and Matter
• Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). Student Edition:
97-101
MiniLab 101
Skill Practice 103
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

17
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS4 Waves and their Applications in Technologies for Information Transfer
MS-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the Refer to the Project-Based
amplitude of a waveis related to the energy in a wave. Activity titled “Don’t Make
Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative Waves!”
thinking.
Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard
repeating waves.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Using Mathematics and Computational Thinking
Mathematical and computational thinking at the 6-8 level builds on K-5 and progresses to identifying patterns in large data sets and
using mathematical concepts to support explanations and arguments.
• Use mathematical representations to describe and/or support scientific conclusions and design Refer to the Project-Based
solutions. Activity titled “Don’t Make
Waves!”
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
• Science knowledge is based upon logical and conceptual connections between evidence and Student Edition:
explanations. 128
Disciplinary Core Ideas
PS4.A Wave Properties
• A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. Student Edition:
123-124, 128
Teacher Edition:
GQ 124, 128; VL 128
Crosscutting Concepts
Patterns
• Graphs and charts can be used to identify patterns in data. Refer to the Project-Based
Activity titled “Don’t Make
Waves!”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

18
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS4 Waves and their Applications in Technologies for Information Transfer continued
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through Refer to the Project-Based
various materials. Activity titled “Build a
Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could Better Room”
include drawings, simulations, and written descriptions.
Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and
mechanical waves.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 and progresses to developing, using, and revising models to describe, test, and predict more abstract
phenomena and design systems.
• Develop and use a model to describe phenomena. Student Edition:
Launch Lab 133, 141
MiniLab 125, 137
Skill Practice 139
Lab 150-151
Teacher Edition:
TD 137
Disciplinary Core Ideas
PS4.A Wave Properties
• A sound wave needs a medium through which it is transmitted. Student Edition:
92, 123-129
Teacher Edition:
GQ 120, 123, 124; IM 120H;
SCB 120E
PS4.B Electromagnetic Radiation
• When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending Student Edition:
on the object’s material and the frequency (color) of the light. 135-137, 141-146
Teacher Edition:
GQ 135, 136, 137, 142; SCB
120E-F; IM 120H; VL 141
• The path that light travels can be traced as straight lines, except at surfaces between different Student Edition:
transparent materials (e.g., air and water, air and glass) where the light path bends. 137, 144-145
Teacher Edition:
GQ 137, 143; SCB 120E;
VL 144
• A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending Student Edition:
of light at a surface between media. 147-148
Teacher Edition:
GQ 147, 148; RWS 149
• However, because light can travel through space, it cannot be a matter wave, like sound or water Student Edition:
waves. 93, 133
Teacher Edition:
GQ 133; SCB 120E
Note: Correlation continues on the next page

Alignment Guide • Correlations

19
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
Crosscutting Concepts
Structure and Function
• Structures can be designed to serve particular functions by taking into account properties of different Student Edition:
materials, and how materials can be shaped and used. Launch Lab 133, 141
MiniLab 125, 137
Skill Practice 139
Lab 150-151
Teacher Edition:
TD 141
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

20
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-PS4 Waves and their Applications in Technologies for Information Transfer continued
MS-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized Refer to the Project-Based
signals are a more reliable way to encode and transmit information than analog signals. Activity titled “Out with
Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication the Old, In with the New”
purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in wifi
devices, and conversion of stored binary patterns to make sound or text on a computer screen.
Assessment Boundary: Assessment does not include binary counting. Assessment does not include the
specific mechanism of any given device.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in 6-8 builds on K-5 and progresses to evaluating the merit and validity of
ideas and methods.
• Integrate qualitative scientific and technical information in written text with that contained in media Refer to the Project-Based
and visual displays to clarify claims and findings. Activity titled “Out with the
Old, In with the New”
Disciplinary Core Ideas
PS3.C Information Technologies and Instrumentation
• Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. Student Edition:
How It Works 15
Crosscutting Concepts
Structure and Function
• Structures can be designed to serve particular functions. Student Edition:
How It Works 15
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering and Technology on Society and the Natural World
• Technologies extend the measurement, exploration, modeling, and computational capacity of scientific Student Edition:
investigations. How It Works 15
Connections to Nature of Science
Science is a Human Endeavor
• Advances in technology influence the progress of science and science has influenced advances in Student Edition:
technology. How It Works 15
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

21
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS1 From Molecules to Organisms: Structures and Processes
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or Addressed in Integrated
many different numbers and types of cells. iScience Course 1 (Frog)
Clarification Statement: Emphasis is on developing evidence that living things are made of cells, Addressed in Integrated
distinguishing between living and non-living things, and understanding that living things may be made iScience Course 2
of one cell or many and varied cells. (Leopard)
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Planning and Carrying Out Investigations
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple
variables and provide evidence to support explanations or solutions.
• Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an Refer to the Project-Based
investigation. Activity titled “It’s alive! Or
is it?”
Disciplinary Core Ideas
LS1.A Structure and Function
• All living things are made up of cells, which is the smallest unit that can be said to be alive. An Addressed in Integrated
organism may consist of one single cell (unicellular) or many different numbers and types of cells iScience Course 1 (Frog)
(multicellular). Addressed in Integrated
iScience Course 2
(Leopard)
Crosscutting Concepts
Scale, Proportion, and Quantity
• Phenomena that can be observed at one scale may not be observable at another scale. Refer to the Project-Based
Activity titled “It’s alive! Or
is it?”
Connections to Engineering, Technology and Applications of Science
Interdependence of Science, Engineering, and Technology
• Engineering advances have led to important discoveries in virtually every field of science, and Refer to the Project-Based
scientific discoveries have led to the development of entire industries and engineered systems. Activity titled “It’s alive! Or
is it?”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

22
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS1 From Molecules to Organisms: Structures and Processes continued
MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of Addressed in Integrated
cells contribute to the function. iScience Course 1 (Frog)
Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of Addressed in Integrated
identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell iScience Course 2
wall. (Leopard)
Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell
wall and cell membrane. Assessment of the function of the other organelles is limited to their
relationship to the whole cell. Assessment does not include the biochemical function of cells or cell
parts.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
• Develop and use a model to describe phenomena. Refer to the Project-Based
Activity titled “Engineering
a Cell”
Disciplinary Core Ideas
LS1.A Structure and Function
• Within cells, special structures are responsible for particular functions, and the cell membrane forms Addressed in Integrated
the boundary that controls what enters and leaves the cell. iScience Course 1 (Frog)
Addressed in Integrated
iScience Course 2
(Leopard)
Crosscutting Concepts
Structure and Function
• Complex and microscopic structures and systems can be visualized, modeled, and used to describe Refer to the Project-Based
how their function depends on the relationships among its parts, therefore complex natural structures/ Activity titled “Engineering
systems can be analyzed to determine how they function. a Cell”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

