1 | PE number | Performance Expectation | Indentified Science and Engineering Practice | Identified Cross Cutting Concept | Clarification Statement | Assessment Boundary | Evidence Statement | Unit/Theme/Bundle/ Lesson | Possible Phonemema | Learning Targets | Resources | Instructional Timeline | Common Formative Assessment | Extension | Reteaching | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | K-2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | Asking Questions and defining problems | Click here | ||||||||||||
3 | K-2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. | Developing and using models | Structure and Function | Click here | |||||||||||
4 | K-2-ETS1-3 | Analyze data from test of two objects design to solve the same problem to compare the strengths and weaknesses of how each performs. | Analyzing and interrupting data | Click here | ||||||||||||
5 | K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. | Analyzing and interrupting data | Patterns | Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months. | Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler. | Click here | Daily Westher Observations | ||||||||
6 | K-ESS2-2 | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. | Engaging in argument from evidence | Systems and System Models | Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete. | Click here | Need more info (Bundle ESS2-2, ESS3-1, K-LS1-1) | |||||||||
7 | K-ESS3-1 | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. | Developing and using models | Systems and System Models | Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system. | Click here | Need more info (Bundle ESS2-2, ESS3-1, K-LS1-1) | |||||||||
8 | K-ESS3-2 | Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. * | Asking Questions and defining problems | Cause and Effect | Clarification Statement: Emphasis is on local forms of severe weather. | Click here | ||||||||||
9 | K-ESS3-3 | Communication solutions that will reduce the impact of human on the land, water, air, and/or other living things in the local environment.* | Obtaining, Evaluating adn Communicating Information | Cause and Effect | Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles. | Click here | Recycling Unit? | |||||||||
10 | K-LS1-1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. | Analyzing and interrupting data | Patterns | Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water. | Click here | Need more info (Bundle ESS2-2, ESS3-1, K-LS1-1) | |||||||||
11 | K-PS2-1 | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object | Planning and carrying out investigations | Cause and Effect | Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other. | Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets. | Click here | Push/Pull Mini Unit (STEAM) | ||||||||
12 | K-PS2-2 | Analyze data to determine if a design solution work as intended to change the speed or direction of an object with a push or a pull.* | Analyzing and interrupting data | Cause and Effect | Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn. | Assessment Boundary: Assessment does not include friction as a mechanism for change in speed. | Click here | Push/Pull Mini Unit (STEAM) | ||||||||
13 | K-PS3-1 | Make observations to determine the effect of sunlight on Earth's surface | Planning and carrying out investigations | Cause and Effect | Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water. | Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler. | Click here | |||||||||
14 | K-PS3-2 | Use tools and materials to design and build a structure that will reduce the warming effects of sunlight on an area.* | Constructing Explanations and Designing Solutions | Cause and Effect | Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun. | Click here | ||||||||||
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1 | PE number | Performance Expectation | Indentified Science and Engineering Practice | Identified Cross Cutting Concept | Clarification Statement | Assessment Boundary | Evidence Statement | Unit/Theme/Bundle/ Lesson | Possible Phonemema | Learning Targets | Resources | Instructional Timeline | Common Formative Assessment | Extension | Reteaching | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. | Analyzing and Interpreting Data | Patterns | Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day. | Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day. | Click here | |||||||||
3 | 1-ESS1-2 | Make observations at different times of the year to relate the amount of daylight to the time of year. | Planning and carrying out investigations | Patterns | Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall. | Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight. | Click here | |||||||||
4 | 1-LS1-1 | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* | Constructing Explanations and Designing Solutions | Structure and Function | Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears. | Click here | ||||||||||
5 | 1-LS1-2 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. | Obtaining, Evaluating, and Communicating Information | Patterns | Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring). | Click here | ||||||||||
6 | 1-LS3-1 | Make observations and construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. | Constructing Explanations and Designing Solutions | Patterns | Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same. | Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids. | Click here | |||||||||
7 | 1-PS4-1 | Plan and conduct investigations to prvodie evidence that vibrating materials can mkae sound and that sound can make materials vibrate. | Planning and carrying out investigations | Cause and Effect | Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork. | Click here | ||||||||||
8 | 1-PS4-2 | Make observations to construct an evidence-based account that objects can be seen only when illuminated. | Constructing Explanations and Designing Solutions | Cause and Effect | Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light. | Click here | ||||||||||
9 | 1-PS4-3 | Plan and conduct an investigation to determine the effect of placing object made with different material in the path of a beam of light. | Planning and carrying out investigations | Cause and Effect | Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror). | Assessment Boundary: Assessment does not include the speed of light. | Click here | |||||||||
10 | 1-PS4-4 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* | Constructing Explanations and Designing Solutions | Influence of Engineering, Technology and Science | Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats | Assessment Boundary: Assessment does not include technological details for how communication devices work. | Click here | |||||||||
11 | K-2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | Asking questions and defining problems | Structure and Function | Click here | |||||||||||
12 | K-2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. | Developing and Using Models | Click here | ||||||||||||
13 | K-2-ETS1-3 | Analyze data from test of two objects design to solve the same problem to compare the strengths and weaknesses of how each performs. | Analyzing and Interpreting Data | Click here | ||||||||||||
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1 | PE Number | Performance Expectation | Indentified Science and Engineering Practice | Identified Cross Cutting Concept | Clarification Statement | Assessment Boundary | Evidence Statement | Unit/Theme/Bundle/ Lesson | Possible Phonemema | Learning Targets | Resources | Instructional Timeline | Common Formative Assessment | Extension | Reteaching | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | 2- LS2-1 | Plan and conduct an investigation to determine if plants need sunlight and water to grow. | Planning and carrying out investigations | Cause and effect | Assessment Boundary: Assessment is limited to testing one variable at a time. | Click here | ||||||||||
3 | 2-LS2-2 | Develop a simple model that mimics the function of an animals in dispersing seeds or pollinating plants.* | Developing and Using Models | Structure and function | Click here | |||||||||||
4 | 2-ESS1-1 | Use information from severals sources to provide evidence that Earth events can occur quickly or slowly. | Constructing explanations and designing solutions | Stability and change | Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly. | Assessment Boundary: Assessment does not include quantitative measurements of timescales. | Click here | |||||||||
5 | 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* | Constructing explanations and designing solutions | Stability and change | Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land. | Click here | ||||||||||
6 | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. | Developing and Using Models | Patterns | Assessment Boundary: Assessment does not include quantitative scaling in models | Click here | ||||||||||
7 | 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. | Obtaining, evaluating, and communicating information | Patterns | Click here | |||||||||||
8 | 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. | Planning and carrying out investigations | Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats. | Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats. | Click here | ||||||||||
9 | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. | Planning and carrying out investigations | Patterns | Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share. | Click here | ||||||||||
10 | 2-PS1-2 | Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* | Analyzing and interpreting data | Cause and effect | Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency. | Assessment Boundary: Assessment of quantitative measurements is limited to length. | Click here | |||||||||
11 | 2-PS1-3 | Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. | Constructing explanations and designing solutions | Energy and Matter | Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects. | Click here | ||||||||||
12 | 2-PS1-4 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. | Engaging in arguments from evidence | Cause and effect | Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper. | Click here | ||||||||||
13 | K-2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | Asking questions and defining problems | Click here | ||||||||||||
14 | K-2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. | Developing and using models | Structure and function | Click here | |||||||||||
15 | K-2-ETS1-3 | Analyze data from test of two objects design to solve the same problem to compare the strengths and weaknesses of how each performs. | Analyzing and interpreting data | Click here | ||||||||||||
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1 | PE number | Performance Expectation | Indentified Science and Engineering Practice | Identified Cross Cutting Concept | Clarification Statement | Assessment Boundary | Evidence Statement | Unit/Theme/Bundle/ Lesson | Possible Phonemema | Learning Targets | Resources | Instructional Timeline | Common Formative Assessment | Extension | Reteaching | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Asking questions and defining problems | Click here | ||||||||||||
3 | 3-5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | Constructing explanations and designing solutions | Click here | ||||||||||||
