Title: High School Science
Course: BPSS (SCI) Science Standards > Section: Standards Workspace

SCI-HS.PS1.01

High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

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:
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

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

Proficiency Scale (Physical Science)

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- Themselves as an individual (myself, my family, my friends)
- Our society (environment, economy, infrastructure)
- Our culture (beliefs, norms, people)
- Our species (mankind, global, environment)
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Atoms and The Periodic Table):
- Determine how many protons, neutrons, and electrons an atom has, given its symbol, atomic number, and mass number.
- State the charge, mass, and location of each part of the atom according to the modern model of the atom.
- Relate the organization of the periodic table to the arrangement of electrons within an atom.
- From the given model, students identify and describe the components of the model that are relevant for their predictions, including:
  - Elements and their arrangement in the periodic table;
  - A positively-charged nucleus composed of both protons and neutrons, surrounded by negatively-charged electrons;
  - Electrons in the outermost energy level of atoms (i.e., valence electrons)
  - The number of protons in each element.
- Students identify and describe the following relationships between components in the given model, including:
  - The arrangement of the main groups (families) of the periodic table reflects the patterns of outermost electrons. (alkali metals, alkaline-earth metals, transition metals, halogens and noble gases)
  - Elements in the periodic table are arranged by the numbers of protons in atoms.
- Explain the relationship between a mole of a substance and Avogadro’s constant.
- Describe how the abundance of isotopes affects an element’s average atomic mass.

The student will be able to (Structure of Matter):
- Distinguish between compounds and mixtures.
- Explain how and why some atoms transfer their valence electrons to form ionic bonds, while other atoms share valence electrons to form covalent bonds.
- Differentiate between ionic, covalent, and metallic bonds.
- Write chemical names and formulas for simple ionic and covalent compounds.
- Students use the periodic table to predict the patterns of behavior of the elements based on the attraction and repulsion between electrically charged particles and the patterns of outermost electrons that determine the typical reactivity of an atom.
- Students predict the following patterns of properties:
  - The number and types of bonds formed (i.e. ionic, covalent, metallic) by an element and between elements;
  - The number and charges in stable ions that form from atoms in a group of the periodic table.
  - The trend in reactivity and electronegativity of atoms down a group, and across a row in the periodic table, based on attractions of outermost (valence) electrons to the nucleus; and
  - The relative sizes of atoms both across a row and down a group in the periodic table.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will be able to define (Atoms and The Periodic Table):
- nucleus, proton, neutron, electron, orbital, valence electron, periodic law, period, group, ion, atomic number, mass number, isotope, atomic mass unit (amu), average atomic mass, metal, nonmetal, semiconductor, alkali metals, alkaline earth metal, transition metal, halogen, noble gas

The student will be able to define (Structure of Matter):
- Chemical bond, chemical structure, bond length, bond angle, ionic bond, metallic bond, covalent bond, polyatomic ion, empirical formula, molecular formula

 However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

Student Learning Targets:

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

Proficiency Scale for Bonding and Intermolecular Forces (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

HS-PS1-1-Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension.  A suggestion would be to have students construct and revise an explanation for the behaviors of solutes and solvents of differing polarity and the practical applications of various materials in real-world applications).

HS-PS2-6-Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).
- Determine the strength of a chemical bond between to ions.
- Determine the characteristics of the electrons involved in a chemical bond based on electronegativity values.
- Identify whether a bond is covalent or ionic based solely on electronegativity data for the respective ions.
- Differentiate between values of a Van der Waals radius and a covalent radius.
- Compare and contrast ionic radii (both cation and anion) to a stable atom.
- Determine the covalent radius when provided with internuclear distance information.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).The student will:

HS-PS1-1
- Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).
- Use the periodic table to gather information about main group elements.

HS-PS1-3
- Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
- Model the structures of various substances. Describe the relationship between electrical forces and particles.

HS-PS2-6
- Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
- Describe the structure of different substances at the molecular level.
- Describe the relationship between attractive and repulsive forces at the molecular level.
- Define and identify electronegativity trends from the periodic table.
- Identify physical traits of compounds formed by covalent and ionic bonds.
- Identify the bond axis, bond angle, and bond length of a covalent molecule.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Student Learning Targets for Periodicity (Chemistry)

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

Proficiency Scale for Periodicity (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

HS-PS1-1

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-2

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties (for example, explain the reasoning behind reactions between main group elements such as sodium and chlorine, carbon and oxygen, or carbon and hydrogen).
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).The student will:

The student will:

HS-PS1-1

- Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).
- Use the periodic table to gather information about main group elements.

HS-PS1-2
- Recognize or recall specific vocabulary (for example, acid/base reaction, atom, atomic configuration, atomic reaction, carbon, chemical property, chemical properties of elements, chemical reaction rate, main group (representative) element, outcome, outermost electron state, pattern, periodic table, reaction, simple chemical reaction, trend).
- Describe the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
- Describe the relationship between chemical reactions and outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Nomenclature (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”). |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

When provided with a periodic table and list of selected polyatomic ions, student will:

- Properly combine cations and anions to determine an ionic compound’s chemical formula, including those compounds that require Roman numerals.
- Provide the proper name and/or formula for molecular compounds, utilizing Greek prefixes appropriately. Provide the proper name and/or formula for binary and ternary/tertiary acids
- Differentiates between how cations and anions are made, including providing examples
- Properly predicts the charge of an element’s ion based upon its location on the periodic table
- Differentiates between ionic compounds (formula units) and molecular compounds (molecules) and provides examples of each
- Properly combines two ions to determine a binary compound’s chemical formula
- Provides the proper name for a given binary compound, utilizing special naming rules for molecular compounds, binary acids, and elements requiring Roman numerals
- Identifies polyatomic ions by name and chemical formula (including charge)
- Combines ions together to form a ternary compound
- Provides the proper name for a polyatomic compound, utilizing special naming rules for elements requiring Roman numerals
- Names binary and ternary acids when provided with their chemical formulae
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).The student will:

Student will:
- Differentiate between cations and anions.
- Determine the charge of an element’s common ion(s).
- Differentiate between ionic compounds and molecular compounds.

When provided with a periodic table, a list of selected polyatomic ions, and list of Greek prefixes and Roman numerals (1-10), student will:

Properly combine cations and anions to determine an ionic compound’s chemical formula, including those compounds that require Roman numerals.
- Identifies a cation and anion when provided examples
- Demonstrates errors in distinguishing between ionic and molecular compounds
- Demonstrates errors in combining binary compounds
- Demonstrates errors in naming binary compounds
- Demonstrates errors in identifying polyatomic ions (including charge)
- Demonstrates errors in combing and/or naming ternary compounds
- Demonstrates errors in identifying binary and/or ternary acids when provided the chemical formulae
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

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

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”). |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

HS-PS1-1

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. (Clarification Statement:  Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen).
- Draws the Lewis structure for various ionic and molecular compounds.
- Determines the number of shared and unshared pairs of electrons in the above compounds.
- Identifies if a compound is polar or nonpolar.
- Determines the number of sigma and pi bonds found in the above compounds.
- Uses the skills in the below proficient category to determine the geometrical shape and angles of various compounds.
- Classifies the type of a given hydrocarbon compound.
- Properly uses organic naming prefixes used in naming hydrocarbon compounds (mono, eth, prop, but, etc).
- Properly uses organic naming suffixes used in naming hydrocarbon compounds (-ane, -ene, -yne).
- Identifies how a ring (cyclo arrangement) affects the overall molecule of a hydrocarbon.
- Provides the proper name of a hydrocarbon compound when given its chemical formula (limited to alkanes, alkenes, and alkynes; also in a cyclo arrangement).
- Provides the proper chemical formula of a hydrocarbon compound when given its chemical name.
- Determine the strength of a chemical bond between to ions.
- Determine the characteristics of the electrons involved in a chemical bond based on electronegativity values.
- Identify whether a bond is covalent or ionic based solely on electronegativity data for the respective ions.
- Differentiate between values of a Van der Waals radius and a covalent radius.
- Compare and contrast ionic radii (both cation and anion) to a stable atom.
- Determine the covalent radius when provided with internuclear distance information.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).The student will:
- Recognizes examples of the above skills but is unable to generate independently.
- When supplied with the terms above can recognize the application when provided, but cannot generate independently.
- Define and identify electronegativity trends from the periodic table.
- Identify physical traits of compounds formed by covalent and ionic bonds.
- Identify the bond axis, bond angle, and bond length of a covalent molecule.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Structure & Properties of Matter (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”). |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

HS-PS1-1- Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension). Identify and explain physical properties (e.g., density, melting point, boiling point, conductivity, malleability) and chemical properties (e.g., the ability to form new substances).

