Title: BPS District Science Standards Book
Course: BPSS (SCI) Science Standards > Section: Standards Workspace

Science Introduction

Science Standards

The BPSS (SCI) Science Standards course in Learnbps is Bismarck Public School District's current progress on prioritizing and deconstructing standards to provide a consistent, clear understanding of what students are expected to learn. The standards are designed to provide guidance so teachers and parents know what they need to do to help students. Plus help students reflect on the knowledge and skills that they need for success.

K-8 Grade Levels

High School Science

SCI Disciplinary Core Ideas

Identifier Explanation

SCI-MS.ESS3.02

The Bismarck Public School District Standards-Based Progress Report displays grades at the concept level. Therefore Bismarck Public School District has modified the North Dakota DPI Identifiers to fit into our student information system PowerSchool for Standards-Based grading. Above is a BPS-Standards SCI identifier with smaller muted text showing the addition  to the identifier that are the components that BPS adds to the State code.

SCI-MS.ESS3.02

SCI

Subject

Science

The standards were developed using the most current
research and trends in science education with a focus
on embedding the science and engineering practices to
develop and support critical thinking skills.
-MS

Grade Level

Middle School

The grade levels address what students should know
and be able to do in the area of Social Studies education
by the end of grades K, 1, 2, 3, 4, 5, MS (6-8), and HS (9-12).
.ESS3

Disciplinary Core Ideas (DCIs)

describe the most essential ideas (content) of the
performance standards that students will understand.

- PS: Physical Science
- LS: Life Science
- ESS: Earth and Space Science
- ET: Engineering and Technology

.02

Standard

A statement of what students should know
and be able to do at specified grade levels.

click on the identifier components for more explanations

SCI-MS.ESS3.02 Analyze and interpret data on natural hazards to forecast future catastrophic events that necessitate the development of technologies to mitigate their effects.
Note how the identifiers auto-link to the standards global glossaries.

MS-ESS3-2

MS

Grade Level

Middle School

The grade levels address what students should know
and be able to do in the area of Social Studies education
by the end of grades K, 1, 2, 3, 4, 5, MS (6-8), and HS (9-12).
-ESS3

Disciplinary Core Ideas (DCIs)

describe the most essential ideas (content) of the
performance standards that students will understand.

- PS: Physical Science
- LS: Life Science
- ESS: Earth and Space Science
- ET: Engineering and Technology

-2

Standard

A statement of what students should know
and be able to do at specified grade levels.

click on the identifier components for more explanations

State individual grade-specific standards can be identified by their grade, standard, and benchmark, so that MS-ESS3-2 for example, stands for Middle School, Earth and Space Science, and standard 2.

Science and Engineering Practices

Science and Engineering Practices are what scientists do to investigate and explore natural phenomena.

SEPs1: Asking Questions and Defining Problems
Asking questions and defining problems in K-12 builds on prior experiences and progresses to simple descriptive questions.

SEPs2: Developing and Using Models
Modeling in K-12 builds on prior experiences and progresses to include using and developing models (i.e., diagrams, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

SEPs3: Planning and Carrying Out Investigations
Planning and carrying out K-12 investigations to answer questions or test solutions to problems build on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

SEPs4: Analyzing and Interpreting Data
Analyzing data in K-12 builds on prior experiences and progresses to collecting, recording, and sharing observations.

SEPs5: Using Mathematics and Computational Thinking
Using mathematics and computational thinking in K-12 builds logical reasoning and problem-solving skills.

SEPs6: Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K-12 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

SEPs7: Engaging in Argument from Evidence
Engaging in argument from evidence in K-12 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).

SEPs8: Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in K-12 builds on prior experiences and uses observations and texts to communicate new information.

Cross Cutting Concepts

Crosscutting Concepts are the tools that scientists use to make sense of natural phenomena.

CCCs1: Patterns
Structures or events are often consistent and repeated.

CCCs2: Cause and Effect
Events gave causes, sometimes esimple, sometimes multifaceted.

CCCs3: Scale, Proportion, and Quantity
Different measures of size and time affect a system's structure, performance, and our ability to observe phenomena.

CCCs4: Systems and System Models
A set of connected things or parts forming a complete whole.

CCCs5: Energy and Matter
Tracking energy and matter flows, into, out of, and within systems helps one understand their systems behaviors.

CCCs6: Structure and Function
The ways an object is shaped or structured determines many of its properties and functions.

CCCs7: Stability and Change
Over time, a system might stay the same or become different, depending on a variety of factors.

Standards Global Glossaries

Kindergarten Science | 1st Grade Science
2nd Grade Science | 3rd Grade Science
4th Grade Science | 5th Grade Science
6th Grade Physical Science
7th Grade Life Science
8th Grade Earth Science
High School Science
K-12 Engineering Design
Science Practices and Concepts

Navigation

SCI Book Navigation

Below is a screenshot of the first page of the (SCI) Science Standards Book.

Press on the H5P interactive hotspots to learn more about how to navigate the book module in Learnbps. A popup will display the header and the explanation.

Note: Fullscreen option

Standards Global Glossaries

Kindergarten Science | 1st Grade Science
2nd Grade Science | 3rd Grade Science
4th Grade Science | 5th Grade Science
6th Grade Physical Science
7th Grade Life Science
8th Grade Earth Science
High School Science
K-12 Engineering Design

K-8 Grade Levels

Science

[PS] Physical Sci

K | 1 | 2
 |  | PS1
PS2 |  |
PS3 |  |
 | PS4 |

3 | 4 | 5
 |  | PS1
PS2 |  | PS2
 | PS3 | PS3
 | PS4 |

6 | 7 | 8
PS1 |  |
PS2 |  |
PS3 |  |
PS4 |  |

[LS] Life Sci

K | 1 | 2
LS1 | LS1 |
 |  | LS2
 | LS3 |

3 | 4 | 5
LS1 | LS1 | LS1
LS2 |  | LS2
LS3 |  |
LS4 |  |

6 | 7 | 8
 | LS1 |
 | LS2 |
 | LS3 |
 | LS4 |

[ESS] Earth Space

K | 1 | 2
 | ESS1 | ESS1
ESS2 |  | ESS2

3 | 4 | 5
 | ESS1 | ESS1
ESS2 | ESS2 | ESS2
ESS3 | ESS3 | ESS3

6 | 7 | 8
 |  | ESS1
 |  | ESS2
 |  | ESS3

Kindergarten

Kindergarten Science
"I can ... statements"

In kindergarten, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

SCI-00.PS2 DCI:

[PS2] Motion and Stability: Forces and Interactions

  - SCI-00.PS2.01  Conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
  - SCI-00.PS2.02  Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

SCI-00.PS3 DCI:

[PS3] Energy

  - SCI-00.PS3.01  Make observations to determine the effect of sunlight on Earth’s surface.
  - SCI-00.PS3.02  Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.