4 | 3-5-ETS1-3 | Plan and carry out fair tests in which variable are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | Planning and carrying out investigations | Click here | ||||||||||||
5 | 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. | Analyzing and interpreting data | Patterns | Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction. | Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change. | Click here | |||||||||
6 | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. | Obtaining, evaluating, and communicating information | Patterns | Click here | |||||||||||
7 | 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* | Engaging in argument from evidence | Cause and Effect | Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods. | Click here | ||||||||||
8 | 3-LS1-1 | Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. | Developing and using models | Patterns | Clarification Statement: Changes organisms go through during their life form a pattern. | Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction. | Click here | |||||||||
9 | 3-LS2-1 | Construct an argument that some animals form groups that help members survive. | Engaging in argument from evidence | Cause and effect | Click here | |||||||||||
10 | 3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. | Analyzing and interpreting data | Patterns | Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans. | Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples. | Click here | |||||||||
11 | 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. | Constructing explanations and designing solutions | Cause and effect | Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight. | Click here | ||||||||||
12 | 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. | Analyzing and interpreting data | Scale, proportion, and quantity | Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms. | Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages | Click here | |||||||||
13 | 3-LS4-2 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. | Constructing explanations and designing solutions | Cause and effect | Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring. | Click here | ||||||||||
14 | 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. | Engaging in argument from evidence | Cause and effect | Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other. | Click here | ||||||||||
15 | 3-LS4-4 | Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* | Engaging in argument from evidence | System and system models | Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms. | Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change. | Click here | |||||||||
16 | 3-PS2-1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. | Planning and carrying out investigations | Cause and effect | Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all. | Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down. | Click here | |||||||||
17 | 3-PS2-2 | Make observations and/or measurements of an object's motion to provide evidence that pattern can be used to predict future motion. | Planning and carrying out investigations | Patterns | Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw. | Assessment Boundary: Assessment does not include technical terms such as period and frequency. | Click here | |||||||||
18 | 3-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. | Asking questions and defining problems | Cause and effect | Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force. | Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity. | Click here | |||||||||
19 | 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets.* | Asking questions and defining problems | Interdependence of Science, Engineering, and Technology | Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other. | Click here | ||||||||||
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1 | PE number | Performance Expectation | Indentified Science and Engineering Practice | Identified Cross Cutting Concept | Clarification Statement | Assessment Boundary | Evidence Statement | Unit/Theme/Bundle/ Lesson | Possible Phonemema | Learning Targets | Resources | Instructional Timeline | Common Formative Assessment | Extension | Reteaching | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Asking questions and defining problems | Influence of science, engineering and technology | Click here | |||||||||||
3 | 3-5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | Constructing explanations and designing solutions | Influence of science, engineering and technology | Click here | |||||||||||
4 | 3-5-ETS1-3 | Plan and carry out fair tests in which variable are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | Planning and carrying out investigations | Click here | ||||||||||||
5 | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layer to support an explanation for changes in a landscape over time. | Constructing explanations and designing solutions | Patterns | Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock. | Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time. | Click here | |||||||||
6 | 4-ESS2-1 | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation | Planning and carrying out investigations | Cause and effect | Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow. | Assessment Boundary: Assessment is limited to a single form of weathering or erosion. | Click here | |||||||||
7 | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth's features. | Analyzing and interpreting data | Patterns | Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes. | Click here | ||||||||||
8 | 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. | Obtaining, evaluating, and communicating information | Cause and effect | Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels. | Click here | ||||||||||
9 | 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* | Constructing explanations and designing solutions | Cause and effect | Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity. | Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions. | Click here | |||||||||
10 | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. | Engaging in an argument from evidence | System and system models | Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. | Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems. | Click here | |||||||||
11 | 4-LS1-2 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. | Developing and using models | System and system models | Clarification Statement: Emphasis is on systems of information transfer. | Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function. | Click here | |||||||||
12 | 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. | Constructing explanations and designing solutions | Energy and matter | Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy. | Click here | ||||||||||
13 | 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. | Planning and carrying out investigations | Energy and matter | Assessment Boundary: Assessment does not include quantitative measurements of energy. | Click here | ||||||||||
14 | 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. | Asking questions and defining problems | Energy and matter | Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact. | Assessment Boundary: Assessment does not include quantitative measurements of energy. | Click here | |||||||||
15 | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* | Constructing explanations and designing solutions | Energy and matter | Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device. | Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound. | Click here | |||||||||
16 | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. | Developing and using models | Patterns | Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves. | Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength. | Click here | |||||||||
17 | 4-PS4-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. | Developing and using models | Cause and effect | Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works. | Click here | ||||||||||
18 | 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information.* | Constructing explanations and designing solutions | Patterns | Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text. | Click here | ||||||||||
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1 | PE Number | Performance Expectation | Indentified Science and Engineering Practice | Identified Cross Cutting Concept | Clarification Statement | Assessment Boundary | Evidence Statement | Unit/Theme/Bundle/ Lesson | Possible Phonemema | Learning Targets | Resources | Instructional Timeline | Common Formative Assessment | Extension | Reteaching | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Asking questions and defining problems | Influence of science, engineering, and technology | Click here | |||||||||||
3 | 3-5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | Constructing explanations and designing solutions | Influence of science, engineering, and technology | Click here | |||||||||||
4 | 3-5-ETS1-3 | Plan and carry out fair tests in which variable are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | Planning and carrying out investigations | Click here | ||||||||||||
5 | 5-ESS1-1 | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. | Engaging in argument from science | Scale, proportion, and quantity | Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage). | Click here | ||||||||||
6 | 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. | Analyzing and interpreting data | Patterns | Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months. | Assessment Boundary: Assessment does not include causes of seasons. | Click here | |||||||||
7 | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. | Developing and using models | System and system models | Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system. | Assessment Boundary: Assessment is limited to the interactions of two systems at a time. | Click here | |||||||||
8 | 5-ESS2-2 | Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. | Using math and computational thinking | Scale, proportion, and quantity | Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere. | Click here | ||||||||||
9 | 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. | Obtaining, evaluating, and communicating information | System and system models | Click here | |||||||||||
10 | 5-LS1-1 | Support an argument that plants get the material they need for growth chiefly from air and water. | Engaging in argument from science | Energy and matter | Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil. | Click here | ||||||||||
11 | 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. | Developing and using models | System and system models | Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth. | Assessment Boundary: Assessment does not include molecular explanations. | Click here | |||||||||
12 | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. | Developing and using models | Scale, proportion, and quantity | Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water. | Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles. | Click here | |||||||||
13 | 5-PS1-2 | Measure and graph quantities to provide evidence that regardless of the types of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. | Using math and computational thinking | Scale, proportion, and quantity | Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances. | Assessment Boundary: Assessment does not include distinguishing mass and weight. | Click here | |||||||||