23
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS1 From Molecules to Organisms: Structures and Processes continued
MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems Refer to the Project-Based
composed of groups of cells. Activity titled “The knee
Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and bone’s connected to
tissues form organs specialized for particular body functions. Examples could include the interaction of the…”
subsystems within a system and the normal functioning of those systems.
Assessment Boundary: Assessment does not include the mechanism of one body system independent
of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and
nervous systems.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that
supports or refutes claims for either explanations or solutions about the natural and designed world(s).
• Use an oral and written argument supported by evidence to support or refute an explanation or a Refer to the Project-Based
model for a phenomenon. Activity titled “The knee
bone’s connected to
the…”
Disciplinary Core Ideas
LS1.A Structure and Function
• In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems Student Edition:
are groups of cells that work together to form tissues and organs that are specialized for particular 769
body functions. Teacher Edition:
GQ 762, 776, 777, 778;
IWB 762D; SCB 762F;
VL 774, 775, 776, 777, 778
Crosscutting Concepts
Systems and System Models
• Systems may interact with other systems; they may have sub-systems and be a part of larger complex Student Edition:
systems. 774-780
Teacher Edition:
DI 775
Connections to Nature of Science
Science is a Human Endeavor
• Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of Refer to the Project-Based
ambiguity, skepticism, and openness to new ideas. Activity titled “The knee
bone’s connected to
the…”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

24
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS1 From Molecules to Organisms: Structures and Processes continued
MS-LS1-4 Use argument based on empirical evidence and scientific reasoning to support an explanation for Addressed in Integrated
howcharacteristic animal behaviors and specialized plant structures affect the probability iScience Course 1 (Frog)
of successful reproduction of animals and plants respectively. Addressed in Integrated
Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could iScience Course 2
include nest building to protect young from cold, herding of animals to protect young from predators, (Leopard)
and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal
behaviors that affect the probability of plant reproduction could include transferring pollen or seeds,
and creating conditions for seed germination and growth. Examples of plant structures could include
bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that
transfer pollen, and hard shells on nuts that squirrels bury.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that
supports or refutes claims for either explanations or solutions about the natural and designed world(s).
• Use an oral and written argument supported by empirical evidence and scientific reasoning to support Refer to the Project-Based
or refute an explanation or a model for a phenomenon or a solution to a problem. Activity titled “The Burrs
and the Bees”
Disciplinary Core Ideas
LS1.B Growth and Development of Organisms
• Animals engage in characteristic behaviors that increase the odds of reproduction. Addressed in Integrated
iScience Course 2
(Leopard)
• Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized Addressed in Integrated
features for reproduction. iScience Course 1 (Frog)
Addressed in Integrated
iScience Course 2
(Leopard)
Crosscutting Concepts
Cause and Effect
• Phenomena may have more than one cause, and some cause and effect relationships in systems can Refer to the Project-Based
only be described using probability. Activity titled “The Burrs
and the Bees”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

25
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS1 From Molecules to Organisms: Structures and Processes continued
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic Refer to the Project-Based
factors influence the growth of organisms. Activity titled “Ready, Set,
Clarification Statement: Examples of local environmental conditions could include availability of food, Grow!”
light, space, and water. Examples of genetic factors could include large breed cattle and species of grass
affecting growth of organisms. Examples of evidence could include drought decreasing plant growth,
fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different
conditions, and fish growing larger in large ponds than they do in small ponds:
Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or
biochemical processes.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and
theories.
• Construct a scientific explanation based on valid and reliable evidence obtained from sources Refer to the Project-Based
(including the students’ own experiments) and the assumption that theories and laws that describe the Activity titled “Ready, Set,
natural world operate today as they did in the past and will continue to do so in the future. Grow!”
Disciplinary Core Ideas
LS1.B Growth and Development of Organisms
• Genetic factors as well as local conditions affect the growth of the adult plant. Refer to the Project-Based
Activity titled “Ready, Set,
Grow!”
Crosscutting Concepts
Cause and Effect
• Phenomena may have more than one cause, and some cause and effect relationships in systems can Refer to the Project-Based
only be described using probability. Activity titled “Ready, Set,
Grow!”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

26
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS1 From Molecules to Organisms: Structures and Processes continued
MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of Addressed in Integrated
matter and flow of energy into and out of organisms.  iScience Course 1 (Frog)
Clarification Statement: Emphasis is on tracing movement of matter and flow of energy. Addressed in Integrated
Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis. iScience Course 2
(Leopard)
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and
theories.
• Construct a scientific explanation based on valid and reliable evidence obtained from sources Refer to the Project-Based
(including the students’ own experiments) and the assumption that theories and laws that describe the Activity titled “Sun Block”
natural world operate today as they did in the past and will continue to do so in the future.
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
• Science knowledge is based upon logical connections between evidence and explanations. Refer to the Project-Based
Activity titled “Sun Block”
Disciplinary Core Ideas
LS1.C Organization for Matter and Energy Flow in Organisms
• Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make Addressed in Integrated
sugars (food) from carbon dioxide from the atmosphere and water through the process of iScience Course 1 (Frog)
photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for Addressed in Integrated
growth or later use. iScience Course 2
(Leopard)
PS3.D Energy in Chemical Processes and Everyday Life
• The chemical reaction by which plants produce complex food molecules (sugars) requires an energy Addressed in Integrated
input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form iScience Course 1 (Frog)
carbon-based organic molecules and release oxygen. (secondary) Addressed in Integrated
iScience Course 2
(Leopard)
Crosscutting Concepts
Energy and Matter
• Within a natural system, the transfer of energy drives the motion and/or cycling of matter. Refer to the Project-Based
Activity titled “Sun Block”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

27
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS1 From Molecules to Organisms: Structures and Processes continued
MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new Addressed in Integrated
molecules that support growth and/or release energy as this matter moves through an organism. iScience Course 2
Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together (Leopard)
and that in this process, energy is released.
Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or
respiration.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
• Develop a model to describe unobservable mechanisms. Refer to the Project-Based
Activity titled “You Are
What You Eat”
Disciplinary Core Ideas
LS1.C Organization for Matter and Energy Flow in Organisms
• Within individual organisms, food moves through a series of chemical reactions in which it is broken Addressed in Integrated
down and rearranged to form new molecules, to support growth, or to release energy. iScience Course 1 (Frog)
Addressed in Integrated
iScience Course 2
(Leopard)
PS3.D Energy in Chemical Processes and Everyday Life
• Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored Addressed in Integrated
energy. In these processes, complex molecules containing carbon react with oxygen to produce iScience Course 1 (Frog)
carbon dioxide and other materials. (secondary) Addressed in Integrated
iScience Course 2
(Leopard)
Crosscutting Concepts
Energy and Matter
• Matter is conserved because atoms are conserved in physical and chemical processes. Refer to the Project-Based
Activity titled “You Are
What You Eat”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

28
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS1 From Molecules to Organisms: Structures and Processes continued
MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages Refer to the Project-Based
to the brain for immediate behavior or storage as memories. Activity titled “It Makes
Assessment Boundary: Assessment does not include mechanisms for the transmission of this information. Sense!”
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and
validity of ideas and methods.
• Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, Student Edition:
accuracy, and possible bias of each publication and methods used, and describe how they are Lab 782-783
supported or not supported by evidence.
Disciplinary Core Ideas
LS1.D Information Processing
• Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting Student Edition:
them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, 778-780
resulting in immediate behaviors or memories. Teacher Edition:
GQ 778; VL 778
Crosscutting Concepts
Cause and Effect
• Cause and effect relationships may be used to predict phenomena in natural systems. Student Edition:
MiniLab 779
Lab 782-783
Teacher Edition:
DI 779
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

