High School Science
(PS) Physical Science
[HS-PS1]Matter
and Its
Interactions
[HS-PS2]
Motion and Stability:
Forces and Interactions
[HS-PS3]
Energy
[HS-PS4]
Waves and
Their Applications
in Technologies for
Information Transfer.
S |
---|
SCI-HS.ESS1.01
SCI-HS.ESS1.01 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.Clarification Statement: Earth Science: 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS1.02
SCI-HS.ESS1.02 Construct an explanation for the observed expansion of the known universe based on astronomical evidence of light spectra, motion of distant galaxies, cosmic background radiation, and composition of matter in the universe.Clarification Statement: Earth Science: Emphasis is on the astronomical evidence of the red shift of light from
galaxies as an indication that the universe is currently expanding, which led to the
formulation of the Big Bang and other theories Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS1.03
SCI-HS.ESS1.03 Communicate scientific ideas about the way stars, over their life cycle, produce elements.Clarification Statement: Earth Science: 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS1.04
SCI-HS.ESS1.04 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.Clarification Statement: Earth Science/Physics: Emphasis is on Newtonian gravitational laws governing orbital motions, which
apply to human-made satellites as well as planets and moons Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS1.05
SCI-HS.ESS1.05 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.Clarification Statement: Earth Science/Geology: Emphasis is on the ability of plate tectonics to explain the ages of
crustal rocks. Examples include evidence of the ages of 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) Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS1.06
SCI-HS.ESS1.06 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.Clarification Statement: Earth Science/Geology: Emphasis is on using available evidence within the solar system to
reconstruct the early history of Earth. 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS2
| |
SCI-HS.ESS2.01
SCI-HS.ESS2.01 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.Clarification Statement: Earth Science: 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). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS2.02
SCI-HS.ESS2.02 Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.Clarification Statement: Earth Science/Environmental Science: 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS2.03
SCI-HS.ESS2.03 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.Clarification Statement: Earth Science: 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 Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS2.04
SCI-HS.ESS2.04 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.Clarification Statement: Earth Science: 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; and 10-100s of thousands of years: changes to
Earth's orbit and the orientation of its axis. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS2.05
SCI-HS.ESS2.05 Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.Clarification Statement: Earth Science/Environmental Science: 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). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS2.06
SCI-HS.ESS2.06 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.Clarification Statement: Earth Science/Environmental Science: 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS2.07
SCI-HS.ESS2.07 Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.Clarification Statement: Earth Science: 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 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 Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS3
| |
SCI-HS.ESS3.01
SCI-HS.ESS3.01 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.Clarification Statement: Earth Science/Environmental Science: 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS3.02
SCI-HS.ESS3.02 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.Clarification Statement: Earth Science/Environmental Science: 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS3.03
SCI-HS.ESS3.03 Analyze the relationships among management of natural resources, the sustainability of human populations, and biodiversity through the use of a computational simulation.Clarification Statement: Earth Science/Environmental Science: Examples of factors that affect the management of
natural resources include costs of resource extraction, processing, 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS3.04
SCI-HS.ESS3.04 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.Clarification Statement: Earth Science/Environmental Science: 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). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS3.05
SCI-HS.ESS3.05 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.Clarification Statement: Earth Science/Environmental Science: 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). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.ESS3.06
SCI-HS.ESS3.06 Use data from computational representations to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.Clarification Statement: Earth Science/Environmental Science: Examples of Earth systems to be considered are the hydrosphere,
atmosphere, cryosphere, geosphere, and/or biosphere. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS1
| |
SCI-HS.LS1.01
SCI-HS.LS1.01 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.Clarification Statement: Emphasis is on the conceptual understanding that DNA sequences determine the amino acid sequence and
thus protein structure. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
| |
SCI-HS.LS1.02
SCI-HS.LS1.02 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS1.03
SCI-HS.LS1.03 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.Clarification Statement: Examples of investigations could include heart rate response to exercise, cell transport, etc. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS1.04
SCI-HS.LS1.04 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.Clarification Statement: Emphasis is on conceptual understanding that mitosis passes on genetically identical materials via
replication, not on the details of each phase in mitosis. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS1.05
SCI-HS.LS1.05 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS1.06
SCI-HS.LS1.06 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen may combine with other elements to form large carbon-based molecules.Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS1.07
SCI-HS.LS1.07 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.Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the processes of aerobic and
anaerobic cellular respiration. Examples of models could include diagrams, chemical equations, conceptual
models and/or laboratory investigations Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS2
| |
SCI-HS.LS2.01