SCI-00.LS1 DCI:

[LS1] From Molecules to Organisms: Structures and Processes

  - SCI-00.LS1.01  Describe patterns, through observation, of what plants and animals (including humans) need to survive.

SCI-00.ESS2 DCI:

[ESS2] Earth's Systems

  - SCI-00.ESS2.01  Use and share observations of local weather conditions to describe patterns over time.
  - SCI-00.ESS2.02  Construct an argument supported by evidence for how plants and animals (including humans) can change their environment to meet their needs.

SCI-00.ESS3 DCI:

[ESS2] Earth and Human Activity

  - SCI-00.ESS2.01  Represent the relationship between the needs of different plants and animals (including humans) and the places they live using a model.
  - SCI-00.ESS3.02  Ask questions to obtain information about the purpose of weather forecasting to prepare for and respond to weather.
  - SCI-00.ESS3.03  Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

SCI-K2.ETS1 DCI:

[ETS1] Grade K-2 Engineering Design

  - SCI-K2.ETS1.01 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  - SCI-K2.ETS1.02 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  - SCI-K2.ETS1.03 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Grade 01

1st Grade Science
"I can ... statements"

In first grade, students are expected to demonstrate grade-appropriate proficiency in planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

SCI-01.PS4 DCI:

[PS4] Wave Properties

  - SCI-01.PS4.01  Plan and conduct investigations to provide evidence that sound can make materials vibrate and that vibrating materials can make sound.
  - SCI-01.PS4.02  Construct an evidence-based account, through observation, that objects can be seen only when illuminated.
  - SCI-01.PS4.03  Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
  - SCI-01.PS4.04  Design and build a device that uses light or sound to solve the problem of communicating over a distance.

SCI-01.LS1 DCI:

[LS1] From Molecules to Organisms: Structures and Processes

  - SCI-01.LS1.01  Construct an evidence-based argument with the use of a drawing or a model that illustrates how structures of plants or animals help them survive in their habitat
  - SCI-01.LS1.02  Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

SCI-01.LS3 DCI:

[LS3] Heredity: Inheritance and Variation of Traits

  - SCI-01.LS3.01  Construct an evidence-based account, through observation, that young plants and animals are alike, but not exactly like, their parents.

SCI-01.ESS1 DCI:

[ESS1] Earth's Place in the Universe

  - SCI-01.ESS1.01  Describe patterns that can be predicted through observations of the sun, moon, and stars.
  - SCI-01.ESS1.02  Make observations at different times of year to relate the amount of daylight to the time of year.

SCI-K2.ETS1 DCI:

[ETS1] Grade K-2 Engineering Design

  - SCI-K2.ETS1.01 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  - SCI-K2.ETS1.02 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  - SCI-K2.ETS1.03 Analyze data from tests of two objects desi gned to solve the same problem to compare the strengths and weaknesses of how each performs.

Grade 02

2nd Grade Science
"I can ... statements"

In second grade, students are expected to demonstrate grade appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

SCI-02.PS1 DCI:

[PS1] Matter and Its Interactions

  - SCI-02.PS1.01  Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
  - SCI-02.PS1.02  Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
  - SCI-02.PS1.03  Make observations to construct an evidence-based account of how an object made of small set of pieces can be disassembled and made into a new object.
  - SCI-02.PS1.04 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

SCI-02.LS2 DCI:

[LS2] Ecosystems: Interactions, Energy, and Dynamics

  - SCI-02.LS2.01  Plan and investigate to determine if plants need sunlight and water to grow.
  - SCI-02.LS2.02  Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

SCI-02.LS4 DCI:

[LS4] Biological Evolution: Unity and Diversity

  - SCI-02.LS4.01  Make observations of plants and animals to compare the diversity of life in different habitats.

SCI-02.ESS1 DCI:

[ESS1] Earth's Place in the Universe

  - SCI-02.ESS1.01  Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

SCI-02.ESS2 DCI:

[ESS2] Earth's Systems

  - SCI-02.ESS2.01  Compare and contrast multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
  - SCI-02.ESS2.02  Develop a model to represent the shapes and kinds of land and bodies of water in an area.
  - SCI-02.ESS2.03  Obtain information to identify where water is found on Earth and that it can be solid or liquid.

SCI-K2.ETS1 DCI:

[ETS1] Grade K-2 Engineering Design

  - SCI-K2.ETS1.01 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  - SCI-K2.ETS1.02 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  - SCI-K2.ETS1.03 Analyze data from tests of two objects desi gned to solve the same problem to compare the strengths and weaknesses of how each performs.

Grade 03

3rd Grade Science
"I can ... statements"

In third grade, students are expected to demonstrate grade-appropriate proficiency in asking questions and defining problems; developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

SCI-03.PS2 DCI:

[PS2] Motion and Stability: Forces and Interactions

  - SCI-03.PS2.01  Plan and conduct an investigation to prove the effects of balanced and unbalanced forces on the motion of an object.
  - SCI-03.PS2.02  Make observations and metric measurements of an object's motion to prove that a pattern can be used to predict future motion
  - SCI-03.PS2.03  Ask questions to determine cause and effect relationships of static electricity or magnetic interactions between two objects not in contact with each other.
  - SCI-03.PS2.04  Define a simple design problem that can be solved by applying scientific ideas about magnets.

SCI-03.LS1 DCI:

[LS1] From Molecules to Organisms: Structures and Processes

  - SCI-03.LS1.01  Develop models to describe that organisms have unique and diverse life cycles but all experience birth, growth, reproduction, and death.

SCI-03.LS2 DCI:

[LS2] Ecosystems: Interactions, Energy, and Dynamics

  - SCI-03.LS2.01  Construct an argument that some animals form groups that help members survive.

SCI-03.LS3 DCI:

[LS3] Heredity: Inheritance and Variation of Traits

  - SCI-03.LS3.01  Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
  - SCI-03.LS3.02  Use evidence to support the explanation that the expression of traits can be influenced by the environment.

SCI-03.LS4 DCI:

[LS4] Biological Evolution: Unity and Diversity

  - SCI-03.LS4.01  Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
  - SCI-03.LS4.02  Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
  - SCI-03.LS4.03 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

SCI-03.ESS2 DCI:

[ESS2] Earth's Systems

  - SCI-03.ESS2.01 Represent data in tables and graphical displays to describe and predict typical weather conditions expected during a particular season.
  - SCI-03.ESS2.02  Obtain and combine information to describe climates in different regions of the world.