29
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms Refer to the Project-Based
and populations of organisms in an ecosystem. Activity titled “The Fox
Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of and the Hare”
individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce
resources.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing
between correlation and causation, and basic statistical techniques of data and error analysis.
• Analyze and interpret data to provide evidence for phenomena. Student Edition:
Math Skills 650
MiniLab 651
Disciplinary Core Ideas
LS2.A Interdependent Relationships in Ecosystems
• Organisms, and populations of organisms, are dependent on their environmental interactions both Student Edition:
with other living things and with nonliving factors. 647-650
Teacher Edition:
GQ 644, 647
• In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or Student Edition:
other resources may compete with each other for limited resources, access to which consequently 650
constrains their growth and reproduction. Teacher Edition:
GQ 650; SCB 644E
• Growth of organisms and population increases are limited by access to resources. Student Edition:
650-651
Teacher Edition:
GQ 650, 651; SCB 644E
Crosscutting Concepts
Cause and Effect
• Causes and effect relationships may be used to predict phenomena in natural or designed systems. Student Edition:
Math Skills 650
MiniLab 651
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

30
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics continued
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple Refer to the Project-Based
ecosystems. Activity titled “The Hungry
Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different Games: Eat or Be Eaten”
ecosystems in terms of the relationships among and between organisms and abiotic components of
ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and
theories.
• Construct an explanation that includes qualitative or quantitative relationships between variables that Student Edition:
predict phenomena. 649-650
MiniLab 651
Math Skills 650
Disciplinary Core Ideas
LS2.A Interdependent Relationships in Ecosystems
• Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations Student Edition:
of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each 649-650
organism requires the other for survival. Although the species involved in these competitive, predatory, Teacher Edition:
and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms GQ 649
with their environments, both living and nonliving, are shared.
Crosscutting Concepts
Patterns
• Patterns can be used to identify cause and effect relationships. Student Edition:
649-650
MiniLab 651
Math Skills 650
Teacher Edition:
DI 649
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

31
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics continued
MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving Refer to the Project-Based
parts of an ecosystem. Activity titled “Web of
Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into Life”
and out of various ecosystems, and on defining the boundaries of the system.
Assessment Boundary: Assessment does not include the use of chemical reactions to describe the
processes.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
• Develop a model to describe phenomena. Student Edition:
Launch Lab 655
MiniLab 658
Disciplinary Core Ideas
LS2.B Cycle of Matter and Energy Transfer in Ecosystems
• Food webs are models that demonstrate how matter and energy is transferred between producers, Student Edition:
consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter 655-661
into and out of the physical environment occur at every level. Decomposers recycle nutrients from Teacher Edition:
dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic GQ 657, 658, 659;
environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between RWS 661; SCB 644F;
the living and nonliving parts of the ecosystem. VL 657, 658, 661
Crosscutting Concepts
Energy and Matter
• The transfer of energy can be tracked as energy flows through a natural system. Student Edition:
655-661
MiniLab 658
Teacher Edition:
DI 657, 659; IWB 644D
Connections to Nature of Science
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
• Science assumes that objects and events in natural systems occur in consistent patterns that are Student Edition:
understandable through measurement and observation. 655-661
Launch Lab 655
MiniLab 658
Teacher Edition:
DI 657, 659, 661
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

32
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics continued
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological Refer to the Project-Based
components of an ecosystem affect populations. Activity titled “Snake
Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences Invaders”
about changes in populations, and on evaluating empirical evidence supporting arguments about
changes to ecosystems.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that
supports or refutes claims for either explanations or solutions about the natural and designed world(s).
• Construct an oral and written argument supported by empirical evidence and scientific reasoning to Student Edition:
support or refute an explanation or a model for a phenomenon or a solution to a problem. MiniLab 651
Math Skills 650
Teacher Edition:
DI 651; TD 703
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
• Science disciplines share common rules of obtaining and evaluating empirical evidence. Student Edition:
MiniLab 651
Math Skills 650
Disciplinary Core Ideas
LS2.C Ecosystem Dynamics, Functioning, and Resilience
• Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical Student Edition:
or biological component of an ecosystem can lead to shifts in all its populations. 650-651, 703-706
Teacher Edition:
GQ 651, 703, 704, 705,
706; SCB 680F
Crosscutting Concepts
Stability and Change
• Small changes in one part of a system might cause large changes in another part. Student Edition:
703-706
MiniLab 651
Math Skills 650
Teacher Edition:
DI 651
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

33
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics continued
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* Refer to the Project-Based
Clarification Statement: Examples of ecosystem services could include water purification, nutrient Activity titled “Good
recycling, and prevention of soil erosion. Examples of design solution constraints could include “greef”! The corals are
scientific, economic, and social considerations. dying!”
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that
supports or refutes claims for either explanations or solutions about the natural and designed world(s).
• Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. Refer to the Project-Based
Activity titled “Good
“greef”! The corals are
dying!”
Disciplinary Core Ideas
LS2.C Ecosystem Dynamics, Functioning, and Resilience
• Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The Student Edition:
completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. 684-689, 694-699
Teacher Edition:
GQ 684, 685, 686, 687,
689; IM 680H; VL 696,
697, 698
LS4.D Biodiversity and Humans
• Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well Addressed in Integrated
as ecosystem services that humans rely on—for example, water purification and recycling. (secondary) iScience Course 1 (Frog)
ETS1.B Developing Possible Solutions
• There are systematic processes for evaluating solutions with respect to how well they meet the criteria Addressed in Integrated
and constraints of a problem. (secondary) iScience Course 2
(Leopard)
Note: Correlation continues on the next page

Alignment Guide • Correlations

34
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
Crosscutting Concepts
Stability and Change
• Small changes in one part of a system might cause large changes in another part. Refer to the Project-Based
Activity titled “Good
“greef”! The corals are
dying!”
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering, and Technology on Society and the Natural World
• The use of technologies and any limitations on their use are driven by individual or societal needs, Refer to the Project-Based
desires, and values; by the findings of scientific research; and by differences in such factors as climate, Activity titled “Good
natural resources, and economic conditions. Thus technology use varies from region to region and “greef”! The corals are
over time. dying!”
Connections to Nature of Science
Science Addresses Questions About the Natural and Material World
• Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the Refer to the Project-Based
decisions that society takes. Activity titled “Good
“greef”! The corals are
dying!”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

35
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS3 Heredity: Inheritance and Variation of Traits
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on Addressed in Integrated
chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the iScience Course 2
structure and function of the organism. (Leopard)
Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may
result in making different proteins.
Assessment Boundary: Assessment does not include specific changes at the molecular level,
mechanisms for protein synthesis, or specific types of mutations.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
• Develop and use a model to describe phenomena. Refer to the Project-Based
Activity titled “Model
Mighty Mutations”
Disciplinary Core Ideas
LS3.A Inheritance of Traits
• Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of Student Edition:
each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, 793
which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to Teacher Edition:
proteins, which can affect the structures and functions of the organism and thereby change traits. GQ 793
LS3.B Variation of Traits
• In addition to variations that arise from sexual reproduction, genetic information can be altered Student Edition:
because of mutations. Though rare, mutations may result in changes to the structure and function of 806
proteins. Some changes are beneficial, others harmful, and some neutral to the organism. Teacher Edition:
GQ 806
Crosscutting Concepts
Structure and Function
• Complex and microscopic structures and systems can be visualized, modeled, and used to describe Refer to the Project-Based
how their function depends on the shapes, composition, and relationships among its parts, therefore Activity titled “Model
complex natural structures/systems can be analyzed to determine how they function. Mighty Mutations”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