14 | 5-PS1-3 | Make observations and measurement to identify materials based on their properties. | Planning and carrying out investigations | Scale, proportion, and quantity | Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property. | Assessment Boundary: Assessment does not include density or distinguishing mass and weight. | Click here | |||||||||
15 | 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substance results in new substances. | Planning and carrying out investigations | Cause and effect | Click here | |||||||||||
16 | 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. | Engaging in argument from science | Cause and effect | Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth. | Assessment Boundary: Assessment does not include mathematical representation of gravitational force. | Click here | |||||||||
17 | 5-PS3-1 | Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. | Developing and using models | Energy and matter | Clarification Statement: Examples of models could include diagrams, and flow charts. | Click here | ||||||||||
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1 | ` | Peformance Expectation | Indentified Science and Engineering Practice | Identified Cross Cutting Concept | Clarification Statement | Assessment Boundary | Evidence Statement | Unit/Theme/Bundle/ Lesson | Possible Phonemema | Learning Targets | Resources | Instructional Timeline | Common Formative Assessment | Extension | Reteaching |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | MS-ESS2-1 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. | Developing and Using Models | Stability and Change | Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, 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. | Click here | ||||||||
3 | MS-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. | Constructing Explanations and Designing Solutions | Scale, Proportion, and Quantity | Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial 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. | Click here | |||||||||
4 | MS-ESS2-3 | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. | Analyzing and Interpreting Data | Patterns | Clarification Statement: Examples of data include similarities of rock and fossil types on different 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. | Click here | ||||||||
5 | MS-ESS3-1 | Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. | Constructing Explanations and Designing Solutions | Cause/Effect | 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). | Click here | |||||||||
6 | MS-ESS3-2 | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. | Analyzing and Interpreting Data | Patterns | Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and 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). | Click here | |||||||||
7 | MS-ETS1-1 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | Asking Questions and Defining Problems | Influence of technology and science in the natural world | Click here | ||||||||||
8 | MS-ETS1-2 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | Engaging in Argument from Evidence | Click here | |||||||||||
9 | MS-ETS1-3 | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | Analyzing and Interpreting Data | Click here | |||||||||||
10 | MS-ETS1-4 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | Developing and Using Models | Click here | |||||||||||
11 | MS-LS1-1 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. | Planning and Carrying Out Investigations | Scale Proportion, and Quantity | Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells. | Click here | |||||||||
12 | MS-LS1-2 | Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. | Developing and Using Models | Structure and Function | Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. | 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. | Click here | ||||||||
13 | MS-LS1-3 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. | Engaging in Argument from Evidence | System and System Metals | Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of 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. | Click here | ||||||||
14 | MS-LS1-8 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. | Obtaining, Evaluating, and Communicating Information | Cause/Effect | Assessment Boundary: Assessment does not include mechanisms for the transmission of this information. | Click here | |||||||||
15 | MS-LS3-2 | Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. | Developing and Using Models | Cause/Effect | Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation. | Click here | |||||||||
16 | MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. | Developing and Using Models | Scale Proportion, and Quantity | Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures 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. | Click here | ||||||||
17 | MS-PS1-2 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | Analyzing and Interpreting Data | Patterns | Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting 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. | Click here | ||||||||
18 | MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. | Developing and Using Models | Cause/Effect | Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases 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. | Click here | |||||||||
19 | MS-PS1-5 | Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. | Developing and Using Models | Energy and Matter | Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms. | Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces. | Click here | ||||||||
20 | MS-PS1-6 | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* | Constructing Explanations and Designing Solutions | Energy and Matter | Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the 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. | Click here | ||||||||
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23 | Grade 6-8 students: | ||||||||||||||
24 | Key Ideas and Details | ||||||||||||||
25 | 1. Cite specific textual evidence to support analysis of science and technical texts. (RST.6-8.1) | ||||||||||||||
26 | 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (RST.6-8.2) | ||||||||||||||
27 | 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (RST.6-8.3) | ||||||||||||||
28 | Craft and Structure | ||||||||||||||
29 | 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. (RST.6-8.4) | ||||||||||||||
30 | 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. (RST.6-8.5) | ||||||||||||||
31 | 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. (RST.6-8.6) | ||||||||||||||
32 | Integration of Knowledge and Ideas | ||||||||||||||
33 | 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). (RST.6-8.7) | ||||||||||||||
34 | 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (RST.6-8.8) | ||||||||||||||
35 | 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (RST.6-8.9) | ||||||||||||||
36 | Range of Reading and Level of Text Complexity | ||||||||||||||
37 | 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. (RST.6-8.10) | ||||||||||||||
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40 | Grade 6-8 students: | ||||||||||||||
41 | Text Types and Purposes | ||||||||||||||
42 | 1. Write arguments focused on discipline-specific content. | ||||||||||||||
43 | a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. | ||||||||||||||
44 | b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. | ||||||||||||||
45 | c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. | ||||||||||||||
46 | d. Establish and maintain a formal style. | ||||||||||||||
47 | e. Provide a concluding statement or section that follows from and supports the argument presented. (WHST.6-8.1) | ||||||||||||||
48 | 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. | ||||||||||||||
49 | a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. | ||||||||||||||
50 | b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. | ||||||||||||||
51 | c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. | ||||||||||||||
52 | d. Use precise language and domain-specific vocabulary to inform about or explain the topic. | ||||||||||||||
53 | e. Establish and maintain a formal style and objective tone. | ||||||||||||||
54 | f. Provide a concluding statement or section that follows from and supports the information or explanation presented. (WHST.6-8.2) | ||||||||||||||
55 | 3. (See note; not applicable as a separate requirement) (WHST.6-8.3) | ||||||||||||||
56 | Production and Distribution of Writing | ||||||||||||||
57 | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.6-8.4) | ||||||||||||||
58 | 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (WHST.6-8.5) | ||||||||||||||
59 | 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (WHST.6-8.6) | ||||||||||||||
60 | Research to Build and Present Knowledge | ||||||||||||||
61 | 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (WHST.6-8.7) | ||||||||||||||
62 | 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (WHST.6-8.8) | ||||||||||||||
63 | 9. Draw evidence from informational texts to support analysis, reflection, and research. (WHST.6-8.9) | ||||||||||||||
64 | Range of Writing | ||||||||||||||
65 | 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (WHST.6-8.10) | ||||||||||||||
1 | PE Number | Performance Expectation | Indentified Science and Engineering Practice | Identified Cross Cutting Concept | Clarification Statement | Assessment Boundary | Evidence Statement | Unit/Theme/Bundle/ Lesson | Possible Phonemema | Learning Targets | Resources | Instructional Timeline | Common Formative Assessment | Extension | Reteaching |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | MS-ESS1-1 | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. | Developing and Using Models | Patterns | Clarification Statement: Examples of models can be physical, graphical, or conceptual. | Click here | |||||||||
3 | MS-ESS1-2 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. | Developing and Using Models | Systems and System Models | Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar 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. | Click here | ||||||||
4 | MS-ESS1-3 | Analyze and interpret data to determine scale properties of objects in the solar system. | Analyzing and Interpreting Data | Scale, Proportion and Quantity | Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), 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. | Click here | ||||||||
5 | MS-ESS1-4 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. | Constructing Explanations and Designing Solutions | Scale, Proportion and Quantity | Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain 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. | Click here | ||||||||
6 | MS-ETS1-1 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | Asking Questions and Defining Problems | Influence of Science, Engineering, and Technology on Society and the Natural World | Click here | ||||||||||
7 | MS-ETS1-2 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | Engaging in Argument from Evidence | Click here | |||||||||||
8 | MS-ETS1-3 | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | Analyzing and Interpreting Data | Click here | |||||||||||
9 | MS-ETS1-4 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | Developing and Using Models | Click here | |||||||||||