SCI-03.ESS3 DCI:

[ESS3] Earth and Human Activity

  - SCI-03.ESS3.01  Evaluate the feasibility of a design solution that reduces the impacts of a weather-related hazard.

SCI-EL.ETS1 DCI:

[ETS1] Grade 3-5 Engineering Design

  - SCI-EL.ETS1.01 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  - SCI-EL.ETS1.02 Generate and compare multiple possible so lutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  - SCI-EL.ETS1.03 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Grade 04

4th Grade Science
"I can ... statements"

In fourth grade, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

SCI-04.PS3 DCI:

[PS3] Energy

  - SCI-04.PS3.01  Use evidence to construct an explanation relating the speed of an object to the energy of that object.
  - SCI-04.PS3.02  Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
  - SCI-04.PS3.03  Ask questions and predict outcomes about the changes in energy that occur when objects collide.
  - SCI-04.PS3.04  Using the engineering design process build a device that converts energy from one form to another.

SCI-04.PS4 DCI:

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

  - SCI-04.PS4.01  Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
  - SCI-04.PS4.03  Construct a code to convey information by researching past and present methods of transmitting information.

SCI-04.LS1 DCI:

[LS1] From Molecules to Organisms: Structures and Processes

  - SCI-04.LS1.01  Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
  - SCI-04.LS1.02  Form an explanation to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different way.

SCI-04.ESS1 DCI:

[ESS1] Earth's Place in the Universe

  - SCI-04.ESS1.01  Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

SCI-04.ESS2 DCI:

[ESS2] Earth's Systems

  - SCI-04.ESS2.01  Make observations and metric measurements to provide evidence of the effects of weathering and the rate of erosion by water, ice, wind, or vegetation.
  - SCI-04.ESS2.02  Analyze and interpret data from maps to describe patterns of Earth’s features.

SCI-04.ESS3 DCI:

[ESS3] Earth and Human Activity

  - SCI-04.ESS3.01  Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
  - SCI-04.ESS3.02  Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

SCI-EL.ETS1 DCI:

[ETS1] Grade 3-5 Engineering Design

  - SCI-EL.ETS1.01 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  - SCI-EL.ETS1.02 Generate and compare multiple possible so lutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  - SCI-EL.ETS1.03 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Grade 05

5th Grade Science
"I can ... statements"

In fifth grade, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating information; and to use these practices to demonstrate understanding of the core ideas.

SCI-05.PS1 DCI:

[PS1] Matter and Its Interactions

  - SCI-05.PS1.01  Develop a model to describe that matter is made of particles too small to be seen.
  - SCI-05.PS1.02  Measure and graph metric quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total mass of matter is conserved.
  - SCI-05.PS1.03  Make observations and measurements to identify materials based on their properties.
  - SCI-05.PS1.04  Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

SCI-05.PS3 DCI:

[PS3] Energy

  - SCI-05.PS3.01  Use models to describe how energy from the sun is converted into food (used for body repair, growth, motion, and to maintain body warmth).

SCI-05.LS1 DCI:

[LS1] From Molecules to Organisms: Structures and Processes

  - SCI-05.LS1.01  Support an argument that plants get the materials they need for growth chiefly from air and water.

SCI-05.LS2 DCI:

[LS2] Ecosystems: Interactions, Energy, and Dynamics

  - SCI-05.LS2.01  Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

SCI-05.ESS1 DCI:

[ESS1] Earth's Place in the Universe

  - SCI-05.ESS1.01  Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.
  - SCI-05.ESS1.02  Construct a graph to reveal patterns of daily changes in length (metric) and direction of shadows, length of day and night, and the seasonal appearance of some stars in the night sky.

SCI-05.ESS2 DCI:

[ESS2] Earth's Systems

  - SCI-05.ESS2.01  Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
  - SCI-05.ESS2.02  Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

SCI-05.ESS3 DCI:

[ESS3] Earth and Human Activity

  - SCI-05.ESS3.01  Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

SCI-EL.ETS1 DCI:

[ETS1] Grade 3-5 Engineering Design

  - SCI-EL.ETS1.01 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  - SCI-EL.ETS1.02 Generate and compare multiple possible so lutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  - SCI-EL.ETS1.03 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Grade 06 (MS-Physical Sci)

6th Grade Physical Science
"I can ... statements"

In 6th grade Physical Sciences, the middle school level focus on students developing understanding of several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations; and to use these practices to demonstrate understanding of the core ideas. Students are also expected to demonstrate understanding of several of engineering practices including design and evaluation.

SCI-MS.PS1 DCI:

[PS1] Matter and Its Interactions

  - SCI-MS.PS1.01  Develop models to describe the atomic composition of simple molecules and extended structures.
  - SCI-MS.PS1.02  Analyze and interpret data on the properties of substances before and after an interaction has occurred to determine if a chemical reaction has occurred.
  - SCI-MS.PS1.03  Gather and analyze information to describe that synthetic materials come from natural resources and impact society.
  - SCI-MS.PS1.04  Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
  - SCI-MS.PS1.05  Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
  - SCI-MS.PS1.06  Design a project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

SCI-MS.PS2 DCI:

[PS2] Motion and Stability: Forces and Interactions

  - SCI-MS.PS2.01  Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
  - SCI-MS.PS2.02  Plan an investigation using Newton's First and Second Laws to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
  - SCI-MS.PS2.03  Interpret data to determine the factors that affect the strength of electric and magnetic forces.
  - SCI-MS.PS2.04  Use evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
  - SCI-MS.PS2.05  Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

SCI-MS.PS3 DCI:

[PS3] Energy

  - SCI-MS.PS3.01  Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and/or the speed of an object.
  - SCI-MS.PS3.02  Using a model describe how the different amounts of potential energy in a system changes when the object's distance changes.
  - SCI-MS.PS3.03  Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
  - SCI-MS.PS3.04  Investigate to determine the relationships among the energy transferred, the type of matter, mass, and change in the average kinetic energy of the particles as measured by the temperature of the sample.
  - SCI-MS.PS3.05  Construct and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

SCI-MS.PS4 DCI:

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

  - SCI-MS.PS4.01  Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
  - SCI-MS.PS4.02  Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
  - SCI-MS.PS4.03  Evaluate how different forms of technology utilize different signals.

SCI-MS.ETS1

[ETS1] Middle School Engineering Design

  - SCI-MS.ETS1.01 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  - SCI-MS.ETS1.02 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
  - SCI-MS.ETS1.03 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
  - SCI-MS.ETS1.04 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Grade 07 (MS-Life Sci)

7th Grade Life Science
"I can ... statements"

Young children arrive in Life Science with widely varying knowledge in ....