36
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS3 Heredity: Inheritance and Variation of Traits continued
MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical Refer to the Project-Based
genetic information and sexual reproduction results in offspring with genetic variation. Activity titled “It’s in the
Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and Cards”
simulations to describe the cause and effect relationship of gene transmission from parent(s) to
offspring and resulting genetic variation.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
• Develop and use a model to describe phenomena. Student Edition:
Launch Lab 802
MiniLab 797, 803
Skill Practice 809
Lab 818-819
Teacher Edition:
DI 803; TD 805
Disciplinary Core Ideas
LS1.B Growth and Development of Organisms
• Organisms reproduce, either sexually or asexually, and transfer their genetic information to their Student Edition:
offspring. (secondary to MS-LS3-2) 793-794
Teacher Edition:
GQ 794; SCB 790E; VL 794
LS3.A Inheritance of Traits
• Variations of inherited traits between parent and offspring arise from genetic differences that result Student Edition:
from the subset of chromosomes (and therefore genes) inherited. 793-798, 802-807
Teacher Edition:
GQ 797, 803, 804, 805,
806; VL 804, 805, 806
LS3.B Variation of Traits
• In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by Student Edition:
the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one 793-794
acquired from each parent. These versions may be identical or may differ from each other.
Crosscutting Concepts
Cause and Effect
• Cause and effect relationships may be used to predict phenomena in natural systems. Student Edition:
796-798, 802-806
Launch Lab 793, 802
MiniLab 797, 803
Skill Practice 809
Lab 818-819
Teacher Edition:
DI 803
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

37
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS4 Biological Evolution: Unity and Diversity
MS-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, Addressed in Integrated
extinction, and change of life forms throughout the history of life on Earth under the assumption that iScience Course 2
natural laws operate today as in the past. (Leopard)
Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of
anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.
Assessment Boundary: Assessment does not include the names of individual species or geological eras
in the fossil record.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing
between correlation and causation, and basic statistical techniques of data and error analysis.
• Analyze and interpret data to determine similarities and differences in findings. Refer to the Project-Based
Activity titled “Set in
Stone”
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
• Science knowledge is based upon logical and conceptual connections between evidence and Refer to the Project-Based
explanations. Activity titled “Set in
Stone”
Disciplinary Core Ideas
LS4.A Evidence of Common Ancestry and Diversity
• The collection of fossils and their placement in chronological order (e.g., through the location of the Addressed in Integrated
sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. iScience Course 2
It documents the existence, diversity, extinction, and change of many life forms throughout the history (Leopard)
of life on Earth.
Crosscutting Concepts
Patterns
• Graphs, charts, and images can be used to identify patterns in data. Refer to the Project-Based
Activity titled “Set in
Stone”
Connections to Nature of Science
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
• Science assumes that objects and events in natural systems occur in consistent patterns that are Refer to the Project-Based
understandable through measurement and observation. Activity titled “Set in
Stone”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

38
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS4 Biological Evolution: Unity and Diversity continued
MS-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences Addressed in Integrated
among modern organisms and between modern and fossil organisms to infer evolutionary iScience Course 2
relationships. (Leopard)
Clarification Statement: Emphasis is on explanations of the evolutionary relationships among
organisms in terms of similarity or differences of the gross appearance of anatomical structures.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and
theories.
• Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. Refer to the Project-Based
Activity titled “It’s All
Relative”
Disciplinary Core Ideas
LS4.A Evidence of Common Ancestry and Diversity
• Anatomical similarities and differences between various organisms living today and between them and Addressed in Integrated
organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of iScience Course 2
lines of evolutionary descent. (Leopard)
Crosscutting Concepts
Patterns
• Patterns can be used to identify cause and effect relationships. Refer to the Project-Based
Activity titled “It’s All
Relative”
Connections to Nature of Science
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
• Science assumes that objects and events in natural systems occur in consistent patterns that are Refer to the Project-Based
understandable through measurement and observation. Activity titled “It’s All
Relative”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

39
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS4 Biological Evolution: Unity and Diversity continued
MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological Addressed in Integrated
development across multiple species to identify relationships not evident in the fully formed iScience Course 2
anatomy. (Leopard)
Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of
different organisms by comparing the macroscopic appearance of diagrams or pictures.
Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical
structures in embryological development.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing
between correlation and causation, and basic statistical techniques of data and error analysis.
• Analyze displays of data to identify linear and nonlinear relationships. Refer to the Project-Based
Activity titled “If you’ve
seen one…”
Disciplinary Core Ideas
LS4.A Evidence of Common Ancestry and Diversity
• Comparison of the embryological development of different species also reveals similarities that show Addressed in Integrated
relationships not evident in the fully-formed anatomy. iScience Course 2
(Leopard)
Crosscutting Concepts
Patterns
• Graphs, charts, and images can be used to identify patterns in data. Refer to the Project-Based
Activity titled “If you’ve
seen one…”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

40
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS4 Biological Evolution: Unity and Diversity continued
MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a Refer to the Project-Based
population increase some individuals’ probability of surviving and reproducing in a specific Activity titled “Spot On”
environment.
Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning
to construct explanations.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and
theories.
• Construct an explanation that includes qualitative or quantitative relationships between variables that Student Edition:
describe phenomena. Launch Lab 811
MiniLab 813
Teacher Edition:
DI 813
Disciplinary Core Ideas
LS4.B Natural Selection
• Natural selection leads to the predominance of certain traits in a population, and the suppression of Student Edition:
others. 811-816
Teacher Edition:
GQ 811, 812; SCB 790F;
VL 812
Crosscutting Concepts
Cause and Effect
• Phenomena may have more than one cause, and some cause and effect relationships in systems can Student Edition:
only be described using probability. 811-816
Launch Lab 811
MiniLab 813
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

41
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS4 Biological Evolution: Unity and Diversity continued
MS-LS4-5 Gather and synthesize information about the technologies that have changed the way humans Refer to the Project-Based
influence the inheritance of desired traits in organisms. Activity titled “Foods of
Clarification Statement: Emphasis is on synthesizing information from reliable sources about the the Future”
influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal
husbandry, gene therapy); and, on the impacts these technologies have on society as well as the
technologies leading to these scientific discoveries.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and
validity of ideas and methods.
• Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, Refer to the Project-Based
accuracy, and possible bias of each publication and methods used, and describe how they are Activity titled “Foods of
supported or not supported by evidence. the Future”
Disciplinary Core Ideas
LS4.B Natural Selection
• In artificial selection, humans have the capacity to influence certain characteristics of organisms by Student Edition:
selective breeding. One can choose desired parental traits determined by genes, which are then 796-797
passed on to offspring. Teacher Edition:
IM 790H; GQ 796;
SCB 790E
Crosscutting Concepts
Cause and Effect
• Phenomena may have more than one cause, and some cause and effect relationships in systems can Student Edition:
only be described using probability. 796, 807
Teacher Edition:
DI 797
Connections to Engineering, Technology, and Applications of Science
Interdependence of Science, Engineering, and Technology
• Engineering advances have led to important discoveries in virtually every field of science, and Student Edition:
scientific discoveries have led to the development of entire industries and engineered systems. 807
Teacher Edition:
DI 797
Connections to Nature of Science
Science Addresses Questions About the Natural and Material World
• Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the Student Edition:
decisions that society takes. 796, 807
Teacher Edition:
DI 797
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