10 | MS-LS1-4 | Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. | Engaging in Argument from Evidence | Cause and Effect | Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, 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. | Click here | |||||||||
11 | MS-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | Constructing Explanations and Designing Solutions | Cause and Effect | Clarification Statement: Examples of local environmental conditions could include availability of food, 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. | Click here | ||||||||
12 | MS-LS1-6 | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | Constructing Explanations and Designing Solutions | Energy and Matter | Clarification Statement: Emphasis is on tracing movement of matter and flow of energy. | Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis. | Click here | ||||||||
13 | MS-LS1-7 | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. | Developing and Using Models | Energy and Matter | Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released. | Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration. | Click here | ||||||||
14 | 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. | Analyzing and Interpreting Data | Cause and Effect | Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources. | Click here | |||||||||
15 | MS-LS2-2 | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | Constructing Explanations and Designing Solutions | Patterns | Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different 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. | Click here | |||||||||
16 | MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | Developing and Using Models | Energy and Matter | Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into 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. | Click here | ||||||||
17 | MS-LS2-4 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | Stability and Change | Engaging in Argument from Evidence | Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems. | Click here | |||||||||
18 | MS-LS3-1 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | Developing and Using Models | Structure and Function | 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. | Click here | ||||||||
19 | MS-PS2-3 | Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. | Planning and Carry Out Investigations | Cause and Effect | 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. | Click here | ||||||||
20 | MS-PS2-4 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. | Engaging in Argument from Evidence | Systems and System Models | Clarification Statement: Examples of evidence for arguments could include data generated from 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. | Click here | ||||||||
21 | MS-PS2-5 | Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objectsexerting forces on each other even though the objects are not in contact. | Planning and Carry Out Investigations | Cause and Effect | 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. | Click here | ||||||||
22 | MS-PS3-2 | Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | Developing and Using Models | Systems and Systems Models | Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of 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. | Click here | ||||||||
23 | MS-PS3-4 | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. | Planning and Carry Out Investigations | Scale, Proportion and Quantity | Clarification Statement: Examples of experiments could include comparing final water temperatures after 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. | Click here | ||||||||
24 | MS-PS3-5 | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. | Engaging in Argument from Evidence | Energy and Matter | Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or 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. | Click here | ||||||||
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26 | |||||||||||||||
27 | Grade 6-8 students: | ||||||||||||||
28 | Key Ideas and Details | ||||||||||||||
29 | 1. Cite specific textual evidence to support analysis of science and technical texts. (RST.6-8.1) | ||||||||||||||
30 | 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (RST.6-8.2) | ||||||||||||||
31 | 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (RST.6-8.3) | ||||||||||||||
32 | Craft and Structure | ||||||||||||||
33 | 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. (RST.6-8.4) | ||||||||||||||
34 | 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. (RST.6-8.5) | ||||||||||||||
35 | 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. (RST.6-8.6) | ||||||||||||||
36 | Integration of Knowledge and Ideas | ||||||||||||||
37 | 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). (RST.6-8.7) | ||||||||||||||
38 | 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (RST.6-8.8) | ||||||||||||||
39 | 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (RST.6-8.9) | ||||||||||||||
40 | Range of Reading and Level of Text Complexity | ||||||||||||||
41 | 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. (RST.6-8.10) | ||||||||||||||
42 | |||||||||||||||
43 | |||||||||||||||
44 | Grade 6-8 students: | ||||||||||||||
45 | Text Types and Purposes | ||||||||||||||
46 | 1. Write arguments focused on discipline-specific content. | ||||||||||||||
47 | a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. | ||||||||||||||
48 | b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. | ||||||||||||||
49 | c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. | ||||||||||||||
50 | d. Establish and maintain a formal style. | ||||||||||||||
51 | e. Provide a concluding statement or section that follows from and supports the argument presented. (WHST.6-8.1) | ||||||||||||||
52 | 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. | ||||||||||||||
53 | a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. | ||||||||||||||
54 | b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. | ||||||||||||||
55 | c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. | ||||||||||||||
56 | d. Use precise language and domain-specific vocabulary to inform about or explain the topic. | ||||||||||||||
57 | e. Establish and maintain a formal style and objective tone. | ||||||||||||||
58 | f. Provide a concluding statement or section that follows from and supports the information or explanation presented. (WHST.6-8.2) | ||||||||||||||
59 | 3. (See note; not applicable as a separate requirement) (WHST.6-8.3) | ||||||||||||||
60 | Production and Distribution of Writing | ||||||||||||||
61 | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.6-8.4) | ||||||||||||||
62 | 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (WHST.6-8.5) | ||||||||||||||
63 | 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (WHST.6-8.6) | ||||||||||||||
64 | Research to Build and Present Knowledge | ||||||||||||||
65 | 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (WHST.6-8.7) | ||||||||||||||
66 | 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (WHST.6-8.8) | ||||||||||||||
67 | 9. Draw evidence from informational texts to support analysis, reflection, and research. (WHST.6-8.9) | ||||||||||||||
68 | Range of Writing | ||||||||||||||
69 | 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (WHST.6-8.10) | ||||||||||||||
1 | PE Number | Performance Expectation | Indentified Science and Engineering Practice | Identified Cross Cutting Concept | Clarification Statement | Assessment Boundary | Evidence Statement | Unit/Theme/Bundle/ Lesson | Possible Phonemema | Learning Targets | Resources | Instructional Timeline | Common Formative Assessment | Extension | Reteaching |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | MS-LS4-4 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increasesome individuals’ probability of surviving and reproducing in a specific environment | Constructing Explanations and Designing Solutions | Cause and Effect | Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations. | Click here | |||||||||
3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* | Constructing Explanations and Designing Solutions | Cause and Effect | Clarification Statement: Examples of the design process include examining human environmental 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). | Click here | ||||||||||
4 | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. | Engaging in Argument from Evidence | Cause and Effect | Clarification Statement: Examples of evidence include grade-appropriate databases on human 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. | Click here | ||||||||||
5 | MS-LS4-5 | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. | Obtaining, Evaluating, and Communicating Information | Cause and Effect | Clarification Statement: Emphasis is on synthesizing information from reliable sources about the 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. | Click here | |||||||||
6 | Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. | Planning and Carrying Out Investigations | Cause and Effect | Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low 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. | Click here | |||||||||
7 | MS-LS4-6 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | Using Mathematics and Computational Thinking | Cause and Effect | Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time. | Assessment Boundary: Assessment does not include Hardy Weinberg calculations. | Click here | ||||||||
8 | MS-PS3-3 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* | Constructing Explanations and Designing Solutions | Energy and Matter | Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup. | Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred. | Click here | ||||||||
9 | Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. | Developing and Using Models | Energy and Matter | Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical. | Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed. | Click here | |||||||||
10 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | Asking Questions and Defining Problems | Influence of Science, Engineering, and Technology on Society and the Natural World | Click here | |||||||||||
11 | MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. | Analyzing and Interpreting Data | Patterns | 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. | Click here | ||||||||
12 | MS-LS4-3 | Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. | Analyzing and Interpreting Data | Patterns | 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. | Click here | ||||||||
13 | MS-LS4-2 | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | Constructing Explanations and Designing Solutions | Patterns | 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. | Click here | |||||||||
14 | MS-PS4-1 | Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. | Using Mathematics and Computational Thinking | Patterns | Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking. | [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves. | Click here | ||||||||
15 | MS-PS3-1 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | Analyzing and Interpreting Data | Scale, Proportion, and Quantity | Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball. | Click here | |||||||||
16 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. | Asking Questions and Defining Problems | Stability and Change | Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, 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. | Click here | ||||||||||