- SCI-07.2.01 Communicate the results of scientific investigations using an appropriate form

SCI-MS.LS1 DCI:

[LS1] From Molecules to Organisms: Structure and Processes

  - SCI-MS.LS1.01  Conduct an investigation to provide evidence that living things are unicellular or multicellular and may have different cell types.
  - SCI-MS.LS1.02  Develop and use a model to describe the function of a cell as a whole and ways cell parts (organelles) contribute to the cell functions.
  - SCI-MS.LS1.03  Use evidence to model how the body is a system of interacting subsystems composed of groups of cells.
  - SCI-MS.LS1.04  Use evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction.
  - SCI-MS.LS1.05  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  - SCI-MS.LS1.06  Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
  - SCI-MS.LS1.07  Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as it moves through an organism.

SCI-MS.LS2 DCI:

[LS2] Ecosystems: Interactions, Energy, and Dynamics

  - SCI-MS.LS2.01  Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
  - SCI-MS.LS2.02  Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
  - SCI-MS.LS2.03  Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
  - SCI-MS.LS2.04  Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
  - SCI-MS.LS2.05  Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

SCI-MS.LS3 DCI:

[LS3] Heredity: Inheritance and Variation of Traits

  - SCI-MS.LS3.01  Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
  - SCI-MS.LS3.02  Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
    - SCI-MS.LS3.02.mm  Develop and use a model to describe why asexual reproduction ends with offspring with identical genetic information and sexual reproduction results in offspring with genetic variation (mitosis and meiosis)
    - SCI-MS.LS3.02.ps  Develop and use a Punnett square to show that sexual reproduction ends with offspring with genetic variation. Model how genes are transmitted from parents to offspring.

SCI-MS.LS4 DCI:

[LS4] Biological Evolution: Unity and Diversity

  - SCI-MS.LS4.01  Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
  - SCI-MS.LS4.02  Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
  - SCI-MS.LS4.03  Analyze displays of pictorial data to compare patterns of similarities and differences in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
  - SCI-MS.LS4.04  Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.
  - SCI-MS.LS4.05  Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
  - SCI-MS.LS4.06  Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

SCI-MS.ETS1
[ETS1] Middle School Engineering Design
  - SCI-MS.ETS1.01 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  - SCI-MS.ETS1.02 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
  - SCI-MS.ETS1.03 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
  - SCI-MS.ETS1.04 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Grade 08 (MS-Earth Space Sci)

8th Grade Earth Science
"I can ... statements"

Young children arrive in Earth Science with widely varying knowledge in the study of astronomy, geology, and meteorology. The topics include the solar system, stars, galaxies, interstellar bodies, regional landforms, glaciation, geological history, atmosphere, weather and climate, thunderstorms, tornadoes, hurricanes, and forecasting.

SCI-MS.ESS1 DCI:

[ESS1] Earth's Place in the Universe

  - SCI-MS.ESS1.01  Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
  - SCI-MS.ESS1.02 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
  - SCI-MS.ESS1.03 Analyze and interpret data to determine scale properties of objects in the solar system.
  - SCI-MS.ESS1.04 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

SCI-MS.ESS2 DCI:

[ESS2] Earth's Systems

  - SCI-MS.ESS2.01  Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
  - SCI-MS.ESS2.02  Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying times and spatial scales.
  - SCI-MS.ESS2.03  Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions.
  - SCI-MS.ESS2.04  Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
  - SCI-MS.ESS2.05  Use data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
  - SCI-MS.ESS2.06 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

SCI-MS.ESS3 DCI:

[ESS3] Earth and Human Activity

  - SCI-MS.ESS3.01  Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
  - SCI-MS.ESS3.02 Analyze and interpret data on natural hazards to forecast future catastrophic events that necessitate the development of technologies to mitigate their effects.
  - SCI-MS.ESS3.03  Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
  - SCI-MS.ESS3.04  Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
  - SCI-MS.ESS3.05  Investigate factors that have caused changes in global temperatures over time.

SCI-MS.ETS1

[ETS1] Middle School Engineering Design

  - SCI-MS.ETS1.01 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  - SCI-MS.ETS1.02 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
  - SCI-MS.ETS1.03 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
  - SCI-MS.ETS1.04 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

HS Science Concepts

The high school content standards specify the Science that all students should study in order to be college and career ready and listed in conceptual categories.

This is different than the K-8 standards in that the standards are not grade-specific.

Physical
Science
- [PS1] Matter and its Interactions
- [PS2] Motion and Stability: Forces and Interactions
- [PS3] Energy
- [PS4] Waves and their Applications in Technologies for Information Transfer

Life
Science
- [LS1] From Molecules to Organisms: Structures and Processes
- [LS2] Ecosystems: Interactions, Energy, and Dynamics
- [LS3] Heredity: Inheritance and Variation of Traits
- [LS4] Biological Evolution: Unity and Diversity

Earth and
Space Science
- [ESS1] Earth’s Place in the Universe
- [ESS2] Earth’s Systems
- [ESS3] Earth and Human Activity

[PS] Physical Science

High School Science
"I can ... statements"

In Physical Sciences, the high school level focus on students developing understanding of several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations; and to use these practices to demonstrate understanding of the core ideas. Students are also expected to demonstrate understanding of several of engineering practices including design and evaluation.

Physical Science

Chemistry

Physics

SCI-HS.PS1 DCI:

[PS1] Matter and Its Interactions

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

SCI-HS.PS2 DCI:

[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.
- 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.
- 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.
- 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.
- 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.
- SCI-HS.PS2.06  Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

SCI-HS.PS3 DCI:

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

SCI-HS.PS4 DCI:

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

- 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.
- 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.
- 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.
- SCI-HS.PS4.04  Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

• HS Physical Science

High School Science
"I can ... statements"

Physical Science...

... is the study of matter and energy. The study of matter includes properties of matter, physical and chemical changes, mixtures, elements, compounds, chemical reactions, and families of compounds. The study of energy includes motion, nature of forces, work, power, light, sound, electricity, heat and radioactivity.

SCI-HS.PS1 DCI:

[PS1] Matter and Its Interactions

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

SCI-HS.PS2 DCI:

[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.
- 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.
- 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.
- SCI-HS.PS2.06 Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

SCI-HS.PS3 DCI:

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

SCI-HS.PS4 DCI:

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

- 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.

SCI-HS.ETS1

[ETS1] High School Engineering Design

- SCI-HS.ETS1.01  Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- SCI-HS.ETS1.02  Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- SCI-HS.ETS1.03  Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- SCI-HS.ETS1.04  Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

• HS Chemistry

High School Science
"I can ... statements"

Chemistry...

