Science Lesson: Soil Health and Agriculture

1 hour 10 minutesGrades6, 7, 8Science

About this lesson

Students investigate how soil health supports ecosystems and food production, examine soil samples, and use evidence to compare healthy and unhealthy soils. Students connect these observations to real-world challenges, considering how extreme weather, climate change, and human activity affect soil and brainstorm ways to improve it.

Inquire: Students discuss why healthy soil matters, explore local examples of extreme weather impacts, and watch a brief video to spark curiosity.

Investigate: Students analyze soil samples, learn about soil organisms, and make evidence-based conclusions about soil health.

Inspire: Students reflect on the importance of soil health, identify a local soil problem they would like to solve, and propose ideas to improve soil in their community.

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Everything you need to teach it

Teacher SlideshowOpen
Student Invention JournalOpen
Vocabulary CardsOpen

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Teaching tips

Suggestions

Teachers can invite local farmers or people in agriculture to bring in samples of soil and explain soil health on their farms. Local experts can also be invited in to share local and personal connections between soil health and food production.
The evidence to impact writing in the Inquire section can be assigned for homework.
The resources in the Investigate section are from the Uncover stage of Project Hero’s Soil Quest. Students can explore the other sections related to soil as an extension to their learning, for extra credit, or to engage in a small group project-based learning.
If classrooms have soil test kits, students can compare how soil health affects plant growth by recording pH and moisture levels across samples. Alternatively, students can make and use a red cabbage juice acid-base indicator.

Prerequisites

This is lesson 2 of 6 in our 6th-8th grade Science Unit: Soil Solutions in Invention & Design.
This lesson and full unit intentionally integrate NGSS Crosscutting Concepts, with students applying these concepts as thinking tools throughout the design process.
If using soil test kits or red cabbage juice acid-base indicator to measure the pH of soil, teachers should prepare the necessary materials ahead of time.
Teachers can bring in examples of healthy and unhealthy soil from around the community or nearby farmland.

Differentiation

Students can watch a short video, NASA's Earth Minute: Dishing the Dirt (1:20), on the importance of moisture and soil health.
Students can listen to one of the four podcasts from Hot Farm and the Food and Environment Network to learn how farmers in the Midwest are contributing solutions to addressing climate change. Each episode is ~30 minutes long and can be assigned for homework or background research to support students in the invention cycle.
Students can research local farms or community gardens and evaluate which groups face challenges related to soil health.
Students can further explore traditional Indigenous land stewardship practices and make a chart or write about how they maintain soil health and food security.
Students can explore the Agriculture and Climate Change Student Lab to learn how extreme weather and climate change affect soil health and agriculture.
- Students scroll down to the second large frame and explore all five Climate Change and Agricultural Impacts.
- Students scroll down to the third large frame, “Innovative Agriculture,” and select one of the three videos to watch.
- Students write 5 key takeaways from their learning in their Invention Journal.

From the scientist review

This unit guides students in designing a sustainable solution to a local environmental issue, with focus on indigenous practices. A key strength is that the interdependence of soil health, ecosystems, human food systems, and the climate is stressed throughout this entire resource. The engineering design process is presented step-wise with a focus on sustainability at each step. Most importantly, design is presented in the context of working within constraints, iterating, and communicating a final design that achieves the design criteria without creating unintended effects. This unit details how climate change shapes decisions at every step of the design process and is recommended for teaching.

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About the teacher writer

Yen-Yen Chiu

Director of Education

Yen-Yen Chiu, Ed.D., is SubjectToClimate's Director of Education. She holds a Doctor of Education in Educational Leadership from the University of Phoenix and a Master of Arts in Curriculum and Instruction from the University of San Diego, and taught public school for 22 years specializing in English Language Arts, Mathematics, and Music for grades 6–12, including Advanced Placement. She is credentialed in English, Mathematics, and Introductory Music, with extensive experience designing interdisciplinary curricula that foster student choice, meaningful assessment, and authentic learning.