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level

structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).
- Explains the similarities and differences between the 3 states of matter, with examples
- Discusses the differences between chemical and physical changes, with examples
- Discusses the term “phase” in terms of homogeneous and heterogeneous mixtures
- Separates various mixtures using physical properties
- Discusses multiple ways a mixture may be separated using physical properties
- Communicates a knowledge of the difference between a chemical formula and a chemical reaction by providing examples of each
- Differentiates between qualitative and quantitative data through the use of examples
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

HS-PS1-1.

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).o Use the periodic table to gather information about main group elements.

HS-PS1-3.

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
- Model the structures of various substances.
- Describe the relationship between electrical forces and particles.

HS-PS2-6.

The student will:

- Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
- Describe the structure of different substances at the molecular level.
- Describe the relationship between attractive and repulsive forces at the molecular level.
- Identifies properties of the 3 states of matter
- Recognizes examples of chemical and physical changes
- Identifies a homogeneous and heterogeneous mixture when given examples
- Identifies physical properties when given examples
- Recognizes ways that solutions may be separated using physical properties
- Recognizes examples of chemical formulas and chemical reactions
- Recognizes the differences between qualitative and quantitative data when given examples
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Atomic Theory (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”). |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

HS-PS1-1.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.]  (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials.]

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

HS-PS1-1

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, mass of subatomic particles).
- Use the periodic table to gather information about main group elements.

HS-PS1-3.

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
- Model the structures of various substances.
- Describe the relationship between electrical forces and particles.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SCI-HS.PS1.02

High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

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:
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

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

Proficiency Scale (Physical Science)

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

- Themselves as an individual (myself, my family, my friends)
- Our society (environment, economy, infrastructure)
- Our culture (beliefs, norms, people)
- Our species   (mankind, global, environment)
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Acids, Bases and Salts):

For simple acid/base reactions: a student can identify and describe the evidence to construct the explanation, including:

1. Identification of the products and reactants, including their chemical formulas and the arrangement of their outermost (valence) electrons;
2. Identification that the number and types of atoms are the same both before and after a reaction;

For simple acid/base reactions: Students use evidence to develop a model in which they identify and describe the relevant components, including:

1. The chemical reaction, the system, and the surroundings under study;
2. The bonds that are broken during the course of the reaction;
3. The bonds that are formed during the course of the reaction;

 The student will be able to (Chemical Reactions):

- Distinguish among five general types of chemical reactions.
- Predict the products of some reactions based on the reaction type.
- Demonstrate how to balance chemical equations.
- Using a balanced chemical equation: Identification of the claim that atoms, and therefore mass, are conserved during a chemical reaction.
- Calculate the relative masses of reactants and products from a chemical reaction.
- Recognize some signs that a chemical reaction may be taking place.
- Identify mole ratios in a balanced chemical reaction.
- Describe the factors affecting reaction rates.
- Describe the difference between endothermic and exothermic reactions and be able to determine whether the products have more or less bond energy than the reactants.
- Describe how to detect whether a chemical change has occurred.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will be able to define (Acid, Bases and Salts):
- catalyst, chemical equation, coefficient, equilibrium, endothermic reaction, exothermic reaction, inhibitor, product, radical, reactant,

The student will be able to define (Chemical Reactions):
- acid, antacid, base, electrolyte, indicator, neutralization, pH, salt

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

Student Learning Targets:

Student learning targets are embedded in the proficiency scale.

Proficiency Scale for Chemical Reactions (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

HS-PS1-2-Construct and revise an explanation for the outcome of a simple chemical reaction basedon the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns ofchemical properties (for example, explain the reasoning behind reactions between main group elements such as sodium and chlorine, carbon and oxygen, or carbon and hydrogen).

HS-PS1-5-Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs (for example, use evidence from temperature, concentration, and rate data to explain qualitative relationships between rate and temperature in a simple reaction with two reactants, focusing on the number and energy of collisions between molecules). HS-PS1-6-Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium (for example, apply Le Chatelier's principle to think of ways to increase product formation through the addition of reactants or removal of products).
- Completes and balances a reaction from word equation prompts.
- Uses the activity series to determine if a reaction occurs.
- When given just the reactants in word form can predict the products and balance the chemical equation.
- Use solubility rules (provided) to determine the solubility of a compound.
- Produces a net ionic equation based off of reactants.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).The student will: HS-PS1-2
- Recognize or recall specific vocabulary (for example, acid/base reaction, atom, atomic configuration, atomic reaction, carbon, chemical property, chemical properties of elements, chemical reaction rate, hydrogen, main group element, outermost electron state, pattern, periodic table, reaction, simple chemical reaction, trend).
- Describe the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
- Describe the relationship between chemical reactions and outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.

HS-PS1-5
- Recognize or recall specific vocabulary (for example, accelerator, catalyst, collision, concentration, data, endothermic reaction, energy, exothermic reaction, molecule, oxidation-reduction, particle, properties of reactants, radical reaction, rate, react, reactant, reaction, recombination of chemical elements, simple reaction, temperature).
- Describe the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS1-6
- Recognize or recall specific vocabulary (for example, chemical reaction rate, chemical system, endothermic reaction, equilibrium, exothermic reaction, formation, Le Chatelier's principle, product, reactant).
- Describe the relationship between elements in a chemical system.
- Describe how products reach equilibrium.
- Classify the type of chemical reaction when provided the equation
- Balances a reaction when given chemical symbols and the products
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Student Learning Targets for Periodicity (Chemistry)

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

Proficiency Scale for Periodicity (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

HS-PS1-1

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-2

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties (for example, explain the reasoning behind reactions between main group elements such as sodium and chlorine, carbon and oxygen, or carbon and hydrogen).
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).The student will:

The student will:

HS-PS1-1

- Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).
- Use the periodic table to gather information about main group elements.

HS-PS1-2
- Recognize or recall specific vocabulary (for example, acid/base reaction, atom, atomic configuration, atomic reaction, carbon, chemical property, chemical properties of elements, chemical reaction rate, main group (representative) element, outcome, outermost electron state, pattern, periodic table, reaction, simple chemical reaction, trend).
- Describe the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
- Describe the relationship between chemical reactions and outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SCI-HS.PS1.03

High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

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

Proficiency Scale for Bonding and Intermolecular Forces (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

HS-PS1-1-Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension.  A suggestion would be to have students construct and revise an explanation for the behaviors of solutes and solvents of differing polarity and the practical applications of various materials in real-world applications. ).

HS-PS2-6-Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).
- Determine the strength of a chemical bond between to ions.
- Determine the characteristics of the electrons involved in a chemical bond based on electronegativity values.
- Identify whether a bond is covalent or ionic based solely on electronegativity data for the respective ions.
- Differentiate between values of a Van der Waals radius and a covalent radius.
- Compare and contrast ionic radii (both cation and anion) to a stable atom.
- Determine the covalent radius when provided with internuclear distance information.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).The student will: HS-PS1-1
- Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).
- Use the periodic table to gather information about main group elements.