SCI-HS.LS2.01 Use mathematical and/or computational models to support explanations of factors that affect carrying capacity of ecosystems at different scales.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 computer simulations or
historical data sets. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS2.02
SCI-HS.LS2.02 Use evidence from mathematical representations to explain factors that affect population dynamics and biodiversity.Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using
graphical comparisons of multiple sets of data. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS2.03
SCI-HS.LS2.03 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different
environments Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS2.04
SCI-HS.LS2.04 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS2.05
SCI-HS.LS2.05 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.Clarification Statement: Examples of models could include simulations and mathematical models. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS2.06
SCI-HS.LS2.06 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.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, that
occur at different rates Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS2.07
SCI-HS.LS2.07 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive speci Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS2.08
SCI-HS.LS2.08 Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce.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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS3
| |
SCI-HS.LS3.01
SCI-HS.LS3.01 Construct an explanation to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.Clarification Statement: Emphasis should be on traits including completely dominant, codominant, incompletely dominant, and sexlinked
traits. Examples can include pedigrees, karyotypes, genetic disorders, Punnett squares, dihybrid
crosses Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS3.02
SCI-HS.LS3.02 Make and defend a claim based on evidence that inheritable genetic variations result from various factors.Clarification Statement: Emphasis is on (1) new genetic combinations through meiosis, (2) viable errors occurring during replication,
and/or (3) mutations caused by environmental factors. Emphasis is also on using data to support arguments
for the way variation occurs Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS3.03
SCI-HS.LS3.03 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.Clarification Statement: Emphasis is on distribution and variation of traits in a population and the use of mathematics to describe the
distribution. Examples can include calculations of frequencies in Punnett squares, graphical representation Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS4
| |
SCI-HS.LS4.01
SCI-HS.LS4.01 Analyze and interpret scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidenceClarification Statement: Biological evolution is defined as changes in the traits of populations of organisms over time. Emphasis
is on a conceptual understanding of the role each line of evidence (e.g., similarities in DNA sequences,
order of appearance of structure during embryological development, cladograms, homologous and
vestigial structures, fossil records) demonstrates as related to common ancestry and biological
evolution. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS4.02
Construct an explanation based on evidence that the process of biological
evolution primarily results from four factors:
| |
SCI-HS.LS4.03
SCI-HS.LS4.03 Use mathematical models to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support
explanations. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS4.04
SCI-HS.LS4.04 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS4.05
SCI-HS.LS4.05 Evaluate the evidence supporting claims that changes in environmental conditions may result in increases in the number of individuals of some species, the emergence of new species over time, and the extinction of other species.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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.LS4.06
SCI-HS.LS4.06 Design and revise a solution to mitigate adverse impacts of human activity on biodiversity.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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.PS1
| |
SCI-HS.PS1.01
SCI-HS.PS1.01 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.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Students "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
ResourcesWebsites Vocabulary Student Learning Targets:Student "I can" statements are embedded within the proficiency scale. Proficiency Scale for Bonding and Intermolecular Forces (Chemistry)
ResourcesWebsites Vocabulary Student Learning Targets for Periodicity (Chemistry)Student "I can" statements are embedded within the proficiency scale. Proficiency Scale for Periodicity (Chemistry)
ResourcesWebsites Vocabulary Proficiency Scale for Nomenclature (Chemistry)
ResourcesWebsites Vocabulary Proficiency Scale for Chemical Reaction and the Activities Series (Chemistry)
ResourcesWebsites Vocabulary Proficiency Scale for Structure & Properties of Matter (Chemistry)
ResourcesWebsites Vocabulary Proficiency Scale for Atomic Theory (Chemistry)
ResourcesWebsites Vocabulary
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS1.02
SCI-HS.PS1.02 Construct 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.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
ResourcesWebsites Vocabulary Student Learning Targets:Student learning targets are embedded in the proficiency scale. Proficiency Scale for Chemical Reactions (Chemistry)
ResourcesWebsites Vocabulary Student Learning Targets for Periodicity (Chemistry)Student "I can" statements are embedded within the proficiency scale. Proficiency Scale for Periodicity (Chemistry)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS1.03
SCI-HS.PS1.03 Plan and conduct an investigation to gather evidence to compare the structure of substances at the macro scale to infer the strength of electrical forces between particles.
Clarification Statement: Chemistry: 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 macro properties of substances
could include the melting point and boiling point, vapor pressure, and surface tension. Quantitative
calculations are beyond the scope of this standard.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale for Bonding and Intermolecular Forces (Chemistry)
ResourcesWebsites Vocabulary Student Learning Targets:Student "I can" statements are embedded within the proficiency scale. Proficiency Scale for Solutions (Chemistry)
ResourcesWebsites Vocabulary Student Learning Targets:Student "I can" statements are embedded within the proficiency scale. Proficiency Scale for Gases (Chemistry)
ResourcesWebsites Vocabulary Proficiency Scale for Structure & Properties of Matter (Chemistry)
ResourcesWebsites Vocabulary Proficiency Scale for Atomic Theory (Chemistry)
ResourcesWebsites Vocabulary
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS1.04
SCI-HS.PS1.04 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.
