Performance Expectations

ESS1 helps students formulate an answer to questions such as:

• What is Earth’s place in the universe?
• What makes up our solar system?
• How can the motion of Earth explain seasons and eclipses?
• How do people figure out that the Earth and life on Earth have changed through time?

The ESS1 help students formulate an answer to the question: “What is the universe, and what is Earth’s place in it?” The ESS1 Disciplinary Core Idea from the NRC Framework is broken down into three sub-ideas: the universe and its stars, Earth and the solar system and the history of planet Earth. Students examine the processes governing the formation, evolution, and workings of the solar system and universe. Some concepts studied are fundamental to science, such as understanding how the matter of our world formed during the Big Bang and within the cores of stars. Others concepts are practical, such as understanding how short-term changes in the behavior of our sun directly affect humans. Engineering and technology play a large role here in obtaining and analyzing the data that support the theories of the formation of the solar system and universe. The crosscutting concepts of patterns, scale, proportion, and quantity, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS1 performance expectations, students are expected to demonstrate proficiency in developing and using models, using mathematical and computational thinking, constructing explanations and designing solutions, engaging in argument, and obtaining, evaluating and communicating information; and to use these practices to demonstrate understanding of the core ideas.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

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.
Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars -The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years.
PS3.D: Energy in Chemical Processes and Everyday Life -Nuclear fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (secondary)

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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
Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars -The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. -Nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.
PS4.B: Electromagnetic Radiation -Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities. (secondary)

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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.
Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars -The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. -Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

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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
Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars -The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode

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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)
Disciplinary Core Ideas
ESS1.C: The History of Planet Earth -Continental rocks are generally much older than the rocks of the ocean floor.
ESS2.B: Plate Tectonics and Large-Scale System Interactions -Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history.
PS1.C: Nuclear Processes -Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials.

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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.
Disciplinary Core Ideas
ESS1.C: The History of Planet Earth -Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little. Studying these objects can provide information about Earth’s formation and early history.
PS1.C: Nuclear Processes -Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials.

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Performance Expectations

ESS2 help students formulate an answer to the question: “How and why is Earth constantly changing?” The ESS2 Disciplinary Core Idea from the NRC Framework is broken down into five sub-ideas: Earth materials and systems, plate tectonics and large-scale system interactions, the roles of water in Earth’s surface processes, weather and climate, and biogeology. For the purpose of the NGSS, biogeology has been addressed within the life science standards. Students develop models and explanations for the ways that feedbacks between different Earth systems control the appearance of Earth’s surface. Central to this is the tension between internal systems, which are largely responsible for creating land at Earth’s surface, and the sun-driven surface systems that tear down the land through weathering and erosion. Students begin to examine the ways that human activities cause feedbacks that create changes to other systems. Students understand the system interactions that control weather and climate, with a major emphasis on the mechanisms and implications of climate change. Students model the flow of energy between different components of the weather system and how this affects chemical cycles such as the carbon cycle. The crosscutting concepts of cause and effect, energy and matter, structure and function and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS2 performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, and engaging in argument; and to use these practices to demonstrate understanding of the core ideas.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

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).
Disciplinary Core Ideas
ESS2.A: Earth Materials and Systems -Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
ESS2.B: Plate Tectonics and Large-Scale System Interactions -Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.

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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.
Disciplinary Core Ideas
ESS2.A: Earth Materials and Systems -Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
ESS2.D: Weather and Climate -The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space

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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
Disciplinary Core Ideas
ESS2.A: Earth Materials and Systems -Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust.
ESS2.B: Plate Tectonics and Large-Scale System Interactions -The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection.

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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.
Disciplinary Core Ideas
ESS1.B: Earth and the Solar System -Cyclical changes in the shape of Earth’s orbit, along with changes in the tilt of the planet’s axis of rotation have altered the intensity and distribution of sunlight falling on the earth.
ESS2.A: Earth Materials and System -The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities.
ESS2.D: Weather and Climate -The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun.

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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).
Disciplinary Core Ideas
ESS2.C: The Roles of Water in Earth's Surface Processes -The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.

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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.
Disciplinary Core Ideas
ESS2.D: Weather and Climate -Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.