HS-PS1-3
- Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
- Model the structures of various substances. Describe the relationship between electrical forces and particles.

HS-PS2-6
- Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
- Describe the structure of different substances at the molecular level.
- Describe the relationship between attractive and repulsive forces at the molecular level.
- Define and identify electronegativity trends from the periodic table.
- Identify physical traits of compounds formed by covalent and ionic bonds.
- Identify the bond axis, bond angle, and bond length of a covalent molecule.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Student Learning Targets:

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

Proficiency Scale for Solutions (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:
- Calculate molarity of a solution.
- Calculate molality of a solution.
- Determine and describe the technique for performing a dilution from a stock solution of a known concentration.
- Determine the solubility of a gas within a solution using the solubility:pressure ratio S1/P1 = S2/P2.
- Calculate a mole fraction of a solution.
- Calculate a mass percent of a solution.
- Determine the boiling and/or freezing point of a solution when given an amount of solute and volume of solvent (or perform derivatives of the values when given boiling and/or freezing points).
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student:

- Can provide definitions and/or the equations for the above skills but demonstrates errors in implementation.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Student Learning Targets:

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

Proficiency Scale for Gases (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:
- Properly apply Boyle's law, Charles' law, Gay-Lussac law, Dalton's law of partial pressure independently or collectively the combined gas law to various situations to determine the pressure, volume, and temperature of a gas when conditions change.
- Use data from eudiometer readings to determine the pressure of a gas.
- Properly apply Dalton's Law of Partial Pressure to determine the pressure of a dry gas, which will be used to perform both combined and ideal gas law calculations.
- Use the ideal gas law to determine a pressure, amount, volume, or temperature of a gas when given a set of conditions
- Perform multiple labs to investigate the combined and ideal gas laws, including data from gases collected over water.
- Use an inquiry technique to discover the correlation between the R value of the ideal gas law and the 22.4 liters per mole ratio that exists at STP.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student:

- Properly applies the above terms in a situation that is provided for them as opposed to determining the suitability independently.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Structure & Properties of Matter (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”). |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

HS-PS1-1- Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension). Identify and explain physical properties (e.g., density, melting point, boiling point, conductivity, malleability) and chemical properties (e.g., the ability to form new substances).

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level

structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).
- Explains the similarities and differences between the 3 states of matter, with examples
- Discusses the differences between chemical and physical changes, with examples
- Discusses the term “phase” in terms of homogeneous and heterogeneous mixtures
- Separates various mixtures using physical properties
- Discusses multiple ways a mixture may be separated using physical properties
- Communicates a knowledge of the difference between a chemical formula and a chemical reaction by providing examples of each
- Differentiates between qualitative and quantitative data through the use of examples
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

HS-PS1-1.

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).o Use the periodic table to gather information about main group elements.

HS-PS1-3.

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
- Model the structures of various substances.
- Describe the relationship between electrical forces and particles.

HS-PS2-6.

The student will:

- Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
- Describe the structure of different substances at the molecular level.
- Describe the relationship between attractive and repulsive forces at the molecular level.
- Identifies properties of the 3 states of matter
- Recognizes examples of chemical and physical changes
- Identifies a homogeneous and heterogeneous mixture when given examples
- Identifies physical properties when given examples
- Recognizes ways that solutions may be separated using physical properties
- Recognizes examples of chemical formulas and chemical reactions
- Recognizes the differences between qualitative and quantitative data when given examples
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Atomic Theory (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”). |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

HS-PS1-1.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.]  (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials.]

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

HS-PS1-1

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, mass of subatomic particles).
- Use the periodic table to gather information about main group elements.

HS-PS1-3.

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
- Model the structures of various substances.
- Describe the relationship between electrical forces and particles.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SCI-HS.PS1.04

High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

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

Proficiency Scale (Physical Science)

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

- Themselves as an individual (myself, my family, my friends)
- Our society (environment, economy, infrastructure)
- Our culture (beliefs, norms, people)
- Our species   (mankind, global, environment)
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Chemical Reactions):
- Distinguish among five general types of chemical reactions.
- Predict the products of some reactions based on the reaction type.
- Demonstrate how to balance chemical equations.
- Using a balanced chemical equation: Identification of the claim that atoms, and therefore mass, are conserved during a chemical reaction.
- Calculate the relative masses of reactants and products from a chemical reaction.
- Recognize some signs that a chemical reaction may be taking place.
- Identify mole ratios in a balanced chemical reaction.
- Describe the factors affecting reaction rates.
- Describe the difference between endothermic and exothermic reactions and be able     to determine whether the products have more or less bond energy than the reactants.
- Describe how to detect whether a chemical change has occurred.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will be able to define:

- catalyst, chemical equation, coefficient, equilibrium, endothermic reaction, exothermic reaction, inhibitor, product, radical, reactant,

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

Student Learning Targets:

Student learning targets are embedded within the proficiency scales.

Proficiency Scale for Reaction Rates & Kinetics (Chemistry)

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

HS-PS1-4-Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy (for example, create a molecular-level drawing or diagram of a reaction, a graph showing the relative energies of reactants and products, or a representation showing that energy is conserved to illustrate that a chemical reaction is a system that affects energy change).

The student:
- can provide first-hand laboratory evidence of the effect of raising or lowering temperature on the rate of collisions between particles and the resulting reaction rate.
- can use a reaction energy profile (i.e. Boltzmann distribution) to:
  - explain how using a catalyst increases the number of particles available for collisions and the effect of the catalyst on reaction rate.
  - classify a reaction as exothermic or endothermic.
  - calculate the activation energy of the forward or reverse reaction, with or without a catalyst being applied.
- can give first-hand evidence of how the use of a catalyst increases the rate of a reaction.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will:

HS-PS1-4:

- Recognize or recall specific vocabulary (for example, absorption, bond, bond energy, change, chemical reaction, conserve, energy, molecular level, product, reactant, reaction, relative energy, release, system).
- Create diagrams of chemical reactions.
- Describe changes in total bond energy during a chemical reaction.
- Describe what changing conditions can do to the rate or direction of a reaction.
- Explain how changing concentrations changes the number of particles available for collisions.
- Explain how changing temperature changes the energy of the particle
- Define rate of reaction
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SCI-HS.PS1.05

High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

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:
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

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Student learning targets are embedded in the proficiency scale.

Proficiency Scale for Chemical Reactions (Chemistry)

Score |  | Description | I can statements
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

HS-PS1-2-Construct and revise an explanation for the outcome of a simple chemical reaction basedon the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns ofchemical properties (for example, explain the reasoning behind reactions between main group elements such as sodium and chlorine, carbon and oxygen, or carbon and hydrogen).

HS-PS1-5-Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs (for example, use evidence from temperature, concentration, and rate data to explain qualitative relationships between rate and temperature in a simple reaction with two reactants, focusing on the number and energy of collisions between molecules).

HS-PS1-6-Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium (for example, apply Le Chatelier's principle to think of ways to increase product formation through the addition of reactants or removal of products).
- Completes and balances a reaction from word equation prompts.
- Uses the activity series to determine if a reaction occurs.
- When given just the reactants in word form can predict the products and balance the chemical equation.
- Use solubility rules (provided) to determine the solubility of a compound.
- Produces a net ionic equation based off of reactants.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will:

HS-PS1-2
- Recognize or recall specific vocabulary (for example, acid/base reaction, atom, atomic configuration, atomic reaction, carbon, chemical property, chemical properties of elements, chemical reaction rate, hydrogen, main group element, outermost electron state, pattern, periodic table, reaction, simple chemical reaction, trend).
- Describe the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
- Describe the relationship between chemical reactions and outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.