... is the study of atoms and molecules as they bond together to form the building materials of nature. Chemical principles and theories are presented in the classroom and laboratory.

SCI-HS.PS1 DCI:

[PS1] Matter and Its Interactions

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

SCI-HS.PS2 DCI:

[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.

SCI-HS.PS3 DCI:

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

SCI-HS.ETS1

[ETS1] High School Engineering Design

- SCI-HS.ETS1.01  Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- SCI-HS.ETS1.02  Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- SCI-HS.ETS1.03  Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- SCI-HS.ETS1.04  Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

• HS Physics

High School Science
"I can ... statements"

Physics...

... is the study of matter and energy and interactions between the two. The topics cover Newtonian mechanics, dynamics, work, energy, power, circular motion, mechanical waves, and sound.

SCI-HS.PS2 DCI:

[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.
- 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.
- 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.
- 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.
- 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.

SCI-HS.PS3 DCI:

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

SCI-HS.PS4 DCI:

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

- 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.
- 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.
- 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.
- SCI-HS.PS4.04  Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

SCI-HS.ETS1

[ETS1] High School Engineering Design

- SCI-HS.ETS1.01  Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- SCI-HS.ETS1.02  Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- SCI-HS.ETS1.03  Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- SCI-HS.ETS1.04  Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

[LS] Life Science

High School Science
"I can ... statements"

In Life Sciences, the high school level focus on students developing understanding of several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations; and to use these practices to demonstrate understanding of the core ideas. Students are also expected to demonstrate understanding of several of engineering practices including design and evaluation.

Biology

Anatomy & Physiology

Environmental Science

SCI-HS.LS1 DCI:

[LS1] From Molecules to Organisms: Structure 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.
- SCI-HS.LS1.02  Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- SCI-HS.LS1.03  Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- SCI-HS.LS1.04  Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
- SCI-HS.LS1.05  Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
- 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.
- 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.

SCI-HS.LS2 DCI:

[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.
- SCI-HS.LS2.02  Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
- 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.
- SCI-HS.LS2.04  Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
- 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.
- 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.
- SCI-HS.LS2.07  Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
- SCI-HS.LS2.08  Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

SCI-HS.LS3 DCI:

[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.
- SCI-HS.LS3.02  Make and defend a claim based on evidence that inheritable genetic variations result from various factors.
- SCI-HS.LS3.03  Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

- SCI-HS.LS4 DCI:
[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.
- SCI-HS.LS4.02  Construct an explanation based on evidence that the process of evolution primarily results from four factors:
- 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.
- SCI-HS.LS4.04  Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
- 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.
- SCI-HS.LS4.06  Design and revise a solution to mitigate adverse impacts of human activity on biodiversity.

• HS Biology

High School Science
"I can ... statements"

Biology...

... is the scientific study of living organism. Major topics covered include the cell, cellular reproduction, genetics, energy flow amongst organisms, microbiology, botany, vertebrates, and ecological relationships. A variety of lab work including DNA study and dissections are important part of study.

SCI-HS.LS1 DCI:

[LS1] From Molecules to Organisms: Structure 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.
- SCI-HS.LS1.02  Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- SCI-HS.LS1.03  Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- SCI-HS.LS1.04  Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
- SCI-HS.LS1.05  Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
- 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.
- 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.

SCI-HS.LS2 DCI:

[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.
- SCI-HS.LS2.02  Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
- 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.
- SCI-HS.LS2.04  Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
- 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.
- 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.
- SCI-HS.LS2.07  Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
- SCI-HS.LS2.08  Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

SCI-HS.LS3 DCI:

[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.
- SCI-HS.LS3.02  Make and defend a claim based on evidence that inheritable genetic variations result from various factors.
- SCI-HS.LS3.03  Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

SCI-HS.LS4 DCI:

[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.
- SCI-HS.LS4.02  Construct an explanation based on evidence that the process of evolution primarily results from four factors:
- 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.
- SCI-HS.LS4.04  Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
- 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.
- SCI-HS.LS4.06  Design and revise a solution to mitigate adverse impacts of human activity on biodiversity.

SCI-HS.ETS1

[ETS1] High School Engineering Design

- SCI-HS.ETS1.01  Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- SCI-HS.ETS1.02  Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- SCI-HS.ETS1.03  Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- SCI-HS.ETS1.04  Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

• HS Anatomy & Physiology

High School Science
"I can ... statements"

Anatomy & Physiology ...

... is the detailed study of the structures of the human body. Topics covered include the major functional systems (nervous, digestive, circulatory, etc.) as well as concentration on function, location, and physiology. The physiology of the regulation and control of bodily functions will be of major importance.

SCI-HS.LS1 DCI:

[LS1] From Molecules to Organisms: Structure 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.
- SCI-HS.LS1.02  Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- SCI-HS.LS1.03  Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
- SCI-HS.LS1.04  Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
- SCI-HS.LS1.05  Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
- 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.
- 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.

SCI-HS.LS2 DCI:

[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.
- SCI-HS.LS2.02  Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
- 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.
- SCI-HS.LS2.04  Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
- 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.
- 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.
- SCI-HS.LS2.07  Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
- SCI-HS.LS2.08  Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce

SCI-HS.LS3 DCI:

[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.
- SCI-HS.LS3.02  Make and defend a claim based on evidence that inheritable genetic variations result from various factors.
- SCI-HS.LS3.03  Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

SCI-HS.LS4 DCI:

[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.
- SCI-HS.LS4.02  Construct an explanation based on evidence that the process of evolution primarily results from four factors:
- 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.
- SCI-HS.LS4.04  Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
- 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.
- SCI-HS.LS4.06  Design and revise a solution to mitigate adverse impacts of human activity on biodiversity.

SCI-HS.ETS1

[ETS1] High School Engineering Design

- SCI-HS.ETS1.01  Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- SCI-HS.ETS1.02  Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- SCI-HS.ETS1.03  Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- SCI-HS.ETS1.04  Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

[ESS] Earth and Space Science

High School Science
"I can ... statements"

In Earth and Space Sciences, the high school level focus on students developing understanding of several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations; and to use these practices to demonstrate understanding of the core ideas. Students are also expected to demonstrate understanding of several of engineering practices including design and evaluation.

Environmental Science

Earth Space Science

SCI-HS.ESS1 DCI:

[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.
- 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.
- SCI-HS.ESS1.03  Communicate scientific ideas about the way stars, over their life cycle, produce elements.
- SCI-HS.ESS1.04  Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
- 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.
- 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.

SCI-HS.ESS2 DCI:

[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.
- 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.
- SCI-HS.ESS2.03  Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.
- 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.
- SCI-HS.ESS2.05  Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
- SCI-HS.ESS2.06  Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
- SCI-HS.ESS2.07  Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

SCI-HS.ESS3 DCI:

[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.
- SCI-HS.ESS3.02  Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
- 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.
- SCI-HS.ESS3.04  Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
- 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.
- 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.