At a glance

Time: 1 hour 10 minutes
Grades: 6, 7, 8
Subjects: Science
Format: Google Docs, Google Slides
Language: English
Location: Earth
Created by: SubjectToClimate teachers
Published: March 18, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-LS2-1. + 145 more

Core

Core Standards legacy

MS-LS2-1.MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
D1.1.6-8D1.1.6-8 Explain how a question represents key ideas in the field.
CCSS.ELA-LITERACY.SL.6.1CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.4CCSS.ELA-LITERACY.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.7.1CCSS.ELA-LITERACY.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.4CCSS.ELA-LITERACY.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.8.1CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.8.4CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.MATH.CONTENT.6.RP.A.1CCSS.MATH.CONTENT.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."
CCSS.MATH.CONTENT.6.RP.A.2CCSS.MATH.CONTENT.6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."
CCSS.MATH.CONTENT.7.RP.A.2CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities.
CCSS.ELA-LITERACY.WHST.6-8.2CCSS.ELA-LITERACY.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
MS-LS2-A.1.MS-LS2-A.1. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)
MS-LS2-A.2.MS-LS2-A.2. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)
MS-LS2-A.3.MS-LS2-A.3. Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)
MS-LS2-B.MS-LS2-B. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)
MS-LS2-C.1.MS-LS2-C.1. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)
MS-CCC-Patterns.2.MS-CCC-Patterns.2. Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems.
MS-CCC-Patterns.4.MS-CCC-Patterns.4. Graphs, charts, and images can be used to identify patterns in data.
MS-CCC-CauseMS-CCC-Cause and Effect.1. Cause and effect relationships are routinely identified, tested, and used to explain change.
MS-CCC-CauseMS-CCC-Cause and Effect.3. Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
MS-CCC-Scale,MS-CCC-Scale, Proportion, and Quantity.1. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
MS-CCC-Scale,MS-CCC-Scale, Proportion, and Quantity.2. The observed function of natural and designed systems may change with scale.
MS-CCC-SystemsMS-CCC-Systems and System Models.2. Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
D3.3.6-8.D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

6.RP.A.16.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."
6.RP.A.26.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."
7.RP.A.27.RP.A.2 Recognize and represent proportional relationships between quantities.
MS-LS2-1.MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
SL.PE.6.1SL.PE.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.PI.6.4SL.PI.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation).
SL.PE.7.1SL.PE.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.PI.7.4SL.PI.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.PE.8.1SL.PE.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.PI.8.4SL.PI.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

6.SL.16.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
6.SL.46.SL.4 Present claims and/or findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
7.SL.17.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
7.SL.47.SL.4 Present claims and/or findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
8.SL.18.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
8.SL.48.SL.4 Present claims and/or findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
6-8.WHST.26-8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
6.RP.A.16.RP.A.1 Understand the concept of a ratio in authentic contexts and use ratio language to describe a ratio relationship between two quantities.
6.RP.A.26.RP.A.2 Understand the concept of a unit rate in authentic contexts and use rate language in the context of a ratio relationship.
7.RP.A.27.RP.A.2 Recognize and represent proportional relationships between quantities in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Identify the constant of proportionality (unit rate) within various representations.
7.LS2.17.LS2.1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
7.LS2.27.LS2.2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
7.LS2.47.LS2.4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

MS-LS2-1.MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
SL.6.1SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing one’s thinking clearly.
SL.6.4SL.6.4 Present claims and findings in a logical order using relevant evidence and details to highlight main ideas or themes. Communicate clearly and in an engaging manner, considering the audience, purpose, and situation. Explain the purpose of language choices.
SL.7.1SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing one’s thinking clearly.
SL.7.4SL.7.4 Present claims and findings, emphasizing significant points in a focused, coherent manner using relevant evidence. Communicate clearly and in an engaging manner, considering the audience, purpose, and situation. Explain purpose of language choices.
W.8.2W.8.2 Write text in a variety of modes: a) Write arguments to introduce and support claim(s) using logical reasoning, relevant evidence, and literary theory. Use accurate, credible sources and demonstrate an understanding of the topic or text, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically; b) Write informative/explanatory text, examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by introducing and developing a topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples, organizing ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension; c) Write narratives that develop real or imagined experiences or events using relevant descriptive details, and well-structured event sequences that organize an event sequence logically. Engage and orient the reader by establishing a context and point of view, and introduce a narrator or characters; using techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and characters.
SL.8.1SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing one’s thinking clearly.
SL.8.4SL.8.4 Present claims and findings, emphasizing significant points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details. Communicate clearly and in an engaging manner, considering the audience, purpose, and situation. Explain purpose of language choices.
M.6.RP.A.1M.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
M.6.RP.A.2M.6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
M.7.RP.A.2M.7.RP.A.2 Recognize and represent proportional relationships between quantities.