Clarification Statement: Chemistry: 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 does not include bond energy calculations.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
ResourcesWebsites Vocabulary Student Learning Targets:Student learning targets are embedded within the proficiency scales. Proficiency Scale for Reaction Rates & Kinetics (Chemistry)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS1.05
SCI-HS.PS1.05 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.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student learning targets are embedded in the proficiency scale. Proficiency Scale for Chemical Reactions (Chemistry)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||
SCI-HS.PS1.06
SCI-HS.PS1.06 Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
Clarification Statement: Chemistry: 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. This
standard includes one variable at a time and does not include calculating equilibrium constants and
concentrations.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student learning targets are embedded in the proficiency scale. Proficiency Scale for Chemical Reactions (Chemistry)
ResourcesWebsites Vocabulary Student Learning Targets for Chemical Equilibrium (Chemistry):Student learning targets are embedded in the proficiency scale. Proficiency Scale for Chemical Equilibrium (Chemistry)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS1.07
SCI-HS.PS1.07 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
ResourcesWebsites Vocabulary Student Learning Targets:Student learning targets are embedded in the proficiency scales. Proficiency Scale for Moles and Stoichiometry (Chemistry)
ResourcesWebsites Vocabulary Student Learning Targets:Student learning targets are embedded in the proficiency scales. Proficiency Scale for Acid and Bases (Chemistry)
ResourcesWebsites | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS1.08
SCI-HS.PS1.08 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.
Clarification Statement: Physical Science: Emphasis is only qualitative understanding between fission and fusion.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.PS2
| |
SCI-HS.PS2.01
SCI-HS.PS2.01 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.
Clarification Statement: Physical Science and Physics: 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 in one dimension.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS2.02
SCI-HS.PS2.02 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.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS2.03
SCI-HS.PS2.03 Apply scientific principles, such as Newton's 1st & 3rd Laws, and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.PS2.04
SCI-HS.PS2.04 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
Clarification Statement: Physics: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric
fields for systems with two objects
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.PS2.05
SCI-HS.PS2.05 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.
Clarification Statement: Physics: Evidence of changes within a circuit can be represented numerically, graphically, or
algebraically using Ohm's law.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student " I can" Statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS2.06
SCI-HS.PS2.06 Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
Clarification Statement: Chemistry: 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
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale for Bonding and Intermolecular Forces (Chemistry)
ResourcesWebsites Vocabulary Proficiency Scale for Structure & Properties of Matter (Chemistry)
ResourcesWebsites Vocabulary Proficiency Scale for Atomic Theory (Chemistry)
ResourcesWebsites Vocabulary
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS3
| |
SCI-HS.PS3.01
SCI-HS.PS3.01 Create a mathematical 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.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.PS3.02
SCI-HS.PS3.02 Develop and use models to illustrate that energy is associated with motion and relative position of particles (objects).
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student learning targets are embedded in the proficiency scales. Proficiency Scale for Quantum Theory (Chemistry)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||
SCI-HS.PS3.03
SCI-HS.PS3.03 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.PS3.04
SCI-HS.PS3.04 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).
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS3.05
SCI-HS.PS3.05 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.
Clarification Statement: Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.PS4
| |
SCI-HS.PS4.01
SCI-HS.PS4.01 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
Clarification Statement: Physical Science/Physics: 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.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student "I can" statements are embedded within the proficiency scale. Proficiency Scale
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||||||
SCI-HS.PS4.02
SCI-HS.PS4.02 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.
Clarification Statement: Physics: 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. Quantum theory does not need
to be included.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SCI-HS.PS4.03
SCI-HS.PS4.03 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
Clarification Statement: Physics: 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. Focus is on qualitative
descriptions.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student learning targets are embedded in the proficiency scales. Proficiency Scale for Quantum Theory (Chemistry)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||
SCI-HS.PS4.04
SCI-HS.PS4.04 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.
Clarification Statement: Physics: Examples could include solar cells capturing light and converting it to electricity; medical
imaging; and communications technology. Focus in on qualitative information and does not
include band theory
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Student learning targets are embedded in the proficiency scales. Proficiency Scale for Quantum Theory (Chemistry)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||
SCI-HS.PS4.05
Student Learning Targets:Student "I can" statements are embedded within the proficiency scale. Proficiency Scale (Physical Science)
ResourcesWebsites Vocabulary | ||||||||||||||||||||||||||||||||||||||||||||