• HS Environmental Science

High School Science
"I can ... statements"

Environmental Science ...

... is the study of living thing organisms and their relationships to one another and the environment. The focus emphasizes the effects of people on plant and animal populations, natural resources and pollution.

SCI-HS.LS1 DCI:

[LS1] From Molecules to Organisms: Structure 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.

SCI-HS.LS2 DCI:

[LS2] Ecosystems: Interactions, Energy, and Dynamics

- SCI-HS.LS2.02  Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
- 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.
- SCI-HS.LS2.04  Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
- 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.
- 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.
- SCI-HS.LS2.07  Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
- SCI-HS.LS2.08  Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce

SCI-HS.LS4 DCI:

[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.
- SCI-HS.LS4.06  Design and revise a solution to mitigate adverse impacts of human activity on biodiversity.

SCI-HS.ESS2 DCI:

[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.
- SCI-HS.ESS2.05  Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
- SCI-HS.ESS2.06  Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

SCI-HS.ESS3 DCI:

[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.
- SCI-HS.ESS3.02  Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
- 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.
- SCI-HS.ESS3.04  Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
- 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.
- 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.

SCI-HS.ETS1

[ETS1] High School Engineering Design

- SCI-HS.ETS1.01  Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- SCI-HS.ETS1.02  Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- SCI-HS.ETS1.03  Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- SCI-HS.ETS1.04  Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

• HS Earth Space Science

High School Science
"I can ... statements"

Earth & Space Science ...

... is the study of astronomy, geology, and meteorology. The topics include the solar system, stars, galaxies, interstellar bodies, regional landforms, glaciation, geological history, atmosphere, weather and climate, thunderstorms, tornadoes, hurricanes, and forecasting.

SCI-HS.ESS1 DCI:

[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.
- 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.
- SCI-HS.ESS1.03  Communicate scientific ideas about the way stars, over their life cycle, produce elements.
- SCI-HS.ESS1.04  Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
- 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.
- 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.

SCI-HS.ESS2 DCI:

[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.
- 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.
- SCI-HS.ESS2.03  Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.
- 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.
- SCI-HS.ESS2.05  Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
- SCI-HS.ESS2.06  Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
- SCI-HS.ESS2.07  Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

SCI-HS.ESS3 DCI:

[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.
- SCI-HS.ESS3.02  Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
- 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.
- SCI-HS.ESS3.04  Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
- 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.
- 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.

SCI-HS.ETS1

[ETS1] High School Engineering Design

- SCI-HS.ETS1.01  Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- SCI-HS.ETS1.02  Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- SCI-HS.ETS1.03  Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- SCI-HS.ETS1.04  Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Disciplinary Core Idea

[PS]

[LS]

[ESS]

Physical
Science
- [PS1] Matter and its Interactions
- [PS2] Motion and Stability: Forces and Interactions

- [PS3] Energy
- [PS4] Waves and their Applications in Technologies for Information Transfer

K | 1 | 2
 |  | PS1
PS2 |  |
PS3 |  |
 | PS4 |

3 | 4 | 5
 |  | PS1
PS2 |  | PS2
 | PS3 | PS3
 | PS4 |

6 | 7 | 8
PS1 |  |
PS2 |  |
PS3 |  |
PS4 |  |

Life
Science
- [LS1] From Molecules to Organisms: Structures and Processes
- [LS2] Ecosystems: Interactions, Energy, and Dynamics

- [LS3] Heredity: Inheritance and Variation of Traits
- [LS4] Biological Evolution: Unity and Diversity

K | 1 | 2
LS1 | LS1 |
 |  | LS2
 | LS3 |

3 | 4 | 5
LS1 | LS1 | LS1
LS2 |  | LS2
LS3 |  |
LS4 |  |

6 | 7 | 8
 | LS1 |
 | LS2 |
 | LS3 |
 | LS4 |

Earth and
Space Science
- [ESS1] Earth’s Place in the Universe
- [ESS2] Earth’s Systems
- [ESS3] Earth and Human Activity

K | 1 | 2
 | ESS1 | ESS1
ESS2 |  | ESS2

3 | 4 | 5
 | ESS1 | ESS1
ESS2 | ESS2 | ESS2
ESS3 | ESS3 | ESS3

6 | 7 | 8
 |  | ESS1
 |  | ESS2
 |  | ESS3

SCI Disciplinary Core Idea Page Navigation

Below is a screenshot of the DCI for Earth and Space Science page of the (SCI) Science Standards Book.

Press on the H5P interactive hotspots to learn more about how to navigate the book module in Learnbps. A popup will display the header and the explanation.

Note: Fullscreen option

DCI-[PS]

Physical Science

DCI vertical alignment K-12 ...

Kindergarten

SCI-00.PS2 DCI: [PS2] Motion and Stability: Forces and Interactions

  - SCI-00.PS2.01  Conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
  - SCI-00.PS2.02  Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

SCI-00.PS3 DCI: [PS3] Energy

  - SCI-00.PS3.01 Make observations to determine the effect of sunlight on Earth’s surface.
  - SCI-00.PS3.02 Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.

First Grade

SCI-01.PS4 DCI: [PS4] Waves and Their Applications in Technologies for Information Transfer

  - SCI-01.PS4.01  Plan and conduct investigations to provide evidence that sound can make materials vibrate and that vibrating materials can make sound.
  - SCI-01.PS4.02  Construct an evidence-based account, through observation, that objects can be seen only when illuminated.
  - SCI-01.PS4.03  Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
  - SCI-01.PS4.04  Design and build a device that uses light or sound to solve the problem of communicating over a distance.

Second Grade

SCI-02.PS1 DCI: [PS1] Matter and Its Interactions

  - SCI-02.PS1.01  Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
  - SCI-02.PS1.02  Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
  - SCI-02.PS1.03  Make observations to construct an evidence-based account of how an object made of small set of pieces can be disassembled and made into a new object.
  - SCI-02.PS1.04  Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Third Grade

SCI-03.PS2 DCI: [PS2] Motion and Stability: Forces and Interactions

  - SCI-03.PS2.01  Plan and conduct an investigation to prove the effects of balanced and unbalanced forces on the motion of an object.
  - SCI-03.PS2.02  Make observations and metric measurements of an object's motion to prove that a pattern can be used to predict future motion.
  - SCI-03.PS2.03  Ask questions to determine cause and effect relationships of static electricity or magnetic interactions between two objects not in contact with each other.
  - SCI-03.PS2.04  Define a simple design problem that can be solved by applying scientific ideas about magnets.