17 | MS-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* | Engaging in Argument from Evidence | Stability and Change | Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations. | Click here | |||||||||
18 | MS-PS2-2 | Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. | Planning and Carrying Out Investigations | Stability and Change | Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a 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. | Click here | ||||||||
19 | MS-PS4-2 | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. | Developing and Using Models | Structure and Function | Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions. | Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves. | Click here | ||||||||
20 | MS-PS1-3 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. | Obtaining, Evaluating, and Communicating Information | Structure and Function | Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels. | Assessment Boundary: Assessment is limited to qualitative information. | Click here | ||||||||
21 | MS-PS4-3 | Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. | Obtaining, Evaluating, and Communicating Information | Structure and Function | Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication 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. | Click here | ||||||||
22 | MS-PS2-1 | Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* | Constructing Explanations and Designing Solutions | Systems and System Models | Clarification Statement: Examples of practical problems could include the impact of collisions between 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. | Click here | ||||||||
23 | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. | Developing and Using Models | Systems and System Models | Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land 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. | Click here | |||||||||
24 | Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | Analyzing and Interpreting Data | Click here | ||||||||||||
25 | Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | Developing and Using Models | Click here | ||||||||||||
26 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | Engaging in Argument from Evidence | Click here | ||||||||||||
27 | |||||||||||||||
28 | |||||||||||||||
29 | Grade 6-8 students: | ||||||||||||||
30 | Key Ideas and Details | ||||||||||||||
31 | 1. Cite specific textual evidence to support analysis of science and technical texts. (RST.6-8.1) | ||||||||||||||
32 | 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (RST.6-8.2) | ||||||||||||||
33 | 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (RST.6-8.3) | ||||||||||||||
34 | Craft and Structure | ||||||||||||||
35 | 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. (RST.6-8.4) | ||||||||||||||
36 | 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. (RST.6-8.5) | ||||||||||||||
37 | 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. (RST.6-8.6) | ||||||||||||||
38 | Integration of Knowledge and Ideas | ||||||||||||||
39 | 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). (RST.6-8.7) | ||||||||||||||
40 | 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (RST.6-8.8) | ||||||||||||||
41 | 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (RST.6-8.9) | ||||||||||||||
42 | Range of Reading and Level of Text Complexity | ||||||||||||||
43 | 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. (RST.6-8.10) | ||||||||||||||
44 | |||||||||||||||
45 | |||||||||||||||
46 | Grade 6-8 students: | ||||||||||||||
47 | Text Types and Purposes | ||||||||||||||
48 | 1. Write arguments focused on discipline-specific content. | ||||||||||||||
49 | a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. | ||||||||||||||
50 | b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. | ||||||||||||||
51 | c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. | ||||||||||||||
52 | d. Establish and maintain a formal style. | ||||||||||||||
53 | e. Provide a concluding statement or section that follows from and supports the argument presented. (WHST.6-8.1) | ||||||||||||||
54 | 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. | ||||||||||||||
55 | a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. | ||||||||||||||
56 | b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. | ||||||||||||||
57 | c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. | ||||||||||||||
58 | d. Use precise language and domain-specific vocabulary to inform about or explain the topic. | ||||||||||||||
59 | e. Establish and maintain a formal style and objective tone. | ||||||||||||||
60 | f. Provide a concluding statement or section that follows from and supports the information or explanation presented. (WHST.6-8.2) | ||||||||||||||
61 | 3. (See note; not applicable as a separate requirement) (WHST.6-8.3) | ||||||||||||||
62 | Production and Distribution of Writing | ||||||||||||||
63 | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.6-8.4) | ||||||||||||||
64 | 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (WHST.6-8.5) | ||||||||||||||
65 | 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (WHST.6-8.6) | ||||||||||||||
66 | Research to Build and Present Knowledge | ||||||||||||||
67 | 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (WHST.6-8.7) | ||||||||||||||
68 | 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (WHST.6-8.8) | ||||||||||||||
69 | 9. Draw evidence from informational texts to support analysis, reflection, and research. (WHST.6-8.9) | ||||||||||||||
70 | Range of Writing | ||||||||||||||
71 | 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (WHST.6-8.10) | ||||||||||||||
1 | PE Number | Performance Expectation | DCI Arrangement | Topic Arrangment | Conceptual Progressions Model | Domains Model | Indentified Science and Engineering Practice | Identified Cross Cutting Concept | Clarification Statement | Assessment Boundary | Evidence Statement | High Course PE will be covered in | Unit/Theme/Bundle/ Lesson | Possible Phonemema | Learning Targets | Resources | Instructional Timeline | Common Formative Assessment | Extension | Reteaching |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | HS-PS1-1 | Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. | HS-PS1 Matter and Its Interactions | Structure and Properties of Matter | Course 1 | Chemistry | Developing and Using Models | Patterns | Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen. | Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends. | Click here | Physical Science | Atomic Structure and The Periodic Table | |||||||
3 | HS-PS1-2 | Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. | HS-PS1 Matter and Its Interactions | Chemical Reactions | Course 1 | Chemistry | Constructing Explanations and Designing Solutions | Patterns | Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen. | Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions. | Click here | Physical Science | Atomic Structure and The Periodic Table | |||||||
4 | HS-PS1-3 | Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. | HS-PS1 Matter and Its Interactions | Structure and Properties of Matter | Course 1 | Chemistry | Planning and Carrying Out Investigations | Patterns | Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension. | Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure. | Click here | Physical Science | Atomic Structure and The Periodic Table, Chemical Bonds | |||||||
5 | HS-PS1-4 | Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. | HS-PS1 Matter and Its Interactions | Chemical Reactions | Course 1 | Chemistry | Developing and Using Models | Energy and Matter | Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved. | Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products. | Click here | Physical Science | Chemical Bonds and Chemical Reaction | |||||||
6 | HS-PS1-5 | Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. | HS-PS1 Matter and Its Interactions | Chemical Reactions | Course 1 | Chemistry | Constructing Explanations and Designing Solutions | Patterns | Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules. | Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature. | Click here | Physical Science | Chemical Bonds and Chemical Reactions | |||||||
7 | HS-PS1-6 | Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* | HS-PS1 Matter and Its Interactions | Chemical Reactions | Course 1 | Chemistry | Constructing Explanations and Designing Solutions | Stability and Change | Clarification Statement: Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products. | Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations. | Click here | Physical Science | Chemical Reactions and Reaction Rates | |||||||
8 | HS-PS1-7 | Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. | HS-PS1 Matter and Its Interactions | Chemical Reactions | Course 1 | Chemistry | Using Mathematics and Computational Thinking | Energy and Matter | Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques. | Assessment Boundary: Assessment does not include complex chemical reactions. | Click here | Physical Science | Chemical Reactions | |||||||
9 | HS-PS1-8 | Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. | HS-PS1 Matter and Its Interactions | Structure and Properties of Matter | Course 3 | Chemistry | Developing and Using Models | Energy and Matter | Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations. | Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays. | Click here | Physical Science | Nuclear Chemistry | |||||||
10 | HS-PS2-1 | Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. | HS-PS2 Motion and Stability: Forces and Interactions | Forces and Interactions | Course 1 | Physics | Analyzing and Interpreting Data | Cause and Effect | Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force. | Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. | Click here | Physical Science | Dynamics | |||||||
11 | HS-PS2-2 | Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. | HS-PS2 Motion and Stability: Forces and Interactions | Forces and Interactions | Course 1 | Physics | Using Mathematics and Computational Thinking | Systems and System Models | Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. | Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension. | Click here | Physical Science | Dynamics and Energy | |||||||
12 | HS-PS2-3 | Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* | HS-PS2 Motion and Stability: Forces and Interactions | Forces and Interactions | Course 1 | Physics | Constructing Explanations and Designing Solutions | Cause and Effect | Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute. | Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations. | Click here | Physical Science | Dynamics | |||||||
13 | HS-PS2-4 | Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. | HS-PS2 Motion and Stability: Forces and Interactions | Forces and Interactions | Course 1 | Physics | Using Mathematics and Computational Thinking | Patterns | Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields. | Assessment Boundary: Assessment is limited to systems with two objects.] | Click here | Physical Science | Dynamics and Energy | |||||||
14 | HS-PS2-5 | Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. | HS-PS2 Motion and Stability: Forces and Interactions | Forces and Interactions | Course 1 | Physics | Planning and Carrying Out Investigations | Cause and Effect | Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools. | Click here | ||||||||||