HS-PS1-5
- Recognize or recall specific vocabulary (for example, accelerator, catalyst, collision, concentration, data, endothermic reaction, energy, exothermic reaction, molecule, oxidation-reduction, particle, properties of reactants, radical reaction, rate, react, reactant, reaction, recombination of chemical elements, simple reaction, temperature).
- Describe the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS1-6
- Recognize or recall specific vocabulary (for example, chemical reaction rate, chemical system, endothermic reaction, equilibrium, exothermic reaction, formation, Le Chatelier's principle, product, reactant).
- Describe the relationship between elements in a chemical system.
- Describe how products reach equilibrium.
- Classify the type of chemical reaction when provided the equation
- Balances a reaction when given chemical symbols and the products
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SCI-HS.PS1.06

High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

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.
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)

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Student learning targets are embedded in the proficiency scale.

Proficiency Scale for Chemical Reactions (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

HS-PS1-2-Construct and revise an explanation for the outcome of a simple chemical reaction basedon the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns ofchemical properties (for example, explain the reasoning behind reactions between main group elements such as sodium and chlorine, carbon and oxygen, or carbon and hydrogen).

HS-PS1-5-Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs (for example, use evidence from temperature, concentration, and rate data to explain qualitative relationships between rate and temperature in a simple reaction with two reactants, focusing on the number and energy of collisions between molecules).

HS-PS1-6-Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium (for example, apply Le Chatelier's principle to think of ways to increase product formation through the addition of reactants or removal of products).
- Completes and balances a reaction from word equation prompts.
- Uses the activity series to determine if a reaction occurs.
- When given just the reactants in word form can predict the products and balance the chemical equation.
- Use solubility rules (provided) to determine the solubility of a compound.
- Produces a net ionic equation based off of reactants.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will:

HS-PS1-2

- Recognize or recall specific vocabulary (for example, acid/base reaction, atom, atomic configuration, atomic reaction, carbon, chemical property, chemical properties of elements, chemical reaction rate, hydrogen, main group element, outermost electron state, pattern, periodic table, reaction, simple chemical reaction, trend).
- Describe the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
- Describe the relationship between chemical reactions and outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.

HS-PS1-5
- Recognize or recall specific vocabulary (for example, accelerator, catalyst, collision, concentration, data, endothermic reaction, energy, exothermic reaction, molecule, oxidation-reduction, particle, properties of reactants, radical reaction, rate, react, reactant, reaction, recombination of chemical elements, simple reaction, temperature).
- Describe the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS1-6
- Recognize or recall specific vocabulary (for example, chemical reaction rate, chemical system, endothermic reaction, equilibrium, exothermic reaction, formation, Le Chatelier's principle, product, reactant).
- Describe the relationship between elements in a chemical system.
- Describe how products reach equilibrium.
- Classify the type of chemical reaction when provided the equation
- Balances a reaction when given chemical symbols and the products
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Student Learning Targets for Chemical Equilibrium (Chemistry):

Student learning targets are embedded in the proficiency scale.

Proficiency Scale for Chemical Equilibrium (Chemistry)

Score |  | Description | Student Targets and Activities
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

- Write an equilibrium expression to mathematically relate the relationship between products and reactants.
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

- Can utilize a reaction’s equilibrium constant to predict the side (reactant or product) that a reaction tends to favor at given conditions.
- Analyze information from an experiment where temperature and concentration are changed on a reaction at equilibrium.
- Predict the shift in equilibrium when changes in concentration, temperature, and pressure occur.
- Can manipulate the concentrations of reactants and products of a reversible reaction in order to affect the number of collisions between molecules and shift a reaction equilibrium in the desired direction (e.g. to maximize product).
- Can add or remove heat energy in a reversible reaction at equilibrium in order to shift the reaction equilibrium in the desired direction (e.g. to maximize product).
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will:
- Explain Le Chatelier’s Principle
- Model equilibrium in a reaction by using a double arrow ←→
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SCI-HS.PS1.07

High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

SCI-HS.PS1.07 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

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

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

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

Proficiency Scale (Physical Science)

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

- Themselves as an individual (myself, my family, my friends)
- Our society (environment, economy, infrastructure)
- Our culture (beliefs, norms, people)
- Our species   (mankind, global, environment)
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Chemical Reactions):
- Distinguish among five general types of chemical reactions.
- Predict the products of some reactions based on the reaction type.
- Demonstrate how to balance chemical equations.
- Using a balanced chemical equation: Identification of the claim that atoms, and therefore mass, are conserved during a chemical reaction.
- Calculate the relative masses of reactants and products from a chemical reaction.
- Recognize some signs that a chemical reaction may be taking place.
- Identify mole ratios in a balanced chemical reaction.
- Describe the factors affecting reaction rates.
- Describe the difference between endothermic and exothermic reactions and be able     to determine whether the products have more or less bond energy than the reactants.
- Describe how to detect whether a chemical change has occurred.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will be able to define:
- catalyst, chemical equation, coefficient, equilibrium, endothermic reaction, exothermic reaction, inhibitor, product, radical, reactant,

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

Student Learning Targets:

Student learning targets are embedded in the proficiency scales.

Proficiency Scale for Moles and Stoichiometry (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will:

HS-PS1-7- Use mathematical representations to support the claim that atoms, and therefore mass,are conserved during a chemical reaction (for example, use mathematical ideas-not memorization or rote application of problem-solving techniques-to explain the proportional relationships between the masses of atoms in the reactants and the products of a chemical reaction as well as the translation of these relationships from the atomic to the macroscopic scale using the mole as a conversion).
- Write and balance a chemical equation and use it to calculate the amount of reactant or product that will react with or be formed by the reaction of a given amount of one or more other species in the reaction.
- Calculate the percent yield of a reaction, or calculate the experimental yield of a reaction when given a reaction’s percent yield.
- Mathematically determine limiting and excess reagents for a chemical reaction.
- Calculate the formula and name of a hydrate after collecting laboratory data on the dehydration of a hydrate sample.
- Determine percent composition of an element within a binary or ternary compound after gathering or being provided with experimental data on composition of the compound.
- Calculate the empirical formula of a compound after gathering or being provided with experimental data on composition of the compound, and the molecular formula of a compound when also provided with the molar mass of the compound.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will:

HS-PS1-7- Recognize or recall specific vocabulary (for example, atom, atomic mass, atomic scale, Avogadro’s number, chemical reaction, conserve/conservation of atoms/matter, conversion, mass, molar volume, mole, product, proportional, ratio, reactant, relationship) and constants (6.02 x 1023 particles per mole, 22.4L of any gas per mole at STP).
- Convert moles of a substance to other units (such as mass, volume, number of particles, etc.) and vice versa.
- Determine and explain the molar relationships of substances in a reaction.
- Calculate molar mass of compounds in a chemical reaction.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Student Learning Targets:

Student learning targets are embedded in the proficiency scales.

Proficiency Scale for Acid and Bases (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:
- Provide fundamental properties of acids and bases.
- Explain the essential differences between an acid and a base in terms of H+ ion and OH- ion concentrations.
- Predict if an anhydrous compound will be acidic or basic.
- Calculate the pH, pOH, [H+], and [OH-] given one aspect of the four.
- Explain the pH and pOH scale and what resulting numbers indicate.
- Provide several different examples of common products that exhibit various pH properties.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student:
- Identifies if something is an acid or a base when given values.
- Properly identifies the terminology that applies to a given scenario (ex: if it is an acid or base).
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

SCI-HS.PS1.08

High School (SCI) Physical Science Standards
[PS1] Matter and Its Interaction

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.PS2.01

High School (SCI) Physical Science Standards
[PS2] Motion and Stability: Forces and Interactions

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.
Disciplinary Core Ideas
PS2.A: Forces and Motion Newton’s second law accurately predicts changes in the motion of macroscopic objects.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

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

Proficiency Scale (Physical Science)

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

- Themselves as an individual (myself, my family, my friends)
- Our society (environment, economy, infrastructure)
- Our culture (beliefs, norms, people)
- Our species (mankind, global, environment)
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Motion):
- Solve problems related to time, distance, displacement, speed and velocity.
- Explain the relationship between motion and a frame of reference.
- Calculate problems related to time, distance, displacement, speed, and velocity
- Graph velocity on a distance-time graph.
- Calculate acceleration as the rate at which velocity changes.
- Graph acceleration on a velocity-time graph.
- Explain the effects of unbalanced forces on the motion of objects·
- Compare and contrast static and kinetic friction
- Identify ways friction may be either helpful or harmful.