Fourth Grade

SCI-04.PS3 DCI: [PS3] Energy

  - SCI-04.PS3.01  Use evidence to construct an explanation relating the speed of an object to the energy of that object.
  - SCI-04.PS3.02  Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
  - SCI-04.PS3.03  Ask questions and predict outcomes about the changes in energy that occur when objects collide.
  - SCI-04.PS3.04  Using the engineering design process build a device that converts energy from one form to another.

SCI-04.PS4 DCI: [PS4] Waves and Their Applications in Technologies for Information Transfer

  - SCI-04.PS4.01  Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
  - SCI-04.PS4.03  Construct a code to convey information by researching past and present methods of transmitting information.

Fifth Grade

SCI-05.PS1 DCI: [PS1] Matter and Its Interactions

  - SCI-05.PS1.01  Develop a model to describe that matter is made of particles too small to be seen.
  - SCI-05.PS1.02  Measure and graph metric quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total mass of matter is conserved.
  - SCI-05.PS1.03  Make observations and measurements to identify materials based on their properties.
  - SCI-05.PS1.04  Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

SCI-05.PS3 DCI: [PS3] Energy

  - SCI-05.PS3.01  Use models to describe how energy from the sun is converted into food (used for body repair, growth, motion, and to maintain body warmth).

6th Grade Physical Science

SCI-MS.PS1 DCI: [PS1] Matter and Its Interactions

  - SCI-MS.PS1.01  Develop models to describe the atomic composition of simple molecules and extended structures.
  - SCI-MS.PS1.02  Analyze and interpret data on the properties of substances before and after an interaction has occurred to determine if a chemical reaction has occurred.
  - SCI-MS.PS1.03  Gather and analyze information to describe that synthetic materials come from natural resources and impact society.
  - SCI-MS.PS1.04  Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
  - SCI-MS.PS1.05 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
  - SCI-MS.PS1.06 Design a project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

SCI-MS.PS2 DCI: [PS2] Motion and Stability: Forces and Interactions

  - SCI-MS.PS2.01  Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
  - SCI-MS.PS2.02  Plan an investigation using Newton's First and Second Laws to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
  - SCI-MS.PS2.03  Interpret data to determine the factors that affect the strength of electric and magnetic forces.
  - SCI-MS.PS2.04  Use evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
  - SCI-MS.PS2.05  Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

SCI-MS.PS3 DCI: [PS3] Energy

  - SCI-MS.PS3.01  Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and/or the speed of an object.
  - SCI-MS.PS3.02 Using a model describe how the different amounts of potential energy in a system changes when the object's distance changes.
  - SCI-MS.PS3.03  Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
  - SCI-MS.PS3.04  Investigate to determine the relationships among the energy transferred, the type of matter, mass, and change in the average kinetic energy of the particles as measured by the temperature of the sample.
  - SCI-MS.PS3.05  Construct and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

SCI-MS.PS4 DCI: [PS4] Waves and Their Applications in Technologies for Information Transfer

  - SCI-MS.PS4.01  Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
  - SCI-MS.PS4.02  Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
  - SCI-MS.PS4.03  Evaluate how different forms of technology utilize different signals.

High School Physical Science

SCI-HS.PS1 DCI: [PS1] Matter and Its Interactions

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

SCI-HS.PS2 DCI: [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.
  - 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.
  - 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.
  - 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.
  - 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.
  - SCI-HS.PS2.06  Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

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

SCI-HS.PS4 DCI: [PS4] Waves and Their Applications in Technologies for Information Transfer

  - 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.
  - 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.
  - 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.
  - 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.

DCI-[LS]

Life Science

DCI vertical alignment K-12 ....

Kindergarten

SCI-00.LS1 DCI: [LS1] From Molecules to Organisms: Structures and Processes

  - SCI-00.LS1.01  Describe patterns, through observation, of what plants and animals (including humans) need to survive.

First Grade

SCI-01.LS1 DCI: [LS1] From Molecules to Organisms: Structures and Processes

  - SCI-01.LS1.01  Construct an evidence-based argument with the use of a drawing or a model that illustrates how structures of plants or animals help them survive in their habitat.
  - SCI-01.LS1.02  Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

SCI-01.LS3 DCI: [LS3] Heredity: Inheritance and Variation of Traits

  - SCI-01.LS3.01  Construct an evidence-based account, through observation, that young plants and animals are alike, but not exactly like, their parents.

Second Grade

SCI-02.LS2 DCI: [LS2] Ecosystems: Interactions, Energy, and Dynamics

  - SCI-02.LS2.01  Plan and investigate to determine if plants need sunlight and water to grow.
  - SCI-02.LS2.02  Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

SCI-02.LS4 DCI: [LS4] Biological Evolution: Unity and Diversity

  - SCI-02.LS4.01  Make observations of plants and animals to compare the diversity of life in different habitats.

Third Grade

SCI-03.LS1 DCI: [LS1] From Molecules to Organisms: Structures and Processes

  - SCI-03.LS1.01  Develop models to describe that organisms have unique and diverse life cycles but all experience birth, growth, reproduction, and death.

SCI-03.LS2 DCI: [LS2] Ecosystems: Interactions, Energy, and Dynamics

  - SCI-03.LS2.01  Construct an argument that some animals form groups that help members survive.

SCI-03.LS3 DCI: [LS3] Heredity: Inheritance and Variation of Traits

  - SCI-03.LS3.01  Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
  - SCI-03.LS3.02  Use evidence to support the explanation that the expression of traits can be influenced by the environment.

SCI-03.LS4 DCI: [LS4] Biological Evolution: Unity and Diversity

  - SCI-03.LS4.01  Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
  - SCI-03.LS4.02  Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
  - SCI-03.LS4.03  Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Fourth Grade

SCI-04.LS1 DCI: [LS1] From Molecules to Organisms: Structures and Processes

  - SCI-04.LS1.01  Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
  - SCI-04.LS1.02  Form an explanation to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different way.

Fifth Grade

SCI-05.LS1 DCI: [LS1] From Molecules to Organisms: Structures and Processes

  - SCI-05.LS1.01  Support an argument that plants get the materials they need for growth chiefly from air and water..

SCI-05.LS2 DCI: [LS2] Ecosystems: Interactions, Energy, and Dynamics

  - SCI-05.LS2.01  Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

7th Grade Life Science

SCI-MS.LS1 DCI: [LS1] From Molecules to Organisms: Structure and Processes

  - SCI-MS.LS1.01  Conduct an investigation to provide evidence that living things are unicellular or multicellular and may have different cell types.
  - SCI-MS.LS1.02  Develop and use a model to describe the function of a cell as a whole and ways cell parts (organelles) contribute to the cell functions.
  - SCI-MS.LS1.03  Use evidence to model how the body is a system of interacting subsystems composed of groups of cells.
  - SCI-MS.LS1.04  Use evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction.
  - SCI-MS.LS1.05  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  - SCI-MS.LS1.06  Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
  - SCI-MS.LS1.07  Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as it moves through an organism.