15 | HS-PS2-6 | Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* | HS-PS2 Motion and Stability: Forces and Interactions | Structure and Properties of Matter | Course 1 | Physics | Obtaining, Evaluating, and Communicating Information | Structure and Function | Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors. | Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials. | Click here | Physical Science | Chemical Bonding | |||||||
16 | HS-PS3-1 | Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. | HS-PS3 Energy | Energy | Course 1 | Chemistry Physics | Using Mathematics and Computational Thinking | Systems and System Models | Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model. | Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. | Click here | Physical Science | Chemical Reactions and Thermal Energy and Heat | |||||||
17 | HS-PS3-2 | Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). | HS-PS3 Energy | Energy | Course 1 | Physics | Developing and Using Models | Energy and Matter | Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations. | Click here | Physical Science | The Electromagnetic Spectrum and Light | ||||||||
18 | HS-PS3-3 | Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* | HS-PS3 Energy | Energy | Course 1 Course 2 | Chemistry Physics | Constructing Explanations and Designing Solutions | Energy and Matter | Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency. | Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students. | Click here | Physical Science | Thermal Energy and Heat | |||||||
19 | HS-PS3-4 | Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). | HS-PS3 Energy | Energy | Course 1 Course 2 | Chemistry Physics | Planning and Carrying Out Investigations | Systems and System Models | Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water. | Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students. | Click here | Physical Science | Thermal Energy and Heat | |||||||
20 | HS-PS3-5 | Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. | HS-PS3 Energy | Energy | Course 2 | Physics | Developing and Using Models | Cause and Effect | Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other. | Assessment Boundary: Assessment is limited to systems containing two objects. | Click here | Physical Science | The Electromagnetic Spectrum and Light | |||||||
21 | HS-PS4-1 | Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. | HS-PS4 Waves and Their Applications in Technologies for Information Transfer | Waves and Electromagnetic Radiation | Course 1 | Physics | Using Mathematics and Computational Thinking | Cause and Effect | Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. | Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively. | Click here | Physical Science | The Electromagnetic Spectrum and Light | |||||||
22 | HS-PS4-2 | Evaluate questions about the advantages of using a digital transmission and storage of information. | HS-PS4 Waves and Their Applications in Technologies for Information Transfer | Waves and Electromagnetic Radiation | Course 1 | Physics | Asking Questions and Defining Problems | Stability and Change | Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft. | Click here | Physical Science | |||||||||
23 | HS-PS4-3 | Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. | HS-PS4 Waves and Their Applications in Technologies for Information Transfer | Waves and Electromagnetic Radiation | Course 1 Course 2 | Physics | Engaging in Argument from Evidence | Systems and System Models | Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect. | Assessment Boundary: Assessment does not include using quantum theory. | Click here | Physical Science | The Electromagnetic Spectrum and Light | |||||||
24 | HS-PS4-4 | Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. | HS-PS4 Waves and Their Applications in Technologies for Information Transfer | Waves and Electromagnetic Radiation | Course 2 | Physics | Obtaining, Evaluating, and Communicating Information | Cause and Effect | Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias. | Assessment Boundary: Assessment is limited to qualitative descriptions. | Click here | Physical Science | The Electromagnetic Spectrum and Light | |||||||
25 | HS-PS4-5 | Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* | HS-PS4 Waves and Their Applications in Technologies for Information Transfer | Waves and Electromagnetic Radiation | Course 1 Course 2 | Physics | Obtaining, Evaluating, and Communicating Information | Cause and Effect | Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology. | Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory. | Click here | Physical Science | The Electromagnetic Spectrum and Light | |||||||
26 | HS-LS1-1 | Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. | HS-LS1 From Molecules to Organisms: Structures and Processes | Structure and Function | Course 2 | Biology | Constructing Explanations and Designing Solutions | Structure and Function | Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. | Click here | Biology | DNA unit | ||||||||
27 | HS-LS1-2 | Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. | HS-LS1 From Molecules to Organisms: Structures and Processes | Structure and Function | Course 2 | Biology | Developing and Using Models | Systems and System Models | Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system. | Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level. | Click here | |||||||||
28 | HS-LS1-3 | Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. | HS-LS1 From Molecules to Organisms: Structures and Processes | Structure and Function | Course 2 | Biology | Planning and Carrying Out Investigations | Stability and Change | Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels. | Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism. | Click here | Biology | ||||||||
29 | HS-LS1-4 | Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. | HS-LS1 From Molecules to Organisms: Structures and Processes | Inheritance and Variation of Traits | Course 2 | Biology | Developing and Using Models | Systems and System Models | Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. | Click here | Biology | Cells | ||||||||
30 | HS-LS1-5 | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. | HS-LS1 From Molecules to Organisms: Structures and Processes | Matter and Energy in Organisms and Ecosystems | Course 2 | Biology | Developing and Using Models | Energy and Matter | Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models. | Assessment Boundary: Assessment does not include specific biochemical steps. | Click here | Biology | Cells | |||||||
31 | HS-LS1-6 | Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. | HS-LS1 From Molecules to Organisms: Structures and Processes | Matter and Energy in Organisms and Ecosystems | Course 2 | Biology | Constructing Explanations and Designing Solutions | Energy and Matter | Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations. | Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules. | Click here | Biology | Cells | |||||||
32 | HS-LS1-7 | Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. | HS-LS1 From Molecules to Organisms: Structures and Processes | Matter and Energy in Organisms and Ecosystems | Course 2 | Biology | Developing and Using Models | Energy and Matter | Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration. | Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration. | Click here | Biology | Cells | |||||||
33 | HS-LS2-1 | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. | HS-LS2 Ecosystems: Interactions, Energy, and Dynamics | Interdependent Relationships in Ecosystems | Course 1 | Biology | Using Mathematics and Computational Thinking | Scale, Proportion, and Quantity | Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets. | Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons | Click here | |||||||||
34 | HS-LS2-2 | Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. | HS-LS2 Ecosystems: Interactions, Energy, and Dynamics | Interdependent Relationships in Ecosystems | Course 1 Course 3 | Biology | Using Mathematics and Computational Thinking | Scale, Proportion, and Quantity | Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data. | Assessment Boundary: Assessment is limited to provided data.] | Click here | |||||||||
35 | HS-LS2-3 | Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. | HS-LS2 Ecosystems: Interactions, Energy, and Dynamics | Matter and Energy in Organisms and Ecosystems | Course 2 | Biology | Constructing Explanations and Designing Solutions | Energy and Matter | Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments. | Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. | Click here | |||||||||
36 | HS-LS2-4 | Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. | HS-LS2 Ecosystems: Interactions, Energy, and Dynamics | Matter and Energy in Organisms and Ecosystems | Course 2 | Biology | Using Mathematics and Computational Thinking | Energy and Matter | Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem. | Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. | Click here | |||||||||
37 | HS-LS2-5 | Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. | HS-LS2 Ecosystems: Interactions, Energy, and Dynamics | Matter and Energy in Organisms and Ecosystems | Course 2 | Biology | Developing and Using Models | Systems and System Models | Clarification Statement: Examples of models could include simulations and mathematical models. | Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration. | Click here | |||||||||
38 | HS-LS2-6 | Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. | HS-LS2 Ecosystems: Interactions, Energy, and Dynamics | Interdependent Relationships in Ecosystems | Course 3 | Biology | Engaging in Argument from Evidence | Stability and Change | Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise. | Click here | ||||||||||
39 | HS-LS2-7 | Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* | HS-LS2 Ecosystems: Interactions, Energy, and Dynamics | Interdependent Relationships in Ecosystems | Course 3 | Biology | Constructing Explanations and Designing Solutions | Stability and Change | Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species. | Click here | ||||||||||
40 | HS-LS2-8 | Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. | HS-LS2 Ecosystems: Interactions, Energy, and Dynamics | Interdependent Relationships in Ecosystems | Course 3 | Biology | Engaging in Argument from Evidence | Cause and Effect | Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming. | Click here | ||||||||||
41 | HS-LS3-1 | Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. | HS-LS3 Heredity: Inheritance and Variation of Traits | Inheritance and Variation of Traits | Course 2 | Biology | Asking Questions and Defining Problems | Cause and Effect | Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process. | Click here | ||||||||||
42 | HS-LS3-2 | Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. | HS-LS3 Heredity: Inheritance and Variation of Traits | Inheritance and Variation of Traits | Course 2 | Biology | Engaging in Argument from Evidence | Cause and Effect | Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] | Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process. | Click here | |||||||||