The student will be able to (Work and Energy):

- Calculate the work done on an object and the rate at which work is done
- Calculate the MA of various machines
- Calculate KE and GPE
- Distinguish between mechanical and non-mechanical energy
- Explain the Law of conservation of energy
- Analyze the efficiency of machines
- Define work and power
- Name and describe the six types of simple machines
- Define potential energy and kinetic energy
- Identify examples of energy transformations
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will be able to define (Motion):
- Acceleration, Average speed, Constant velocity, Force, Frame of reference, Motion, Net force, Newton, Speed, Unbalanced force, Velocity

The student will be able to define (Work and Energy):
- Compound machine, Energy, Fulcrum, Mechanical advantage, Power, Watt

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SCI-HS.PS2.02

High School (SCI) Physical Science Standards
[PS2] Motion and Stability: Forces and Interactions

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:
Physical Science: Emphasis is on the quantitative calculations of momentum and the qualitative meaning of conservation of momentum.
Physics: Emphasis is on the quantitative calculations of momentum and the qualitative meaning of conservation of momentum. Physics includes the quantitative calculations of conservation of momentum, including inelastic & elastic collisions
Disciplinary Core Ideas
PS2.A: Forces and Motion Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

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

Proficiency Scale (Physical Science)

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

- Themselves as an individual (myself, my family, my friends)
- Our society (environment, economy, infrastructure)
- Our culture (beliefs, norms, people)
- Our species (mankind, global, environment)
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Force):
- Recognize that all moving objects have momentum.
- Calculate force, mass and acceleration by using Newton’s 2nd Law of Motion.
- Identify force pairs and be able to explain the classic “tug-o-war”
- Compare free-fall acceleration of an object with and without air resistance

The student will be able to (Work and Energy):

- Calculate the work done on an object and the rate at which work is done
- Calculate the MA of various machines
- Calculate KE and GPE
- Distinguish between mechanical and non-mechanical energy
- Explain the Law of conservation of energy
- Analyze the efficiency of machines
- Define work and power
- Name and describe the six types of simple machines
- Define potential energy and kinetic energy
- Identify examples of energy transformations
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will be able to define (Force):
- Free fall , Friction , g, Inertia, Mass, Momentum, Newton, Projectile motion, Terminal velocity, Weight

The student will be able to define (Work and Energy):
- Compound machine, Energy, Fulcrum, Mechanical advantage, Power, Watt

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SCI-HS.PS2.03

High School (SCI) Physical Science Standards
[PS2] Motion and Stability: Forces and Interactions

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:
Physical Science: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.
Physics: Physics includes algebraic manipulations.
Disciplinary Core Ideas
PS2.A: Forces and Motion Momentum is conserved within the system and the surroundings.
ETS1.A: Defining and Delimiting an Engineering Problem Criteria and constraints also include satisfying any requirements set by society, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.PS2.04

High School (SCI) Physical Science Standards
[PS2] Motion and Stability: Forces and Interactions

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
Disciplinary Core Ideas
PS2.B: Types of Interactions Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.PS2.05

High School (SCI) Physical Science Standards
[PS2] Motion and Stability: Forces and Interactions

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.
Disciplinary Core Ideas
PS2.B: Types of Interactions Using Newton’s law of universal gravitation and Coulomb’s law to describe and predict the effects of gravitational and electrostatic forces between objects. Forces at a distance are explained by fields that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.
PS3.A: Definitions of Energy “Electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. (secondary)

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

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

Proficiency Scale (Physical Science)

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

- Themselves as an individual (myself, my family, my friends)
- Our society (environment, economy, infrastructure)
- Our culture (beliefs, norms, people)
- Our species   (mankind, global, environment)
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Electricity and Magnetism):
- Distinguish between conductors, semiconductors, and insulators.
- Calculate voltage, current, and resistance.
- Distinguish between series and parallel circuits.
- Explain how fuses and circuit breakers are used to prevent circuit overloads.
- Use diagrams to represent circuits.
- Recognize that “like” magnetic poles repel and “unlike” poles attract.
- Explain how compasses work.
- Indicate which pairs of charge will repel and attract.
- Describe the magnetic field around permanent magnets.
- Describe how batteries are sources of voltage.
- Define resistance.
- Describe how magnetism is produced by an electric current.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will be able to define:

- cell, circuit breaker, conductor, current, electric charge, electric circuit, electric field, electric force, fuse, insulator, parallel circuit, potential difference, resistance, series circuit

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SCI-HS.PS2.06

High School (SCI) Physical Science Standards
[PS2] Motion and Stability: Forces and Interactions

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
Disciplinary Core Ideas
PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

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

Proficiency Scale for Bonding and Intermolecular Forces (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

HS-PS1-1-Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension.  A suggestion would be to have students construct and revise an explanation for the behaviors of solutes and solvents of differing polarity and the practical applications of various materials in real-world applications. ).

HS-PS2-6-Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).
- Determine the strength of a chemical bond between to ions.
- Determine the characteristics of the electrons involved in a chemical bond based on electronegativity values.
- Identify whether a bond is covalent or ionic based solely on electronegativity data for the respective ions.
- Differentiate between values of a Van der Waals radius and a covalent radius.
- Compare and contrast ionic radii (both cation and anion) to a stable atom.
- Determine the covalent radius when provided with internuclear distance information.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).The student will: HS-PS1-1
- Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).
- Use the periodic table to gather information about main group elements.

HS-PS1-3
- Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
- Model the structures of various substances. Describe the relationship between electrical forces and particles.

HS-PS2-6
- Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
- Describe the structure of different substances at the molecular level.
- Describe the relationship between attractive and repulsive forces at the molecular level.
- Define and identify electronegativity trends from the periodic table.
- Identify physical traits of compounds formed by covalent and ionic bonds.
- Identify the bond axis, bond angle, and bond length of a covalent molecule.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Structure & Properties of Matter (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”). |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

HS-PS1-1- Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3- Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles (for example, figure out the strength of electrical forces between ions, atoms, molecules, or networked materials-such as graphite-by investigating the structure and characteristics of different substances at the bulk scale, including melting point, boiling point, vapor pressure, and surface tension). Identify and explain physical properties (e.g., density, melting point, boiling point, conductivity, malleability) and chemical properties (e.g., the ability to form new substances).

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure

is important in the functioning of designed materials (for example, use teacher-provided molecular-level

structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).
- Explains the similarities and differences between the 3 states of matter, with examples
- Discusses the differences between chemical and physical changes, with examples
- Discusses the term “phase” in terms of homogeneous and heterogeneous mixtures
- Separates various mixtures using physical properties
- Discusses multiple ways a mixture may be separated using physical properties
- Communicates a knowledge of the difference between a chemical formula and a chemical reaction by providing examples of each
- Differentiates between qualitative and quantitative data through the use of examples
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

HS-PS1-1.

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, weight of subatomic particles).o Use the periodic table to gather information about main group elements.

HS-PS1-3.

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
- Model the structures of various substances.
- Describe the relationship between electrical forces and particles.

HS-PS2-6.

