New York Standards
NY.1. Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
S2: SCIENTIFIC INQUIRY: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
S2.3. Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation.
S2.3b. Conduct a scientific investigation
S3: SCIENTIFIC INQUIRY: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
S3.1. Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.
S3.1a. Organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships
NY.7. Interdisciplinary Problem Solving: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
7.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
7.1.3. Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.
7.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.
7.2.1. Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:
7.2.1c. Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
NY.CC.6-8.RST. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
6-8.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
Integration of Knowledge and Ideas
6-8.RST.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
NY.P4. The Physical Setting: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
P4.2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
4.2.1. Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change.
4.2.2. Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.