43 | HS-LS3-3 | Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. | HS-LS3 Heredity: Inheritance and Variation of Traits | Inheritance and Variation of Traits | Course 2 | Biology | Analyzing and Interpreting Data | Scale, Proportion, and Quantity | Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits. | Assessment Boundary: Assessment does not include Hardy-Weinberg calculations. | Click here | Unit/Theme/Bundle | ||||||||
44 | HS-LS4-1 | Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. | HS-LS4 Biological Evolution: Unity and Diversity | Natural Selection and Evolution | Course 3 | Biology | Obtaining, Evaluating, and Communicating Information | Patterns | Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.] | Click here | ||||||||||
45 | HS-LS4-2 | Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. | HS-LS4 Biological Evolution: Unity and Diversity | Natural Selection and Evolution | Course 3 | Biology | Constructing Explanations and Designing Solutions | Cause and Effect | Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning. | Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution. | Click here | |||||||||
46 | HS-LS4-3 | Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. | HS-LS4 Biological Evolution: Unity and Diversity | Natural Selection and Evolution | Course 3 | Biology | Analyzing and Interpreting Data | Patterns | Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations. | Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations. | Click here | |||||||||
47 | HS-LS4-4 | Construct an explanation based on evidence for how natural selection leads to adaptation of populations. | HS-LS4 Biological Evolution: Unity and Diversity | Natural Selection and Evolution | Course 3 | Biology | Constructing Explanations and Designing Solutions | Cause and Effect | Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations. | Click here | ||||||||||
48 | HS-LS4-5 | Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. | HS-LS4 Biological Evolution: Unity and Diversity | Natural Selection and Evolution | Course 3 | Biology | Engaging in Argument from Evidence | Cause and Effect | Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species. | Click here | ||||||||||
49 | HS-LS4-6 | Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* | HS-LS4 Biological Evolution: Unity and Diversity | Interdependent Relationships in Ecosystems | Course 3 | Biology | Using Mathematical and Computational Thinking | Cause and Effect | Clarification Statement: Emphasis is on designing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. | Click here | ||||||||||
50 | HS-ESS1-1 | Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation. | HS-ESS1 Earth's Place in the Universe | Space Systems | Course 2 | Physics | Developing and Using Models | Scale, Proportion, and Quantity | Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries. | Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion. | Click here | Physical Science | Touch on this in May Term SSDC | |||||||
51 | HS-ESS1-2 | Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. | HS-ESS1 Earth's Place in the Universe | Space Systems | Course 2 | Physics | Constructing Explanations and Designing Solutions | Energy and Matter | Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium). | Click here | ||||||||||
52 | HS-ESS1-3 | Communicate scientific ideas about the way stars, over their life cycle, produce elements. | HS-ESS1 Earth's Place in the Universe | Space Systems | Course 2 | Physics | Obtaining, Evaluating and Communicating Information | Energy and Matter | Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime. | Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed. | Click here | |||||||||
53 | HS-ESS1-4 | Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. | HS-ESS1 Earth's Place in the Universe | Space Systems | Course 1 | Physics | Using Mathematical and Computational Thinking | Scale, Proportion, and Quantity | Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons. | Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus. | Click here | |||||||||
54 | HS-ESS1-5 | Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. | HS-ESS1 Earth's Place in the Universe | History of Earth | Course 3 | Biology | Engaging in Argument from Evidence | Patterns | Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate interactions). | Click here | ||||||||||
55 | HS-ESS1-6 | Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. | HS-ESS1 Earth's Place in the Universe | History of Earth | Course 3 | Biology | Constructing Explanations and Designing Solutions | Stability and Change | Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces. | Click here | ||||||||||
56 | HS-ESS2-1 | Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. | HS-ESS2 Earth's Systems | History of Earth | Course 1 Course 2 | Physics | Developing and Using Models | Stability and Change | Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion). | Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface. | Click here | |||||||||
57 | HS-ESS2-2 | Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. | HS-ESS2 Earth's Systems | Earth's Systems | Course 2 | Physics | Analyzing and Interpreting Data | Stability and Change | Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent. | Click here | Physical Science May Term | |||||||||
58 | HS-ESS2-3 | Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. | HS-ESS2 Earth's Systems | History of Earth | Course 1 Course 2 | Physics | Developing and Using Models | Energy and Matter | Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments. | Click here | ||||||||||
59 | HS-ESS2-4 | Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. | HS-ESS2 Earth's Systems | Weather and Climate | Course 2 Course 3 | Chemistry Physics | Developing and Using Models | Cause and Effect | Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition. | Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution. | Click here | |||||||||
60 | HS-ESS2-5 | Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. | HS-ESS2 Earth's Systems | History of Earth | Course 1 | Chemistry | Planning and Carrying Out Investigations | Structure and Function | Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids). | Click here | Physical Science | |||||||||
61 | HS-ESS2-6 | Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. | HS-ESS2 Earth's Systems | History of Earth | Course 2 | Chemistry | Developing and Using Models | Energy and Matter | Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms. | Click here | ||||||||||
62 | HS-ESS2-7 | Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. | HS-ESS2 Earth's Systems | History of Earth | Course 3 | Biology Chemistry | Engaging in Argument from Evidence | Stability and Change | Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples of include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms. | Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems. | Click here | |||||||||
63 | HS-ESS3-1 | Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. | HS-ESS3 Earth and Human Activity | Human Sustainability | Course 2 Course 3 | Biology Chemistry | Constructing Explanations and Designing Solutions | Cause and Effect | Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised. | Click here | Physical Science May Term | |||||||||
64 | HS-ESS3-2 | Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. | HS-ESS3 Earth and Human Activity | Human Sustainability | Course 1 | Chemistry | Engaging in Argument from Evidence | Influence of Science, Engineering, and Technology on Society and the Natural World | Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen. | Click here | Physical Science May Term | |||||||||
65 | HS-ESS3-3 | Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. | HS-ESS3 Earth and Human Activity | Human Sustainability | Course 3 | Biology | Using Mathematics and Computational Thinking | Stability and Change | Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning. | Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations. | Click here | Physical Science May Term | ||||||||
66 | HS-ESS3-4 | Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. | HS-ESS3 Earth and Human Activity | Human Sustainability | Course 3 | Biology | Constructing Explanations and Designing Solutions | Stability and Change | Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean). | Click here | Physical Science May Term | |||||||||
67 | HS-ESS3-5 | Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. | HS-ESS3 Earth and Human Activity | Weather and Climate | Course 3 | Chemistry | Analying and Interpreting Data | Stability and Change | Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition). | Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts. | Click here | Physical Science May Term | ||||||||
68 | HS-ESS3-6 | Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. | HS-ESS3 Earth and Human Activity | Human Sustainability | Course 3 | Chemistry | Using Mathematics and Computational Thinking | Systems and System Models | Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations. | Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models. | Click here | Physical Science | ||||||||
69 | Adapted from NGSS Sheet -Jordan Menning at NWAEA | |||||||||||||||||||
70 | ||||||||||||||||||||
71 | Grade 9-10 students | |||||||||||||||||||
72 | Key Ideas and Details | |||||||||||||||||||
73 | 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (RST.9-10.1) | |||||||||||||||||||
74 | 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2) | |||||||||||||||||||
75 | 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (RST.9-10.3) | |||||||||||||||||||
76 | Craft and Structure | |||||||||||||||||||
77 | 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 9–10 texts and topics. (RST.9-10.4) | |||||||||||||||||||
78 | 5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). (RST.9-10.5) | |||||||||||||||||||
79 | 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. (RST.9-10.6) | |||||||||||||||||||
80 | Integration of Knowledge and Ideas | |||||||||||||||||||
81 | 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (RST.9-10.7) | |||||||||||||||||||
82 | 8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (RST.9-10.8) | |||||||||||||||||||
83 | 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. (RST.9-10.9) | |||||||||||||||||||
84 | Range of Reading and Level of Text Complexity | |||||||||||||||||||
85 | 10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. (RH.9-10.10) | |||||||||||||||||||
86 | Grade 11-12 students | |||||||||||||||||||
87 | Key Ideas and Details | |||||||||||||||||||
88 | 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (RST.11-12.1) | |||||||||||||||||||
89 | 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (RST.11-12.2) | |||||||||||||||||||
90 | 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. (RST.11-12.3) | |||||||||||||||||||
91 | Integration of Knowledge and Ideas | |||||||||||||||||||
92 | 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 11–12 texts and topics. (RST.11-12.4) | |||||||||||||||||||
93 | 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. (RST.11-12.5) | |||||||||||||||||||
94 | 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. (RST.11-12.6) | |||||||||||||||||||
95 | Craft and Structure | |||||||||||||||||||
96 | 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (RST.11-12.7) | |||||||||||||||||||
97 | 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (RST.11-12.8) | |||||||||||||||||||
98 | 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (RST.11-12.9) | |||||||||||||||||||