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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
Disciplinary Core Ideas
ESS2.D: Weather and Climate -Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
ESS2.E Biogeology -The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual coevolution of Earth’s surface and the life that exists on it

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Performance Expectations

ESS3 help students formulate an answer to the question: “How do Earth’s surface processes and human activities affect each other?” The ESS3 Disciplinary Core Idea from the NRC Framework is broken down into four sub-ideas: natural resources, natural hazards, human impact on Earth systems, and global climate change. Students understand the complex and significant interdependencies between humans and the rest of Earth’s systems through the impacts of natural hazards, our dependencies on natural resources, and the significant environmental impacts of human activities. Engineering and technology figure prominently here, as students use mathematical thinking and the analysis of geoscience data to examine and construct solutions to the many challenges facing long-term human sustainability on Earth. The crosscutting concepts of cause and effect, systems and system models, and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS3 performance expectations, students are expected to demonstrate proficiency in developing and using analyzing and interpreting data, mathematical and computational thinking, constructing explanations and designing solutions and engaging in argument; and to use these practices to demonstrate understanding of the core ideas.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

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.
Disciplinary Core Ideas
ESS3.A: Natural Resources -Resource availability has guided the development of human society.
ESS3.B: Natural Hazards -Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations

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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.
Disciplinary Core Ideas
ESS3.A: Natural Resources -Resource availability has guided the development of human society.
ESS3.B: Natural Hazards -Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.

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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.
Disciplinary Core Ideas
ESS3.A: Natural Resources -All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. 

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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).
Disciplinary Core Ideas
ESS3.A: Natural Resources -Resource availability has guided the development of human society.
ESS3.B: Natural Hazards -Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations

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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).
Disciplinary Core Ideas
ESS3.D: Global Climate Change -Even though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

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Clarification Statement: Earth Science/Environmental Science: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere.
Disciplinary Core Ideas
ESS2.D: Weather and Climate -Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise for the foreseeable future.
ESS3.D: Global Climate Change -Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.

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Performance Expectations

LS1: help students formulate an answer to the question, “How do organisms live and grow?” The LS1 Disciplinary Core Idea from the NRC Framework is presented as three subideas: Structure and Function, Growth and Development of Organisms, and Organization for Matter and Energy Flow in Organisms. In these performance expectations, students demonstrate that they can use investigations and gather evidence to support explanations of cell function and reproduction. They understand the role of proteins as essential to the work of the cell and living systems. Students can use models to explain photosynthesis, respiration, and the cycling of matter and flow of energy in living organisms. The cellular processes can be used as a model for understanding of the hierarchical organization of organism. Crosscutting concepts of matter and energy, structure and function, and systems and system models provide students with insights to the structures and processes of organisms.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Clarification Statement: Emphasis is on the conceptual understanding that DNA sequences determine the amino acid sequence and thus protein structure.
Disciplinary Core Ideas
LS1.A: Structure and Function -Systems of specialized cells within organisms help them perform the essential functions of life.
-All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells.

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• I can describe how DNA is translated into proteins made by cells and how this leads to important functions of life.

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• I can translate a gene into an amino acid sequence.

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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.
Disciplinary Core Ideas
LS1.A: Structure and Function -Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.

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Clarification Statement: Examples of investigations could include heart rate response to exercise, cell transport, etc.
Disciplinary Core Ideas
LS1.A: Structure and Function -Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.

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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.
Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms -In multicellular organisms, individual cells grow and then divide via a process called mitosis allowing the organism to grow. Each parent cell passing identical genetic material to both daughter cells. Cellular division and differentiation produce and maintain a complex organism.

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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.
Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy Flow in Organisms -The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.

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Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations
Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy Flow in Organisms -Sugar molecules contain carbon, hydrogen, and oxygen. These building blocks are used to form large molecules. Chemical elements are recombined in different ways to form different products.

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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
Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy Flow in Organisms -Chemical elements are recombined in different ways to form different products. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken, and new compounds are formed that can transport energy.

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Performance Expectations

LS2 help students formulate an answer to the question, “How and why do organisms interact with their environment, and what are the effects of these interactions?” The LS2 Disciplinary Core Idea includes four sub-ideas: Interdependent Relationships in Ecosystems, Cycles of Matter and Energy Transfer in Ecosystems, Ecosystem Dynamics, Functioning, and Resilience, and Social Interactions and Group Behavior. High school students can use mathematical reasoning to demonstrate understanding of fundamental concepts of carrying capacity, factors affecting biodiversity and populations, and the cycling of matter and flow of energy among organisms in an ecosystem. These mathematical models provide support of students’ conceptual understanding of systems and their ability to develop design solutions for reducing the impact of human activities on the environment and maintaining biodiversity. Crosscutting concepts of systems and system models play a central role in students’ understanding of science and engineering practices and core ideas of ecosystems.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

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.
Disciplinary Core Ideas
LS2.A: Interdependent Relationships in Ecosystems -Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease.

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Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.
Disciplinary Core Ideas
LS2.A: Interdependent Relationships in Ecosystems -Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease.
LS2.C: Ecosystem Dynamics, Functioning, and Resilience -Interactions within an ecosystem can keep its organisms relatively constant under stable conditions. A change in the ecosystem can create a change in populations.

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Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments
Disciplinary Core Ideas
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems -Photosynthesis and cellular respiration provide most of the energy for life processes.

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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.
Disciplinary Core Ideas
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems -The chemical elements that make up the molecules of organisms pass through food webs (10% rule) and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.