42
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-LS4 Biological Evolution: Unity and Diversity continued
MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to Refer to the Project-Based
increases and decreases of specific traits in populations over time. Activity titled “Population
Clarification Statement: Emphasis is on using mathematical models, probability statements, and Probabilities”
proportional reasoning to support explanations of trends in changes to populations over time.
Assessment Boundary: Assessment does not include Hardy Weinberg calculations.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Using Mathematics and Computational Thinking
Mathematical and computational thinking in 6-8 builds on K-5 experiences and progresses to identifying patterns in large data sets
and using mathematical concepts to support explanations and arguments.
• Use mathematical representations to support scientific conclusions and design solutions. Student Edition:
MiniLab 813
Disciplinary Core Ideas
LS4.C Adaptation
• Adaptation by natural selection acting over generations is one important process by which species Student Edition:
change over time in response to changes in environmental conditions. Traits that support successful 811-816
survival and reproduction in the new environment become more common; those that do not become Teacher Edition:
less common. Thus, the distribution of traits in a population changes. GQ 790, 810, 813, 814, 815;
SCB 790F
Crosscutting Concepts
Cause and Effect
• Phenomena may have more than one cause, and some cause and effect relationships in systems can Student Edition:
only be described using probability. MiniLab 813
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

43
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS1 Earth’s Place in the Universe
MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar Addressed in Integrated
phases, eclipses of the sun and moon, and seasons. iScience Course 1 (Frog)
Clarification Statement: Examples of models can be physical, graphical, or conceptual. Addressed in Integrated
iScience Course 2
(Leopard)
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
• Develop and use a model to describe phenomena. Refer to the Project-Based
Activity titled “Patterns in
the Sky”
Disciplinary Core Ideas
ESS1.A The Universe and Its Stars
• Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, Student Edition:
predicted, and explained with models. 415
Teacher Edition:
GQ 415; RWS 415;
SCB 412E
ESS1.B Earth and the Solar System
• This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed Addressed in Integrated
in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result iScience Course 1 (Frog)
of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the Addressed in Integrated
year. iScience Course 2
(Leopard)
Crosscutting Concepts
Patterns
• Patterns can be used to identify cause-and-effect relationships. Refer to the Project-Based
Activity titled “Patterns in
the Sky”
Connections to Nature of Science
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
• Science assumes that objects and events in natural systems occur in consistent patterns that are Refer to the Project-Based
understandable through measurement and observation. Activity titled “Patterns in
the Sky”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

44
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS1 Earth’s Place in the Universe continued
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar Refer to the Project-Based
system. Activity titled “Gravity
Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar Glue”
system and Milky Way galaxy and controls orbital motions within them. Examples of models can be
physical (such as the analogy of distance along a football field or computer visualizations of elliptical
orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as
students’ school or state).
Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent
retrograde motion of the planets as viewed from Earth.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
• Develop and use a model to describe phenomena. Student Edition:
MiniLab 379
Skill Practice 389
Teacher Edition:
TD 379
Disciplinary Core Ideas
ESS1.A The Universe and Its Stars
• Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the Student Edition:
universe. 439-443
Teacher Edition:
GQ 439, 441; SCB 412F
ESS1.B Earth and the Solar System
• The solar system consists of the sun and a collection of objects, including planets, their moons, and Student Edition:
asteroids that are held in orbit around the sun by its gravitational pull on them. 375-379, 383-387,
390-395, 399-402
Teacher Edition:
GQ 376, 377, 383, 386,
393, 394, 395, 398, 401;
IM 372H; SCB 372E-F
• The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. Student Edition:
Careers in Science 381
Teacher Edition:
CIS 381
Note: Correlation continues on the next page

Alignment Guide • Correlations

45
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
Crosscutting Concepts
Systems and System Models
• Models can be used to represent systems and their interactions. Student Edition:
Skill Practice 389
Teacher Edition:
TD 379
Connections to Nature of Science
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
• Science assumes that objects and events in natural systems occur in consistent patterns that are Student Edition:
understandable through measurement and observation. 376-379, 440
MiniLab 379, 441
Skill Practice 389
Teacher Edition:
TD 379, 395
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

46
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS1 Earth’s Place in the Universe continued
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system. Refer to the Project-Based
Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based Activity titled “PBI:
telescopes, and spacecraft to determine similarities and differences among solar system objects. Planetary Bureau of
Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), Investigation”
surface features (such as volcanoes), and orbital radius. Examples of data include statistical information,
drawings and photographs, and models.
Assessment Boundary: Assessment does not include recalling facts about properties of the planets and
other solar system bodies.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing
between correlation and causation, and basic statistical techniques of data and error analysis.
• Analyze and interpret data to determine similarities and differences in findings. Student Edition:
MiniLab 379, 386
Skill Practice 389
Lab 404-405
Teacher Edition:
AC 383; DI 385, 395;
TD 391, 399
Disciplinary Core Ideas
ESS1.B Earth and the Solar System
• The solar system consists of the sun and a collection of objects, including planets, their moons, and Student Edition:
asteroids that are held in orbit around the sun by its gravitational pull on them. 375-379, 383-387,
390-395, 399-402
Teacher Edition:
GQ 376, 377, 383, 386,
393, 394, 395, 398, 401;
IM 372H; SCB 372E-F
Crosscutting Concepts
Scale, Proportion, and Quantity
• Time, space, and energy phenomena can be observed at various scales using models to study systems Student Edition:
that are too large or too small. MiniLab 379, 386
Skill Practice 389
Connections to Engineering, Technology, and Applications of Science
Interdependence of Science, Engineering, and Technology
• Engineering advances have led to important discoveries in virtually every field of science and scientific Refer to the Project-Based
discoveries have led to the development of entire industries and engineered systems. Activity titled “PBI:
Planetary Bureau of
Investigation”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

47
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS1 Earth’s Place in the Universe continued
MS-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time Refer to the Project-Based
scale is used to organize Earth’s 4.6-billion-year-old history. Activity titled “Puzzles
Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain Rock!”
are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events
could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to
very old (such as the formation of Earth or the earliest evidence of life). Examples can include the
formation of mountain chains and ocean basins, the evolution or extinction of particular living
organisms, or significant volcanic eruptions.
Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs
and events within them.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and
theories.
• Construct a scientific explanation based on valid and reliable evidence obtained from sources Student Edition:
(including the students’ own experiments) and the assumption that theories and laws that describe the Launch Lab 565
natural world operate today as they did in the past and will continue to do so in the future. MiniLab 577
Skill Practice 581, 607
Lab 590-591
Disciplinary Core Ideas
ESS1.C The History of Planet Earth
• The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Student Edition:
Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. 565-571, 575-579,
601-605, 609-613, 617-621
Teacher Edition:
GQ 570, 571, 574, 575,
577, 602, 605, 613;
IM 532H, 598H; SCB
562E-F
Crosscutting Concepts
Scale, Proportion, and Quantity
• Time, space, and energy phenomena can be observed at various scales using models to study systems Student Edition:
that are too large or too small. Launch Lab 575
MiniLab 577
Skill Practice 581
Lab 590-591
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