99 | Range of Reading and Level of Text Complexity | |||||||||||||||||||
100 | 10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently. (RST.11-12.10) | |||||||||||||||||||
101 | ||||||||||||||||||||
102 | Grade 9-10 students: | |||||||||||||||||||
103 | Text Types and Purposes | |||||||||||||||||||
104 | 1. Write arguments focused on discipline-specific content. | |||||||||||||||||||
105 | a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. | |||||||||||||||||||
106 | b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. | |||||||||||||||||||
107 | c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. | |||||||||||||||||||
108 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | |||||||||||||||||||
109 | e. Provide a concluding statement or section that follows from or supports the argument presented. (WHST.9-10.1) | |||||||||||||||||||
110 | 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. | |||||||||||||||||||
111 | a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. | |||||||||||||||||||
112 | b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. | |||||||||||||||||||
113 | c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. | |||||||||||||||||||
114 | d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. | |||||||||||||||||||
115 | e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | |||||||||||||||||||
116 | f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (WHST.9-10.2) | |||||||||||||||||||
117 | 3. (See note; not applicable as a separate requirement) (WHST.9-10.3) | |||||||||||||||||||
118 | ||||||||||||||||||||
119 | Production and Distribution of Writing | |||||||||||||||||||
120 | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.9-10.4) | |||||||||||||||||||
121 | 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (WHST.9-10.5) | |||||||||||||||||||
122 | 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (WHST.9-10.6) | |||||||||||||||||||
123 | Research to Build and Present Knowledge | |||||||||||||||||||
124 | 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (WHST.9-10.7) | |||||||||||||||||||
125 | 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (WHST.9-10.8) | |||||||||||||||||||
126 | 9. Draw evidence from informational texts to support analysis, reflection, and research. (WHST.9-10.9) | |||||||||||||||||||
127 | Range of Writing | |||||||||||||||||||
128 | 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (WHST.9-10.10) | |||||||||||||||||||
129 | Grade 11-12 students: | |||||||||||||||||||
130 | Text Types and Purposes | |||||||||||||||||||
131 | 1. Write arguments focused on discipline-specific content. . | |||||||||||||||||||
132 | a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. | |||||||||||||||||||
133 | b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases | |||||||||||||||||||
134 | c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. | |||||||||||||||||||
135 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | |||||||||||||||||||
136 | e. Provide a concluding statement or section that follows from or supports the argument presented. (WHST.11-12.1) | |||||||||||||||||||
137 | 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. | |||||||||||||||||||
138 | a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. | |||||||||||||||||||
139 | b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. | |||||||||||||||||||
140 | c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. | |||||||||||||||||||
141 | d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. | |||||||||||||||||||
142 | e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). (WHST.11-12.2) | |||||||||||||||||||
143 | 3. (See note; not applicable as a separate requirement) (WHST.11-12.3) | |||||||||||||||||||
144 | ||||||||||||||||||||
145 | Production and Distribution of Writing | |||||||||||||||||||
146 | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.11-12.4) | |||||||||||||||||||
147 | 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (WHST.11-12.5) | |||||||||||||||||||
148 | Research to Build and Present Knowledge | |||||||||||||||||||
149 | 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (WHST.11-12.7) | |||||||||||||||||||
150 | 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (WHST.11-12.8) | |||||||||||||||||||
151 | 9. Draw evidence from informational texts to support analysis, reflection, and research. (WHST.11-12.9) | |||||||||||||||||||
152 | Range of Writing | |||||||||||||||||||
153 | 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (WHST.11-12.10) | |||||||||||||||||||
1 | PE Number | Performance Expectation | Evidence Statement | High Course PE will be covered in | Unit/Theme/Bundle/ Lesson | Possible Phonemema | Learning Targets | Resources | Instructional Timeline | Common Formative Assessment | Extension | Reteaching |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | HS-ETS1-1 | Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. | Click here | Physical Science | SSDC | |||||||
3 | HS-ETS1-2 | Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. | Click here | Physical Science | SSDC | |||||||
4 | HS-ETS1-3 | Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. | Click here | Physical Science | Thermal Energy | |||||||
5 | HS-ETS1-4 | Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. | Click here | Physical Science | SSDC and Thermal Energy | |||||||
6 | ||||||||||||
7 | ||||||||||||
8 | Grade 9-10 students | |||||||||||
9 | Key Ideas and Details | |||||||||||
10 | 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (RST.9-10.1) | |||||||||||
11 | 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2) | |||||||||||
12 | 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (RST.9-10.3) | |||||||||||
13 | Craft and Structure | |||||||||||
14 | 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 9–10 texts and topics. (RST.9-10.4) | |||||||||||
15 | 5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). (RST.9-10.5) | |||||||||||
16 | 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. (RST.9-10.6) | |||||||||||
17 | Integration of Knowledge and Ideas | |||||||||||
18 | 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (RST.9-10.7) | |||||||||||
19 | 8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (RST.9-10.8) | |||||||||||
20 | 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. (RST.9-10.9) | |||||||||||
21 | Range of Reading and Level of Text Complexity | |||||||||||
22 | 10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. (RH.9-10.10) | |||||||||||
23 | Grade 11-12 students | |||||||||||
24 | Key Ideas and Details | |||||||||||
25 | 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (RST.11-12.1) | |||||||||||
26 | 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (RST.11-12.2) | |||||||||||
27 | 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. (RST.11-12.3) | |||||||||||
28 | Integration of Knowledge and Ideas | |||||||||||
29 | 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 11–12 texts and topics. (RST.11-12.4) | |||||||||||
30 | 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. (RST.11-12.5) | |||||||||||
31 | 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. (RST.11-12.6) | |||||||||||
32 | Craft and Structure | |||||||||||
33 | 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (RST.11-12.7) | |||||||||||
34 | 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (RST.11-12.8) | |||||||||||
35 | 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (RST.11-12.9) | |||||||||||
36 | Range of Reading and Level of Text Complexity | |||||||||||
37 | 10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently. (RST.11-12.10) | |||||||||||
38 | ||||||||||||
39 | Grade 9-10 students: | |||||||||||
40 | Text Types and Purposes | |||||||||||
41 | 1. Write arguments focused on discipline-specific content. | |||||||||||
42 | a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. | |||||||||||
43 | b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. | |||||||||||
44 | c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. | |||||||||||
45 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | |||||||||||
46 | e. Provide a concluding statement or section that follows from or supports the argument presented. (WHST.9-10.1) | |||||||||||
47 | 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. | |||||||||||
48 | a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. | |||||||||||
49 | b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. | |||||||||||
50 | c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. | |||||||||||
51 | d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. | |||||||||||
52 | e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | |||||||||||
53 | f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (WHST.9-10.2) | |||||||||||
54 | 3. (See note; not applicable as a separate requirement) (WHST.9-10.3) | |||||||||||
55 | ||||||||||||
56 | Production and Distribution of Writing | |||||||||||
57 | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.9-10.4) | |||||||||||
58 | 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (WHST.9-10.5) | |||||||||||
59 | 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (WHST.9-10.6) | |||||||||||
60 | Research to Build and Present Knowledge | |||||||||||
61 | 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (WHST.9-10.7) | |||||||||||
62 | 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (WHST.9-10.8) | |||||||||||
63 | 9. Draw evidence from informational texts to support analysis, reflection, and research. (WHST.9-10.9) | |||||||||||
64 | Range of Writing | |||||||||||
65 | 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (WHST.9-10.10) | |||||||||||
66 | Grade 11-12 students: | |||||||||||
67 | Text Types and Purposes | |||||||||||
68 | 1. Write arguments focused on discipline-specific content. . | |||||||||||
69 | a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. | |||||||||||
70 | b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases | |||||||||||
71 | c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. | |||||||||||
72 | d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | |||||||||||
73 | e. Provide a concluding statement or section that follows from or supports the argument presented. (WHST.11-12.1) | |||||||||||
74 | 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. | |||||||||||
75 | a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. | |||||||||||
76 | b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. | |||||||||||
77 | c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. | |||||||||||
78 | d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. | |||||||||||
79 | e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). (WHST.11-12.2) | |||||||||||
80 | 3. (See note; not applicable as a separate requirement) (WHST.11-12.3) | |||||||||||
81 | ||||||||||||
82 | Production and Distribution of Writing | |||||||||||
83 | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.11-12.4) | |||||||||||
84 | 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (WHST.11-12.5) | |||||||||||
85 | Research to Build and Present Knowledge | |||||||||||
86 | 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (WHST.11-12.7) | |||||||||||
87 | 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (WHST.11-12.8) | |||||||||||
88 | 9. Draw evidence from informational texts to support analysis, reflection, and research. (WHST.11-12.9) | |||||||||||
89 | Range of Writing | |||||||||||
90 | 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (WHST.11-12.10) | |||||||||||