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Clarification Statement: Examples of models could include simulations and mathematical models.
Disciplinary Core Ideas
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems -Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes

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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
Disciplinary Core Ideas
LS2.C: Ecosystem Dynamics, Functioning, and Resilience -Interactions within an ecosystem can keep its organisms relatively constant under stable conditions. A change in the ecosystem can create a change in populations.

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Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive speci
Disciplinary Core Ideas
LS2.C: Ecosystem Dynamics, Functioning, and Resilience -Human activity in the environment can disrupt an ecosystem. — including habitat destruction, pollution, introduction of invasive species, overexploitation, climate change, restoration, conservation, and preservation.
LS4.D: Biodiversity and Humans -Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction)

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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.
Disciplinary Core Ideas
LS2.D: Social Interactions and Group Behavior -Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

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Performance Expectations

LS3 help students formulate answers to the questions: “How are characteristics of one generation passed to the next? How can individuals of the same species and even siblings have different characteristics?” The LS3 Disciplinary Core Idea from the NRC Framework includes two subideas: Inheritance of Traits, and Variation of Traits. Students are able to ask questions, make and defend a claim, and use concepts of probability to explain the genetic variation in a population. Students demonstrate understanding of why individuals of the same species vary in how they look, function, and behave. Students can explain the mechanisms of genetic inheritance and describe the environmental and genetic causes of gene mutation and the alteration of gene expression. Crosscutting concepts of patterns and cause and effect are called out as organizing concepts for these core ideas.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

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
Disciplinary Core Ideas
LS1.A: Structure and Function -All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
LS3.A: Inheritance of Traits -DNA make up genes that are sections on chromosomes which are the instructions for forming individual characteristics (traits). All cells of an organism have the same genetic content. Gene expression is regulated in different ways.

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• I can identify the stages of Meiosis
  
• I can identify and know what homologous chromosome are

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• I can match homologues and produce a karyotype. 

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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
Disciplinary Core Ideas
LS3.B: Variation of Traits -Sexual reproduction (meiosis) creates variation through crossing over and independent assortment. Mutations may occur during DNA replication resulting in genetic variation or due to environmental factors. The variation and distribution of traits observed depends on both genetic and environmental factors.

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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
Disciplinary Core Ideas
LS3.B: Variation of Traits -The variation and distribution of traits observed depends on both genetic and environmental factors

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Performance Expectations

LS4 help students formulate an answer to the question, “What evidence shows that different species are related? The LS4 Disciplinary Core Idea involves four sub-ideas: Evidence of Common Ancestry and Diversity, Natural Selection, Adaptation, and Biodiversity and Humans. Students can construct explanations for the processes of natural selection and evolution and communicate how multiple lines of evidence support these explanations. Students can evaluate evidence of the conditions that may result in new species and understand the role of genetic variation in natural selection. Additionally, students can apply concepts of probability to explain trends in populations as those trends relate to advantageous heritable traits in a specific environment. The crosscutting concepts of cause and effect and systems and system models play an important role in students’ understanding of the evolution of life on Earth.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Clarification 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.
Disciplinary Core Ideas
LS4.A: Evidence of Common Ancestry and Diversity -Genetic information, like the fossil record, provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence

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Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on the 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.
Disciplinary Core Ideas
LS4.B: Natural Selection -Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information — that is, trait variation — that leads to differences in performance among individuals.
LS4.C: Adaptation -Evolution is a consequence of the interaction of four factors: (1) Variations, (2) Overpopulation, (3) Adaptations, (4) Descent with modification.

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• I can verify the existence of certain species.
  
• I can identify the formation of new specie.

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• I can produce a diagram that tracks the genetic characteristics of a species. 

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Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.
Disciplinary Core Ideas
LS4.B: Natural Selection -The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
LS4.C: Adaptation -Adaptation also means that the distribution of traits in a population can change when conditions change.

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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.
Disciplinary Core Ideas
LS4.C: Adaptation -Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.

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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.
Disciplinary Core Ideas
LS4.C: Adaptation -Changes in the physical environment contribute to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline — and sometimes the extinction — of some species. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.

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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.
Disciplinary Core Ideas
LS4.C: Adaptation -Changes in the physical environment lead to changes in species diversity and distribution.
LS4.D: Biodiversity and Humans -Human activity has adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change.