48
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS2 Earth’s Systems
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this Refer to the Project-Based
process. Activity titled “Rockin’
Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, Around the Park”
deformation, and sedimentation, which act together to form minerals and rocks through the cycling of
Earth’s materials.
Assessment Boundary: Assessment does not include the identification and naming of minerals.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
• Develop and use a model to describe phenomena. Student Edition:
479-482
Launch Lab 479
MiniLab 474, 481, 586
Teacher Edition:
DI 475; TD 479, 517
Disciplinary Core Ideas
ESS2.A Earth’s Materials and Systems
• All Earth processes are the result of energy flowing and matter cycling within and among the planet’s Student Edition:
systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter 471-475, 479-482, 516-518
that cycles produce chemical and physical changes in Earth’s materials and living organisms. Teacher Edition:
GQ 479, 480, 482;
SCB 458F; VL 472, 474,
480, 482
Crosscutting Concepts
Stability and Change
• Explanations of stability and change in natural or designed systems can be constructed by examining Student Edition:
the changes over time and processes at different scales, including the atomic scale. 472-475, 479-482
Launch Lab 479
MiniLab 474, 481, 586
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

49
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS2 Earth’s Systems continued
MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s Refer to the Project-Based
surface at varying time and spatial scales. Activity titled “When on
Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial Earth... ?”
scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small
(such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes
(such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by
catastrophic events. Examples of geoscience processes include surface weathering and deposition by
the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local
geographic features, where appropriate.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing explanations
and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
• Construct a scientific explanation based on valid and reliable evidence obtained from sources Student Edition:
(including the students’ own experiments) and the assumption that theories and laws that describe Launch Lab 531
nature operate today as they did in the past and will continue to do so in the future. MiniLab 505
Disciplinary Core Ideas
ESS2.A Earth’s Materials and Systems
• The planet’s systems interact over scales that range from microscopic to global in size, and they Student Edition:
operate over fractions of a second to billions of years. These interactions have shaped Earth’s history 495-499, 513-514,
and will determine its future. 544-552, 603-604,
610-611, 613, 617-619, 621,
626-627, 621
Teacher Edition:
GQ 602, 617, 619, 621,
626, 629; SCB 495E
ESS2.C The Roles of Water in Earth’s Surface Processes
• Water’s movements—both on the land and underground—cause weathering and erosion, which Addressed in Integrated
change the land’s surface features and create underground formations. iScience Course 1 (Frog)
Addressed in Integrated
iScience Course 2
(Leopard)
Crosscutting Concepts
Scale, Proportion, and Quantity
• Time, space, and energy phenomena can be observed at various scales using models to study systems Student Edition:
that are too large or too small. 494-499, 510-518,
531-540, 545-552
Launch Lab 531
MiniLab 505, 613
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

50
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS2 Earth’s Systems continued
MS-ESS2-3 Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor Refer to the Project-Based
structures to provide evidence of the past plate motions. Activity titled “Movin’
Clarification Statement: Examples of data include similarities of rock and fossil types on different Mountains”
continents, the shapes of the continents (including continental shelves), and the locations of ocean
structures (such as ridges, fracture zones, and trenches).
Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing
between correlation and causation, and basic statistical techniques of data and error analysis.
• Analyze and interpret data to provide evidence for phenomena. Student Edition:
Launch Lab 495
MiniLab 499
Skill Practice 509
Lab 520-521
Teacher Edition:
AC 495
Connections to Nature of Science
Scientific Knowledge is Open to Revision in Light of New Evidence
• Science findings are frequently revised and/or reinterpreted based on new evidence. Student Edition:
494-499, 503-507
Launch Lab 495
MiniLab 499
Skill Practice 509
Lab 520-521
Careers in Science 501
Teacher Edition:
DI 499
Disciplinary Core Ideas
ESS1.C The History of Planet Earth
• Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at Student Edition:
trenches. (HS.ESS1.C GBE), (secondary to MS-ESS2-3) 502-507, 511-514
Teacher Edition:
GQ 504, 505; IM 492H;
SCB 492E-F; VL 504, 514
ESS2.B Plate Tectonics and Large-Scale System Interactions
• Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Student Edition:
Earth’s plates have moved great distances, collided, and spread apart. 217-221
Careers in Science 223
Teacher Edition:
FF 219; GQ 217, 218, 219,
220; SCB 214E; VL 218,
219, 220
Note: Correlation continues on the next page

Alignment Guide • Correlations

51
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
Crosscutting Concepts
Cause and Effect
• Patterns in rates of change and other numerical relationships can provide information about natural Student Edition:
systems. MiniLab 227, 264
Skill Practice 231
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

52
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS2 Earth’s Systems continued
MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the Addressed in Integrated
sun and the force of gravity. iScience Course 1 (Frog)
Clarification Statement: Emphasis is on the ways water changes its state as it moves through the Addressed in Integrated
multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical. iScience Course 2
Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is (Leopard)
not assessed.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
• Develop a model to describe unobservable mechanisms. Refer to the Project-Based
Activity titled “Campers in
the Mist”
Disciplinary Core Ideas
ESS2.C The Roles of Water in Earth’s Surface Processes
• Water continually cycles among land, ocean, and atmosphere via transpriation, evaporation, Addressed in Integrated
condensation and crystallization, and precipitation, as well as downhill flows on land. iScience Course 1 (Frog)
Addressed in Integrated
iScience Course 2
(Leopard)
• Global movements of water and its changes in form are propelled by sunlight and gravity. Addressed in Integrated
iScience Course 1 (Frog)
Addressed in Integrated
iScience Course 2
(Leopard)
Crosscutting Concepts
Energy and Matter
• Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Refer to the Project-Based
Activity titled “Campers in
the Mist”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

53
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS2 Earth’s Systems continued
MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results Addressed in Integrated
in changes in weather conditions. iScience Course 2
Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low (Leopard)
pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a
fixed location to change over time, and how sudden changes in weather can result when different air
masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of
data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained
through laboratory experiments (such as with condensation).
Assessment Boundary: Assessment does not include recalling the names of cloud types or weather
symbols used on weather maps or the reported diagrams from weather stations.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Planning and Carrying Out Investigations
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple
variables and provide evidence to support explanations or solutions.
• Collect data to produce data to serve as the basis for evidence to answer scientific questions or test Refer to the Project-Based
design solutions under a range of conditions. Activity titled “Weather
Wardrobe”
Disciplinary Core Ideas
ESS2.C The Roles of Water in Earth’s Surface Processes
• The complex patterns of the changes and the movement of water in the atmosphere, determined by Addressed in Integrated
winds, landforms, and ocean temperatures and currents, are major determinants of local weather iScience Course 2
patterns. (Leopard)
ESS2.D Weather and Climate
• Because these patterns are so complex, weather can only be predicted probabilistically. Addressed in Integrated
iScience Course 2
(Leopard)
Crosscutting Concepts
Cause and Effect
• Cause and effect relationships may be used to predict phenomena in natural or designed systems. Refer to the Project-Based
Activity titled “Weather
Wardrobe”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