The student will:

- Recognize or recall specific vocabulary (for example, attractive, designed material, durable, electrically conductive, electron configuration, electron sharing, electron transfer, flexible, force, formation of polymers, function, ionic motion, isotope, molecular arrangement, molecular level, molecular motion, pharmaceutical, receptor, repulsive, structure, synthetic polymer.
- Describe the structure of different substances at the molecular level.
- Describe the relationship between attractive and repulsive forces at the molecular level.
- Identifies properties of the 3 states of matter
- Recognizes examples of chemical and physical changes
- Identifies a homogeneous and heterogeneous mixture when given examples
- Identifies physical properties when given examples
- Recognizes ways that solutions may be separated using physical properties
- Recognizes examples of chemical formulas and chemical reactions
- Recognizes the differences between qualitative and quantitative data when given examples
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

Proficiency Scale for Atomic Theory (Chemistry)

Score |  | Description | Student Targets and Activities
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Student can perform all expectations at “Proficient” (3.0) level without use of a list of selected polyatomic ions (“from memory”). |
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

HS-PS1-1.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.]  (for example, use information on the periodic table to predict relative properties-such as the reactivity of metals, types of bonds formed, number of bonds formed, and reaction with oxygen-of main group elements).

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials.]

HS-PS2-6.  Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials (for example, use teacher-provided molecular-level structures of specific designed materials-such as electrically conductive metals, flexible but durable materials, and pharmaceuticals designed to interact with specific receptors-to explain how attractive and repulsive forces at the molecular level determine function).
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

HS-PS1-1

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic mass, atomic nucleus, atomic number, bond, electron, element, element stability, elements of matter, main group element, model, neutron, outermost energy level, pattern, periodic table, predict, property, proton, reaction, reactivity, relative, relative mass, mass of subatomic particles).
- Use the periodic table to gather information about main group elements.

HS-PS1-3.

The student will:

- Recognize and recall specific vocabulary (for example, atom, atomic energy, boiling point, bulk scale, characteristic, electrical force, elementary particle, ion, melting point, molecule, networked material, particle, strength, structure, substance, surface tension, vapor pressure).
- Model the structures of various substances.
- Describe the relationship between electrical forces and particles.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SCI-HS.PS3.01

High School (SCI) Physical Science Standards
[PS3] Energy

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:
Physical Science: Emphasis is on basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and potential energy.
Chemistry: Emphasis is on explaining the meaning of mathematical expressions used in the model. Focus is on basic algebraic expression or computations, systems of two or three components, and thermal energy.
Physics: Emphasis is on explaining the meaning of mathematical expressions used in the model. Focus is on basic algebraic expression or computations; systems of two or three components; and thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields
Disciplinary Core Ideas
PS3.A: Definitions of Energy A system’s total energy is conserved within its system and surroundings.
PS3.B: Conservation of Energy and Energy Transfer Energy cannot be created or destroyed, but it can be transferred. Mathematical expressions, including potential and kinetic energy allow the concept of conservation of energy to be used to describe a system. The availability of energy limits what can occur in any system.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.PS3.02

High School (SCI) Physical Science Standards
[PS3] Energy

SCI-HS.PS3.02 Develop and use models to illustrate that energy is associated with motion and relative position of particles (objects).

Clarification Statement:
Physical Science: Emphasis is on energy associated with the different states of matter.
Chemistry: Emphasis on phenomena relating to the Kinetic Molecular Theory. Possible models include diagrams, drawings, descriptions, and computer simulations.
Physics: Emphasis on phenomena relating to the Kinetic Molecular Theory. Possible models include diagrams, drawings, descriptions, and computer simulations.
Disciplinary Core Ideas
PS3.A: Definitions of Energy Energy cannot be created or destroyed, but it can be transferred.
Energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. Energy can be modeled as a combination of energy associated with the motion and relative position of particles. In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Student learning targets are embedded in the proficiency scales.

Proficiency Scale for Quantum Theory (Chemistry)

Score |  | Description | I can statements
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

 HS-PS3-2-Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects) (for example, create a diagram, drawing, or computer simulation that shows that energy at the macroscopic scale-such as the conversion of kinetic energy to thermal energy or the energy stored due to the position of an object above the Earth or between two electrically charged plates-can be accounted for as either the motion of particles or energy stored in fields).  **See DCI details for PS3-A following this rubric for microscopic scale clarification.)

HS-PS4-3-Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other (for example, determine whether experimental evidence supports the claim that electromagnetic radiation can be described by either a wave model or a particle model, as well as the claim that for different phenomena-such as resonance, interference, diffraction, and photoelectric effect-one model is more useful than the other).

HS-PS4-4-Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.
The student demonstrates 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).

HS-PS3-2

The student will:
- Recognize or recall specific vocabulary (for example, conversion, electrically charged, energy, field, kinetic energy, macroscopic scale, molecular energy, motion, particle, position, relative, thermal energy; ground state, excited state).
- Describe how energy results from the motion of particles (objects).
- Describe how energy is stored in fields.

HS-PS4-3

The student will:
- Recognize or recall specific vocabulary (for example, diffraction, electromagnetic, electromagnetic field, electromagnetic radiation, electromagnetic wave, experimental evidence, interference, model, particle model, phenomenon, photoelectric effect, resonance, wave model).
- Describe the wave model of electromagnetic radiation.
- Describe the particle model of electromagnetic radiation.
- Summarize the claims and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.

HS-PS4-4

The student will:
- Recognize or recall specific vocabulary (for example, absorb, effect, electromagnetic radiation, energy, frequency, infrared radiation, light, matter, photon, radiation).
- Summarize claims about the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SCI-HS.PS3.03

High School (SCI) Physical Science Standards
[PS3] Energy

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:
Physical Science: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, and types of circuits.
Chemistry: Emphasis is on both qualitative and quantitative evaluations of devices. Constraints could include use of renewable energy forms and efficiency. Focus of quantitative evaluations is limited to total output for a given input. Examples of devices in chemistry could include hot/cold packs and batteries.
Physics: Emphasis is on both qualitative and quantitative evaluations of devices. Constraints could include use of renewable energy forms and efficiency. Focus of quantitative evaluations is limited to total output for a given input. Examples of devices in physics could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and electric motors.
Disciplinary Core Ideas
PS3.A: Definitions of Energy Energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms.
ETS1.A: Defining and Delimiting an Engineering Problem Criteria and constraints also include satisfying any requirements set by society.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.PS3.04

High School (SCI) Physical Science Standards
[PS3] Energy

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:
Physical Science, Chemistry, and Physics: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water
Disciplinary Core Ideas
PS3.B: Conservation of Energy and Energy Transfer Energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms — for example, to thermal energy in the surrounding environment.
ETS1.A: Defining and Delimiting an Engineering Problem Criteria and constraints also include satisfying any requirements set by society.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

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

Proficiency Scale (Physical Science)

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

- Themselves as an individual (myself, my family, my friends)
- Our society (environment, economy, infrastructure)
- Our culture (beliefs, norms, people)
- Our species (mankind, global, environment)
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Heat and Energy):
- investigate and demonstrate how energy is transferred by conduction, convection, and radiation.
- distinguish between conductors and insulators
- solve problems involving specific heat
- investigate heat transfer including mass of components, specific heat, initial temperature and final temperature.
- analyze heat transfer data and graphs.
- Recognize the difference between temperature and heat
- recognizes heat as a form of energy
- define conductors and insulators in relationship to heat energy
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will be able to define:
- absolute zero, convection, heat, heat engine, radiation, refrigerant, specific heat, temperature, thermal conduction

  However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SCI-HS.PS3.05

High School (SCI) Physical Science Standards
[PS3] Energy

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:
Physics: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other. Limited to systems containing two objects.
Disciplinary Core Ideas
PS3.C: Relationship Between Energy and Forces When two objects interacting through a field change relative position, the energy stored in the field is changed.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.PS4.01

High School (SCI) Physical Science Standards
[PS4] Waves and Their Applications in Technologies for Information Transfers

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.
Disciplinary Core Ideas
PS4.A: Wave Properties The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

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

Proficiency Scale

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

- Themselves as an individual (myself, my family, my friends)
- Our society (environment, economy, infrastructure)
- Our culture (beliefs, norms, people)
- Our species (mankind, global, environment)
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Light and Sound):
- Compare and contrast transverse waves (light) and longitudinal waves (sound).
- Compare and contrast mechanical (sound) and electromagnetic waves (light).
- Solve problems involving wave speed, frequency, and wavelength.
- Distinguish between constructive interference and destructive interference
- Demonstrate how light is refracted as it passes between mediums of different densities.
- Explain how sonar and ultrasound imaging work.
- Relate loudness and pitch to properties of sound.
- Relate the energy of light to the frequency of electromagnetic waves.
- Explain how electromagnetic waves are used in communication, medicine and other areas.
- Explain the law of reflection.
- Explain the relationship between particle vibration and wave motion.