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

6.RP.A.16.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
6.RP.A.26.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 and use rate language in the context of a ratio relationship.
7.RP.A.27.RP.A.2 Recognize and represent proportional relationships between quantities.
MS-LS2-1MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-4MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
SL.6-8.1SL.6-8.1 Prepare for and participate in conversations across a range of topics, types, and forums, building on others' ideas and expressing their own.
SL.6-8.3SL.6-8.3 Present information and supporting evidence appropriate to task, purpose, and audience so listeners can follow the line of reasoning and incorporate multimedia when appropriate.
W.6-8.3W.6-8.3 Routinely produce a variety of clear and coherent writing in which the development, organization, and style are appropriate to task, audience, and purpose.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

MS-LS2-1.MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems.
NY-6.RP.1NY-6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
NY-6.RP.2NY-6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship.
NY-7.RP.2NY-7.RP.2 Recognize and represent proportional relationships between quantities.
6SL1:6SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of other.
6SL4:6SL4: Present claims and findings, sequencing ideas logically and using relevant descriptions, facts, and details to accentuate central ideas or themes; use appropriate eye contact, adequate volume, and clear enunciation.
7SL1:7SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
7SL4:7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear enunciation.
8SL1:8SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
8SL4:8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear enunciation.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.SL.6.4CCSS.ELA-LITERACY.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.7.4CCSS.ELA-LITERACY.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.8.4CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.MATH.CONTENT.6.RP.A.2CCSS.MATH.CONTENT.6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."
CCSS.MATH.CONTENT.7.RP.A.2CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities.
CCSS.ELA-LITERACY.WHST.6-8.2CCSS.ELA-LITERACY.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
7.Inq.1.a.7.Inq.1.a. Explain how compelling and supporting questions represent key ideas about geography or other social science disciplines in the study of a world region.
MS-LS2-1.MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-A.1.MS-LS2-A.1. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)
MS-LS2-A.2.MS-LS2-A.2. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)
MS-LS2-A.3.MS-LS2-A.3. Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)
MS-LS2-B.MS-LS2-B. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)
MS-LS2-C.1.MS-LS2-C.1. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)
MS-CCC-Patterns.2.MS-CCC-Patterns.2. Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems.
MS-CCC-Patterns.4.MS-CCC-Patterns.4. Graphs, charts, and images can be used to identify patterns in data.
MS-CCC-CauseMS-CCC-Cause and Effect.3. Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
MS-CCC-Scale,MS-CCC-Scale, Proportion, and Quantity.5. Phenomena that can be observed at one scale may not be observable at another scale.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

CCSS.MATH.CONTENT.6.RP.A.1CCSS.MATH.CONTENT.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."
CCSS.MATH.CONTENT.6.RP.A.2CCSS.MATH.CONTENT.6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."
CCSS.MATH.CONTENT.7.RP.A.2CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities.
MS-LS2-1.MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-A.1.MS-LS2-A.1. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)
MS-LS2-A.2.MS-LS2-A.2. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)
MS-LS2-A.3.MS-LS2-A.3. Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)
MS-LS2-B.MS-LS2-B. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)
MS-LS2-C.1.MS-LS2-C.1. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)
MS-CCC-Patterns.2.MS-CCC-Patterns.2. Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems.
MS-CCC-Patterns.4.MS-CCC-Patterns.4. Graphs, charts, and images can be used to identify patterns in data.
MS-CCC-CauseMS-CCC-Cause and Effect.3. Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
MS-CCC-Scale,MS-CCC-Scale, Proportion, and Quantity.5. Phenomena that can be observed at one scale may not be observable at another scale.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

6.RP.1.6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received,candidate C received nearly three votes.”
6.RP.2.6.RP.2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”
7.RP.2.7.RP.2. Recognize and represent proportional relationships between quantities.
MS-LS2-1MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-4MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-2MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
SL.6.1.SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.4.SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.7.1.SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.7.4.SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.1.SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.8.4.SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
WSLHSSSTS.6-12.2.WSLHSSSTS.6-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Illinois Climate Education

Illinois Climate Education Standards legacy

SL.6.1.SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.4.SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.7.1.SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.4.SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.1.SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.8.4.SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
WHST.6-8.2.WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
6.RP.1.6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
6.RP.2.6.RP.2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”
7.RP.2.7.RP.2. Recognize and represent proportional relationships between quantities.
MS-LS2-1.MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

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Science Lesson: Soil Health and Agriculture

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