54
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS2 Earth’s Systems continued
MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns Addressed in Integrated
of atmospheric and oceanic circulation that determine regional climates. iScience Course 2
Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land (Leopard)
distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the
Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by
the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of
continents. Examples of models can be diagrams, maps and globes, or digital representations.
Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
• Develop and use a model to describe phenomena. Refer to the Project-Based
Activity titled “As the
Water Churns”
Disciplinary Core Ideas
ESS2.C The Roles of Water in Earth’s Processes
• Variations in density due to variations in temperature and salinity drive a global pattern of Addressed in Integrated
interconnected ocean currents. iScience Course 2
(Leopard)
ESS2.D Weather and Climate
• Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, Addressed in Integrated
landforms, and living things. These interactions vary with latitude, altitude, and local and regional iScience Course 1 (Frog)
geography, all of which can affect oceanic and atmospheric flow patterns. Addressed in Integrated
iScience Course 2
(Leopard)
• The ocean exerts a major influence on weather and climate by absorbing energy from the sun, Addressed in Integrated
releasing it over time, and globally redistributing it through ocean currents. iScience Course 1 (Frog)
Addressed in Integrated
iScience Course 2
(Leopard)
Crosscutting Concepts
Systems and System Models
• Models can be used to represent systems and their interactions-such as inputs, processes and Refer to the Project-Based
outputs-and energy, matter, and information flows within systems. Activity titled “As the
Water Churns”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

55
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS3 Earth and Human Activity
MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s Addressed in Integrated
mineral, energy, and groundwater resources are the result of past and current geoscience iScience Course 1 (Frog)
processes.
Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable,
and how their distributions are significantly changing as a result of removal by humans. Examples of
uneven distributions of resources as a result of past processes include but are not limited to petroleum
(locations of the burial of organic marine sediments and subsequent geologic traps), metal ores
(locations of past volcanic and hydrothermal activity associated with subduction zones), and soil
(locations of active weathering and/or deposition of rock).
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and
theories.
• Construct a scientific explanation based on valid and reliable evidence obtained from sources Refer to the Project-Based
(including the students’ own experiments) and the assumption that theories and laws that describe the Activity titled “Where in
natural world operate today as they did in the past and will continue to do so in the future. the world…?”
Disciplinary Core Ideas
ESS3.A Natural Resources
• Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Student Edition:
Minerals, fresh water, and biosphere resources are limited, and many are not renewable or 666, 725-731, 735, 743
replaceable over human lifetimes. These resources are distributed unevenly around the planet as a Teacher Edition:
result of past geologic processes. GQ 666, 716, 718, 721, 724,
725, 735; SCB 716E-F; VL
666
Crosscutting Concepts
Cause and Effect
• Cause and effect relationships may be used to predict phenomena in natural or designed systems. Refer to the Project-Based
Activity titled “Where in
the world…?”
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering, and Technology on Society and the Natural World
• All human activity draws on natural resources and has both short and long-term consequences, Refer to the Project-Based
positive as well as negative, for the health of people and the natural environment. Activity titled “Where in
the world…?”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

56
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS3 Earth and Human Activity continued
MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the Refer to the Project-Based
development of technologies to mitigate their effects. Activity titled “Shake,
Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and Rattle, and Roll!”
severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as
earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural
hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface
processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes,
tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the
natural hazards. Examples of technologies can be global (such as satellite systems to monitor
hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to
mitigate droughts).
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 6-8 builds on K-5 and progresses to extending quantitative analysis to investigations, distinguishing between
correlation and causation, and basic statistical techniques of data and error analysis.
• Analyze and interpret data to determine similarities and differences in findings. Student Edition:
Lab 554-555
Teacher Edition:
AC 533
Disciplinary Core Ideas
ESS3.B Natural Hazards
• Mapping the history of natural hazards in a region, combined with an understanding of related Student Edition:
geologic forces can help forecast the locations and likelihoods of future events. 540, 547, 552
Teacher Edition:
GQ 540, 547, 552; VL 540
Crosscutting Concepts
Patterns
• Graphs, charts, and images can be used to identify patterns in data. Student Edition:
537, 540, 552
Teacher Edition:
AC 537; DI 537; TD 547
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering, and Technology on Society and the Natural World
• The uses of technologies and any limitations on their use are driven by individual or societal needs, Student Edition:
desires, and values; by the findings of scientific research; and by differences in such factors as climate, 537-540, 552
natural resources, and economic conditions. Thus technology use varies from region to region and Teacher Edition:
over time. AC 537
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

57
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS3 Earth and Human Activity continued
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the Refer to the Project-Based
environment.* Activity titled “Who’s
Clarification Statement: Examples of the design process include examining human environmental moving in next door?”
impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that
could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal
of water from streams and aquifers or the construction of dams and levees), land usage (such as urban
development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and
theories.
• Apply scientific principles to design an object, tool, process or system. Student Edition:
Launch Lab 665, 725, 735
Skill Practice 733
Lab 750-751
Teacher Edition:
AC 731
Disciplinary Core Ideas
ESS3.C Human Impacts on Earth Systems
• Human activities have significantly altered the biosphere, sometimes damaging or destroying natural Student Edition:
habitats and causing the extinction of other species. But changes to Earth’s environments can have 725-731, 736-737, 744
different impacts (negative and positive) for different living things. Teacher Edition:
GQ 724, 725, 730, 731,
737, 738, 739, 744; VL 736
• Typically as human populations and per-capita consumption of natural resources increase, so do the Student Edition:
negative impacts on Earth unless the activities and technologies involved are engineered otherwise. 719-721
Teacher Edition:
GQ 719; SCB 716E-F
Note: Correlation continues on the next page

Alignment Guide • Correlations

58
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
Crosscutting Concepts
Cause and Effect
• Relationships can be classified as causal or correlational, and correlation does not necessarily imply Student Edition:
causation. Launch Lab 665, 725, 735
MiniLab 668
Skill Practice 733
Lab 750-751
Teacher Edition:
TD 737
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering, and Technology on Society and the Natural World
• The uses of technologies and any limitations on their use are driven by individual or societal needs, Student Edition:
desires, and values; by the findings of scientific research; and by differences in such factors as climate, MiniLab 668
natural resources, and economic conditions. Thus technology use varies from region to region and Lab 750-751
over time. Teacher Edition:
TD 667, 737
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