The student will be able to (Waves):

- Explain the relationship between particle vibration and wave motion.
- Compare and contrast transverse waves and longitudinal waves.
- Compare and contrast mechanical waves and electromagnetic waves.
- Solve problems involving wave speed, frequency, and wavelength.
- Distinguish between constructive interference and destructive interference
- Show how light refracts as it passes between mediums of different densities.
- Recognize that waves transfer energy
- Identify factors that can affect the speed of a wave.
- Recognize the dual nature of light. (photon)
- Describe the different parts of the electromagnetic spectrum.
- Describe the Doppler effect.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will be able to define(Light and Sound):
- infrasound, lens, pitch, photon, prism, sonar, radar, real image, resonance, virtual image, ultrasound, virtual image

The student will be able to define (Waves):
- amplitude, constructive interference, crest, destructive interference, electromagnetic wave, frequency, longitudinal wave, medium, reflection, refraction, transverse wave, trough, wave

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SCI-HS.PS4.02

High School (SCI) Physical Science Standards
[PS4] Waves and Their Applications in Technologies for Information Transfers

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.
Disciplinary Core Ideas
PS4.A: Wave Properties Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only.)
PS4.B: Electromagnetic Radiation Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.PS4.03

High School (SCI) Physical Science Standards
[PS4] Waves and Their Applications in Technologies for Information Transfers

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.
Disciplinary Core Ideas
PS4.B: Electromagnetic Radiation When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Student learning targets are embedded in the proficiency scales.

Proficiency Scale for Quantum Theory (Chemistry)

Score |  | Description | I can statements
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

 HS-PS3-2-Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects) (for example, create a diagram, drawing, or computer simulation that shows that energy at the macroscopic scale-such as the conversion of kinetic energy to thermal energy or the energy stored due to the position of an object above the Earth or between two electrically charged plates-can be accounted for as either the motion of particles or energy stored in fields).  **See DCI details for PS3-A following this rubric for microscopic scale clarification.)

HS-PS4-3-Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other (for example, determine whether experimental evidence supports the claim that electromagnetic radiation can be described by either a wave model or a particle model, as well as the claim that for different phenomena-such as resonance, interference, diffraction, and photoelectric effect-one model is more useful than the other).

HS-PS4-4-Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.
The student demonstrates 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).

HS-PS3-2

The student will:
- Recognize or recall specific vocabulary (for example, conversion, electrically charged, energy, field, kinetic energy, macroscopic scale, molecular energy, motion, particle, position, relative, thermal energy; ground state, excited state).
- Describe how energy results from the motion of particles (objects).
- Describe how energy is stored in fields.

HS-PS4-3

The student will:
- Recognize or recall specific vocabulary (for example, diffraction, electromagnetic, electromagnetic field, electromagnetic radiation, electromagnetic wave, experimental evidence, interference, model, particle model, phenomenon, photoelectric effect, resonance, wave model).
- Describe the wave model of electromagnetic radiation.
- Describe the particle model of electromagnetic radiation.
- Summarize the claims and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.

HS-PS4-4

The student will:
- Recognize or recall specific vocabulary (for example, absorb, effect, electromagnetic radiation, energy, frequency, infrared radiation, light, matter, photon, radiation).
- Summarize claims about the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SCI-HS.PS4.04

High School (SCI) Physical Science Standards
[PS4] Waves and Their Applications in Technologies for Information Transfers

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
Disciplinary Core Ideas
PS3.D: Energy in Chemical Processes Solar cells capture the sun’s energy and produce electrical energy.
PS4.A: Wave Properties Information can be digitized and then stored in computer memory and sent over long distances as wave pulses.
PS4.B: Electromagnetic Radiation Photoelectric materials emit electrons when they absorb light of a high-enough frequency.
PS4.C: Information Technologies and Instrumentation Technologies based on waves are part of everyday experiences and are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Student learning targets are embedded in the proficiency scales.

Proficiency Scale for Quantum Theory (Chemistry)

Score |  | Description | I can statements
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

 HS-PS3-2-Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects) (for example, create a diagram, drawing, or computer simulation that shows that energy at the macroscopic scale-such as the conversion of kinetic energy to thermal energy or the energy stored due to the position of an object above the Earth or between two electrically charged plates-can be accounted for as either the motion of particles or energy stored in fields).  **See DCI details for PS3-A following this rubric for microscopic scale clarification.)

HS-PS4-3-Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other (for example, determine whether experimental evidence supports the claim that electromagnetic radiation can be described by either a wave model or a particle model, as well as the claim that for different phenomena-such as resonance, interference, diffraction, and photoelectric effect-one model is more useful than the other).

HS-PS4-4-Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.
The student demonstrates 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).

HS-PS3-2

The student will:
- Recognize or recall specific vocabulary (for example, conversion, electrically charged, energy, field, kinetic energy, macroscopic scale, molecular energy, motion, particle, position, relative, thermal energy; ground state, excited state).
- Describe how energy results from the motion of particles (objects).
- Describe how energy is stored in fields.

HS-PS4-3

The student will:
- Recognize or recall specific vocabulary (for example, diffraction, electromagnetic, electromagnetic field, electromagnetic radiation, electromagnetic wave, experimental evidence, interference, model, particle model, phenomenon, photoelectric effect, resonance, wave model).
- Describe the wave model of electromagnetic radiation.
- Describe the particle model of electromagnetic radiation.
- Summarize the claims and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.

HS-PS4-4

The student will:
- Recognize or recall specific vocabulary (for example, absorb, effect, electromagnetic radiation, energy, frequency, infrared radiation, light, matter, photon, radiation).
- Summarize claims about the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SCI-HS.PS4.05

HS SCI Targeted Expectations

[PS4] Waves and Their Applications in Technologies for Information Transfers

SCI-HS.PS4.05 Communicate technical information about about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Student Learning Targets:

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

Proficiency Scale (Physical Science)

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

- Themselves as an individual (myself, my family, my friends)
- Our society (environment, economy, infrastructure)
- Our culture (beliefs, norms, people)
- Our species (mankind, global, environment)
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student will be able to (Light and Sound):
- Compare and contrast transverse waves (light) and longitudinal waves (sound).
- Compare and contrast mechanical (sound) and electromagnetic waves (light).
- Solve problems involving wave speed, frequency, and wavelength.
- Distinguish between constructive interference and destructive interference
- Demonstrate how light is refracted as it passes between mediums of different densities.
- Explain how sonar and ultrasound imaging work.
- Relate loudness and pitch to properties of sound.
- Relate the energy of light to the frequency of electromagnetic waves.
- Explain how electromagnetic waves are used in communication, medicine and other areas.
- Explain the law of reflection.
- Explain the relationship between particle vibration and wave motion.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates 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).