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Performance Expectations

PS1 help students formulate an answer to the question, “How can one explain the structure, properties, and interactions of matter?” The PS1 Disciplinary Core Idea from the NRC Framework is broken down into three subideas: the structure and properties of matter, chemical reactions, and nuclear processes. Students are expected to develop understanding of the substructure of atoms and to provide more mechanistic explanations of the properties of substances. Chemical reactions, including rates of reactions and energy changes, can be understood by students at this level in terms of the collisions of molecules and the rearrangements of atoms. Students are able to use the periodic table as a tool to explain and predict the properties of elements. Using this expanded knowledge of chemical reactions, students are able to explain important biological and geophysical phenomena. Phenomena involving nuclei are also important to understand, as they explain the formation and abundance of the elements, radioactivity, the release of energy from the sun and other stars, and the generation of nuclear power. Students are also able to apply an understanding of the process of optimization in engineering design to chemical reaction systems. The crosscutting concepts of patterns, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas. In the PS1 performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and conducting investigations, using mathematical thinking, and constructing explanations and designing solutions; and to use these practices to demonstrate understanding of the core ideas.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

Clarification Statement:
Physical Science: Examples of properties that could be predicted from patterns could include metals, nonmetals, metalloids, number of valence electrons, types of bonds formed, or atomic mass. Emphasis is on main group elements.
Chemistry: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, atomic radius, atomic mass, or reactions with oxygen. Emphasis is on main group elements and qualitative understanding of the relative trends of ionization energy and electronegativity
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

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Students "I can" statements are embedded within the proficiency scale.

Proficiency Scale (Physical Science)

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Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Bonding and Intermolecular Forces (Chemistry)

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Student Learning Targets for Periodicity (Chemistry)

Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Periodicity (Chemistry)

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Proficiency Scale for Nomenclature (Chemistry)

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Proficiency Scale for Chemical Reaction and the Activities Series (Chemistry)

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Proficiency Scale for Structure & Properties of Matter (Chemistry)

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Proficiency Scale for Atomic Theory (Chemistry)

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Clarification Statement:
Physical Science: Examples of chemical reactions could include the reaction of sodium and chlorine, carbon and oxygen, or hydrogen and oxygen. Reaction classification includes synthesis, decomposition, single displacement, double displacement, and acid-base.
Chemistry: Examples of chemical reactions could include the reaction of sodium and chlorine, carbon and oxygen, or carbon and hydrogen. Reaction classification aids in the prediction of products (e.g. synthesis, decomposition, single displacement, double displacement, and acid-base)
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
PS1.B: Chemical Reactions The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.

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Proficiency Scale (Physical Science)

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Student learning targets are embedded in the proficiency scale.

Proficiency Scale for Chemical Reactions (Chemistry)

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Student Learning Targets for Periodicity (Chemistry)

Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Periodicity (Chemistry)

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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.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.

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Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Bonding and Intermolecular Forces (Chemistry)

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Vocabulary

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Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Solutions (Chemistry)

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Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale for Gases (Chemistry)

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Proficiency Scale for Structure & Properties of Matter (Chemistry)

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Proficiency Scale for Atomic Theory (Chemistry)

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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.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.
PS1.B: Chemical Reactions Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy.

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Proficiency Scale (Physical Science)

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Student learning targets are embedded within the proficiency scales.

Proficiency Scale for Reaction Rates & Kinetics (Chemistry)

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Clarification Statement:
Physical Science: Emphasis is on relating factors such as temperature and concentration to reaction rate qualitatively.
Chemistry: Emphasis is on relating factors such as temperature and concentration to reaction rate quantitatively.
Disciplinary Core Ideas
PS1.B: Chemical Reactions Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy

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Proficiency Scale for Chemical Reactions (Chemistry)

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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.
Disciplinary Core Ideas
PS1.B: Chemical Reactions In many situations, a dynamic and condition dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present
ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (secondary)

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Proficiency Scale for Chemical Reactions (Chemistry)

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Student Learning Targets for Chemical Equilibrium (Chemistry):

Student learning targets are embedded in the proficiency scale.

Proficiency Scale for Chemical Equilibrium (Chemistry)

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Clarification Statement:
Physical Science: Emphasis is on using mathematical ideas as they relate to balancing reactions to communicate the proportional relationships between masses of atoms in the reactants and the products. Emphasis is on assessing students’ use of mathematical thinking and not on memorization.
Chemistry: Emphasis is on using mathematical ideas as they relate to balancing reactions and stoichiometry to communicate the proportional relationships between masses of atoms in the reactants and the products. Emphasis is on assessing students’ use of mathematical thinking and not on memorization.
Disciplinary Core Ideas
PS1.B: Chemical Reactions The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions

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Student "I can" statements are embedded within the proficiency scale.

Proficiency Scale (Physical Science)

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Student learning targets are embedded in the proficiency scales.

Proficiency Scale for Moles and Stoichiometry (Chemistry)

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Student learning targets are embedded in the proficiency scales.

Proficiency Scale for Acid and Bases (Chemistry)

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Clarification Statement: Physical Science: Emphasis is only qualitative understanding between fission and fusion.
Chemistry: 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 as well as alpha, beta, and gamma radioactive decays.
Disciplinary Core Ideas
PS1.C: Nuclear Processes Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.

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