59
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS3 Earth and Human Activity continued
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and Refer to the Project-Based
per-capita consumption of natural resources impact Earth’s systems. Activity titled “7 Billion
Clarification Statement: Examples of evidence include grade-appropriate databases on human and Counting”
populations and the rates of consumption of food and natural resources (such as freshwater, mineral,
and energy). Examples of impacts can include changes to the appearance, composition, and structure
of Earth’s systems as well as the rates at which they change. The consequences of increases in human
populations and consumption of natural resources are described by science, but science does not make
the decisions for the actions society takes.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that
supports or refutes claims for either explanations or solutions about the natural and designed world(s).
• Construct an oral and written argument supported by empirical evidence and scientific reasoning to Student Edition:
support or refute an explanation or a model for a phenomenon or a solution to a problem. Launch Lab 719
Disciplinary Core Ideas
ESS3.C Human Impacts on Earth Systems
• Typically as human populations and per-capita consumption of natural resources increase, so do the Student Edition:
negative impacts on Earth unless the activities and technologies involved are engineered otherwise. 719-721
Teacher Edition:
GQ 719; SCB 716E-F
Crosscutting Concepts
Cause and Effect
• Cause and effect relationships may be used to predict phenomena in natural or designed systems. Student Edition:
719-721, 727-729
Launch Lab 719
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering, and Technology on Society and the Natural World
• All human activity draws on natural resources and has both short and long-term consequences, Student Edition:
positive as well as negative, for the health of people and the natural environment. 719-721, 727-729
Launch Lab 719
Connections to Nature of Science
Science Addresses Questions About the Natural and Material World
• Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the Student Edition:
decisions that society takes. 719-721, 727-729
Launch Lab 719
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

60
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ESS3 Earth and Human Activity continued
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over Addressed in Integrated
the past century. iScience Course 2
Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, (Leopard)
cement production, and agricultural activity) and natural processes (such as changes in incoming solar
radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and
regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates
of human activities. Emphasis is on the major role that human activities play in causing the rise in global
temperatures.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in grades 6-8 builds on grades K-5 experiences and progresses to specifying relationships
between variables, and clarifying arguments and models.
• Ask questions to identify and clarify evidence of an argument. Refer to the Project-Based
Activity titled “Question
the Experts”
Disciplinary Core Ideas
ESS3.D Global Climate Change
• Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors Student Edition:
in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate 668, 745-746
change and reducing human vulnerability to whatever climate changes do occur depend on the Teacher Edition:
understanding of climate science, engineering capabilities, and other kinds of knowledge, such as GQ 668, 745; SCB 716F
understanding of human behavior and on applying that knowledge wisely in decisions and activities.
Crosscutting Concepts
Stability and Change
• Stability might be disturbed either by sudden events or gradual changes that accumulate over time. Refer to the Project-Based
Activity titled “Question
the Experts”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

61
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ETS1 Engineering Design
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a Refer to the Project-Based
successful solution, taking into account relevant scientific principles and potential impacts on people Activity titled “Zipping
and the natural environment that may limit possible solutions. Through the Forest”
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in grades 6-8 builds on grades K-5 experiences and progresses to specifying relationships
between variables, and clarifying arguments and models.
• Define a design problem that can be solved through the development of an object, tool, process or Student Edition:
system and includes multiple criteria and constraints, including scientific knowledge that may limit Skill Practice 733
possible solutions. Lab NOS 28-NOS 29,
188-189, 224-225, 750-751
Disciplinary Core Ideas
ETS1.A Defining and Delimiting Engineering Problems
• The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the Student Edition:
designed solution will be successful. Specification of constraints includes consideration of scientific Lab 188-189
principles and other relevant knowledge that are likely to limit possible solutions.
Crosscutting Concepts
Influence of Science, Engineering, and Technology on Society and the Natural World
• All human activity draws on natural resources and has both short and long-term consequences, Student Edition:
positive as well as negative, for the health of people and the natural environment. Skill Practice 733
Lab 224-225, 750-751
• The uses of technologies and limitations on their use are driven by individual or societal needs, Student Edition:
desires, and values; by the findings of scientific research; and by differences in such factors as climate, Skill Practice 733
natural resources, and economic conditions. Lab NOS 28-NOS 29,
112-113, 188-189, 224-225,
750-751
Teacher Edition:
TD NOS 21
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

62
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ETS1 Engineering Design continued
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet Refer to the Project-Based
the criteria and constraints of the problem. Activity titled “Solutions
for Pollution”
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that
supports or refutes claims for either explanations or solutions about the natural and designed world.
• Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. Student Edition:
Skill Practice 733
Lab NOS 28-NOS 29,
750-751
Teacher Edition:
DI NOS 23
Disciplinary Core Ideas
ETS1.B Developing Possible Solutions
• There are systematic processes for evaluating solutions with respect to how well they meet the criteria Addressed in Integrated
and constraints of a problem. (secondary to MS-LS2-5) iScience Course 2
(Leopard)
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

63
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ETS1 Engineering Design continued
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to Refer to the Project-Based
identify the best characteristics of each that can be combined into a new solution to better meet the Activity titled “Build a
criteria for success. Better Mousetrap… Car”
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing
between correlation and causation, and basic statistical techniques of data and error analysis.
• Analyze and interpret data to determine similarities and differences in findings. Student Edition:
Lab NOS 28-NOS 29,
112-113, 224-225,
324-325, 750-751
Teacher Edition:
DI NOS 23
Disciplinary Core Ideas
ETS1.B Developing Possible Solutions
• There are systematic processes for evaluating solutions with respect to how well they meet the criteria Addressed in Integrated
and constraints of a problem. (secondary to MS-LS2-5) iScience Course 2
(Leopard)
• Sometimes parts of different solutions can be combined to create a solution that is better than any of Refer to the Project-Based
its predecessors. Activity titled “Build a
Better Mousetrap… Car”
ETS1.C Optimizing the Design Solution
• Although one design may not perform the best across all tests, identifying the characteristics of the Refer to the Project-Based
design that performed the best in each test can provide useful information for the redesign process— Activity titled “Build a
that is, some of those characteristics may be incorporated into the new design. Better Mousetrap… Car”
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

64
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Integrated iScience Course 3 (Owl) continued
Code Title/Text Location
MS-ETS1 Engineering Design continued
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or Refer to the Project-Based
process such that an optimal design can be achieved. Activity titled “A Closer
Look”
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
• Develop a model to generate data to test ideas about designed systems, including those representing Student Edition:
inputs and outputs. Lab NOS 28-NOS 29,
112-113
Disciplinary Core Ideas
ETS1.B Developing Possible Solutions
• A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. Student Edition:
Skill Practice NOS 19
Lab NOS 28-NOS 29,
188-189
• Models of all kinds are important for testing solutions. Refer to the Project-Based
Activity titled “A Closer
Look”
ETS1.C Optimizing the Design Solution
• The iterative process of testing the most promising solutions and modifying what is proposed on the Student Edition:
basis of the test results leads to greater refinement and ultimately to an optimal solution. Skill Practice NOS 19
Lab NOS 28-NOS 29
NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.

LOCATION ABBREVIATION KEY

AC Activity FF Fun Fact RS Reading Strategy TA Technology Activity
CD Cultural Diversity GQ Guiding Questions RWS Real-World Science TD Teacher Demo
CIS Careers in Science IWB Interactive Whiteboard Strategy SCB Science Content Background VL Visual Literacy
DI Differentiated Instruction MS Math Skills

Alignment Guide • Correlations

65
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.