The student will be able to define:
- infrasound, lens, pitch, photon, prism, sonar, radar, real image, resonance, virtual image, ultrasound, virtual image

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates 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). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SCI-HS.PS1

DCI Physical Science PS1

Matter and Its Interactions

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.

SCI-HS.PS2

DCI Physical Science PS2

Motion and Stability: Forces and Interactions

Performance Expectations

PS2 support students’ understanding of ideas related to why some objects will keep moving, why objects fall to the ground and why some materials are attracted to each other while others are not. Students should be able to answer the question, “How can one explain and predict interactions between objects and within systems of objects?” The disciplinary core idea expressed in the Framework for PS2 is broken down into the sub ideas of Forces and Motion and Types of Interactions. The performance expectations in PS2 focus on students building understanding of forces and interactions and Newton’s Second Law. Students also develop understanding that the total momentum of a system of objects is conserved when there is no net force on the system. Students are able to use Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. Students are able to apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. The crosscutting concepts of patterns, cause and effect, systems and system models, and structure and function are called out as organizing concepts for these disciplinary core ideas. In the PS2 performance expectations, students are expected to demonstrate proficiency in planning and conducting investigations, analyzing data and using math to support claims, applying scientific ideas to solve design problems, and communicating scientific and technical 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.

SCI-HS.PS3

DCI Physical Science PS3

Energy

Performance Expectations

PS3 help students formulate an answer to the question, “How is energy transferred and conserved?” The Core Idea expressed in the Framework for PS3 is broken down into four sub-core ideas: Definitions of Energy, Conservation of Energy and Energy Transfer, the Relationship between Energy and Forces, and Energy in Chemical Process and Everyday Life. Energy is understood as quantitative property of a system that depends on the motion and interactions of matter and radiation within that system, and the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students develop an understanding that energy at both the macroscopic and the atomic scale can be accounted for as either motions of particles or energy associated with the configuration (relative positions) of particles. In some cases, the energy associated with the configuration of particles can be thought of as stored in fields. Students also demonstrate their understanding of engineering principles when they design, build, and refine devices associated with the conversion of energy. The crosscutting concepts of cause and effect; systems and system models; energy and matter; and the influence of science, engineering, and technology on society and the natural world are further developed in the performance expectations associated with PS3. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and carry out investigations, using computational thinking 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.

SCI-HS.PS4

DCI Physical Science PS4

Waves and Their Applications in Technologies for Information Transfer

Performance Expectations

PS4 are critical to understand how many new technologies work. As such, this core idea helps students answer the question, “How are waves used to transfer energy and send and store information?” The disciplinary core idea in PS4 is broken down into Wave Properties, Electromagnetic Radiation, and Information Technologies and Instrumentation. Students are able to apply understanding of how wave properties and the interactions of electromagnetic radiation with matter can transfer information across long distances, store information, and investigate nature on many scales. Models of electromagnetic radiation as either a wave of changing electric and magnetic fields or as particles are developed and used. Students understand that combining waves of different frequencies can make a wide variety of patterns and thereby encode and transmit information. Students also demonstrate their understanding of engineering ideas by presenting information about how technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. The crosscutting concepts of cause and effect; systems and system models; stability and change; interdependence of science, engineering, and technology; and the influence of engineering, technology, and science on society and the natural world are highlighted as organizing concepts for these disciplinary core ideas. In the PS3 performance expectations, students are expected to demonstrate proficiency in asking questions, using mathematical thinking, engaging in argument from evidence 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.

SCI-HS.LS1.01

High School (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

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.
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.

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

SCI-HS.LS1.02

High School (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS1.03

High School (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS1.04

High School (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS1.05

High School (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS1.06

High School (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

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
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS1.07

High School (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

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
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS2.01

High School (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS2.02

High School (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS2.03

High School (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

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
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS2.04

High School (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS2.05

High School (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

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.
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

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS2.06

High School (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

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
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS2.07

High School (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

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
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)

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS2.08

High School (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS3.01

High School (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

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
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.

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

- I can

Skills (Performance) Targets

- I can match homologues and produce a karyotype.

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS3.02

High School (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

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
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS3.03

High School (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

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

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS4.01

High School (SCI) Life Science Standards
[LS4] Biological Evolution: Unity and Diversity

SCI-HS.LS4.01 Analyze and interpret scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence

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

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS4.02

High School (SCI) Life Science Standards
[LS4] Biological Evolution: Unity and Diversity

Construct an explanation based on evidence that the process of biological evolution primarily results from four factors:
(1) the potential for a species to increase in number,
(2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction,
(3) competition for limited resources, and
(4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

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.

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

- I can

Skills (Performance) Targets

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

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS4.03

High School (SCI) Life Science Standards
[LS4] Biological Evolution: Unity and Diversity

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS4.04

High School (SCI) Life Science Standards
[LS4] Biological Evolution: Unity and Diversity

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS4.05

High School (SCI) Life Science Standards
[LS4] Biological Evolution: Unity and Diversity

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS4.06

High School (SCI) Life Science Standards
[LS4] Biological Evolution: Unity and Diversity

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.LS1

DCI Life Science LS1

From Molecules to Organisms: Structure and Processes

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.

SCI-HS.LS2

DCI Life Science LS2

Ecosystems: Interactions, Energy, and Dynamics

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.

SCI-HS.LS3

DCI Life Science LS3

Heredity: Inheritance and Variation of Traits

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.

SCI-HS.LS4

DCI Life Science LS4

Biological Evolution: Unity and Diversity

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.

SCI-HS.ESS1.01

High School (SCI) Earth Space Science Standards
[ESS1] Earth’s Place in the Universe

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.
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)

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS1.02

High School (SCI) Earth Space Science Standards
[ESS1] Earth’s Place in the Universe

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
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)

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS1.03

High School (SCI) Earth Space Science Standards
[ESS1] Earth’s Place in the Universe

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS1.04

High School (SCI) Earth Space Science Standards
[ESS1] Earth’s Place in the Universe

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
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

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS1.05

High School (SCI) Earth Space Science Standards
[ESS1] Earth’s Place in the Universe

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)
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS2.01

High School (SCI) Earth Space Science Standards
[ESS2] Earth's Systems

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).
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS2.02

High School (SCI) Earth Space Science Standards
[ESS2] Earth's Systems

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.
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

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS2.03

High School (SCI) Earth Space Science Standards
[ESS2] Earth's Systems

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
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS2.04

High School (SCI) Earth Space Science Standards
[ESS2] Earth's Systems

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS2.05

High School (SCI) Earth Space Science Standards
[ESS2] Earth's Systems

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).
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS2.06

High School (SCI) Earth Space Science Standards
[ESS2] Earth's Systems

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS2.07

High School (SCI) Earth Space Science Standards
[ESS2] Earth's Systems

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
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

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS3.01

High School (SCI) Earth Space Science Standards
[ESS3] Earth and Human Activity

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.
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

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS1

DCI Earth Space Science ESS1

Earth's Place in the Universe

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.

SCI-HS.ESS2

DCI Earth Space Science ESS2

Earth's Systems

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.

SCI-HS.ESS3

DCI Earth Space Science ESS3

Earth and Human Activity

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.

SCI-HS.ESS3.02

High School (SCI) Earth Space Science Standards
[ESS3] Earth and Human Activity

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS3.03

High School (SCI) Earth Space Science Standards
[ESS3] Earth and Human Activity

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS3.04

High School (SCI) Earth Space Science Standards
[ESS3] Earth and Human Activity

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).
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

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS3.05

High School (SCI) Earth Space Science Standards
[ESS3] Earth and Human Activity

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).
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS3.06

High School (SCI) Earth Space Science Standards
[ESS3] Earth and Human Activity

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SCI-HS.ESS1.06

High School (SCI) Earth Space Science Standards
[ESS1] Earth’s Place in the Universe

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.
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.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The 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).
- descriptors

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).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window