SCI-MS.LS2 DCI: [LS2] Ecosystems: Interactions, Energy, and Dynamics

  - SCI-MS.LS2.01  Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
  - SCI-MS.LS2.02  Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
  - SCI-MS.LS2.03  Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
  - SCI-MS.LS2.04  Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
  - SCI-MS.LS2.05  Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

SCI-MS.LS3 DCI: [LS3] Heredity: Inheritance and Variation of Traits

  - SCI-MS.LS3.01  Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
  - SCI-MS.LS3.02  Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
    - SCI-MS.LS3.02.mm  Develop and use a model to describe why asexual reproduction ends with offspring with identical genetic information and sexual reproduction results in offspring with genetic variation (mitosis and meiosis)
    - SCI-MS.LS3.02.ps  Develop and use a Punnett square to show that sexual reproduction ends with offspring with genetic variation.  Model how genes are transmitted from parents to offspring.

SCI-MS.LS4 DCI: [LS4] Biological Evolution: Unity and Diversity

  - SCI-MS.LS4.01  Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
  - SCI-MS.LS4.02  Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
  - SCI-MS.LS4.03  Analyze displays of pictorial data to compare patterns of similarities and differences in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
  - SCI-MS.LS4.04  Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.
  - SCI-MS.LS4.05  Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
  - SCI-MS.LS4.06  Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

High School Life Science

SCI-HS.LS1 DCI: [LS1] From Molecules to Organisms: Structure 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.
  - SCI-HS.LS1.02  Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
  - SCI-HS.LS1.03  Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
  - SCI-HS.LS1.04  Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
  - SCI-HS.LS1.05  Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
  - 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.
  - 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.

SCI-HS.LS2 DCI: [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.
  - SCI-HS.LS2.02  Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
  - 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.
  - SCI-HS.LS2.04  Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
  - 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.
  - 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.
  - SCI-HS.LS2.07  Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
  - SCI-HS.LS2.08  Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

SCI-HS.LS3 DCI: [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.
  - SCI-HS.LS3.02  Make and defend a claim based on evidence that inheritable genetic variations result from various factors.
  - SCI-HS.LS3.03  Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

SCI-HS.LS4 DCI: [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.
  - SCI-HS.LS4.02  Construct explanation based on evidence that the process of evolution primarily results from 4 factors:
    1. potential for a species to increase in number,
    2. heritable genetic variation of individuals in a species due to mutation and sexual reproduction,
    3. competition for limited resources, and
    4. proliferation of those organisms that are better able to survive and reproduce in the environment.
  - 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.
  - SCI-HS.LS4.04  Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
  - 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.
  - SCI-HS.LS4.06  Design and revise a solution to mitigate adverse impacts of human activity on biodiversity.

DCI-[ESS]

Earth and Space Science

When curriculum is vertically aligned, what students learn in a grade level prepares them for the next grade level.

Kindergarten

SCI-00.ESS2 DCI: [ESS2] Earth's Systems

  - SCI-00.ESS2.01  Use and share observations of local weather conditions to describe patterns over time.
  - SCI-00.ESS2.02  Construct an argument supported by evidence for how plants and animals (including humans) can change their environment to meet their needs.

SCI-00.ESS3 DCI: [ESS3] Earth and Human Activity

  - SCI-00.ESS3.01  Represent the relationship between the needs of different plants and animals (including humans) and the places they live using a model.
  - SCI-00.ESS3.02  Ask questions to obtain information about the purpose of weather forecasting to prepare for and respond to weather.
  - SCI-00.ESS3.03   Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

First Grade

SCI-01.ESS1 DCI: [ESS1] Earth's Place in the Universe

  - SCI-01.ESS1.01  Describe patterns that can be predicted through observations of the sun, moon, and stars.
  - SCI-01.ESS1.02  Make observations at different times of year to relate the amount of daylight to the time of year.

Second Grade

SCI-02.ESS1 DCI: [ESS1] Earth's Place in the Universe

  - SCI-02.ESS1.01  Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

SCI-02.ESS2 DCI: [ESS2] Earth's Systems

  - SCI-02.ESS2.01  Compare and contrast multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
  - SCI-02.ESS2.02  Develop a model to represent the shapes and kinds of land and bodies of water in an area.
  - SCI-02.ESS2.03  Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Third Grade

SCI-03.ESS2 DCI: [ESS2] Earth's Systems

  - SCI-03.ESS2.01  Represent data in tables and graphical displays to describe and predict typical weather conditions expected during a particular season.
  - SCI-03.ESS2.02  Obtain and combine information to describe climates in different regions of the world.

SCI-03.ESS3 DCI: [ESS3] Earth and Human Activity

  - SCI-03.ESS3.01  Evaluate the feasibility of a design solution that reduces the impacts of a weather-related hazard.

Fourth Grade

SCI-04.ESS1 DCI: [ESS1] Earth's Place in the Universe

  - SCI-04.ESS1.01  Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

SCI-04.ESS2 DCI: [ESS2] Earth's Systems

  - SCI-04.ESS2.01  Make observations and metric measurements to provide evidence of the effects of weathering and the rate of erosion by water, ice, wind, or vegetation.
  - SCI-04.ESS2.02  Analyze and interpret data from maps to describe patterns of Earth’s features.

SCI-04.ESS3 DCI: [ESS3] Earth and Human Activity

  - SCI-04.ESS3.01 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
  - SCI-04.ESS3.02  Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Fifth Grade

SCI-05.ESS1 DCI: [ESS1] Earth's Place in the Universe

  - SCI-05.ESS1.01  Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.
  - SCI-05.ESS1.02  Construct a graph to reveal patterns of daily changes in length (metric) and direction of shadows, length of day and night, and the seasonal appearance of some stars in the night sky.

SCI-05.ESS2 DCI: [ESS2] Earth's Systems

  - SCI-05.ESS2.01  Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
  - SCI-05.ESS2.02  Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

SCI-05.ESS3 DCI: [ESS3] Earth and Human Activity

  - SCI-05.ESS3.01  Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

8th Grade Earth Science

SCI-MS.ESS1 DCI: [ESS1] Earth's Place in the Universe

  - SCI-MS.ESS1.01  Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
  - SCI-MS.ESS1.02  Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
  - SCI-MS.ESS1.03  Analyze and interpret data to determine scale properties of objects in the solar system.
  - SCI-MS.ESS1.04  Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

SCI-MS.ESS2 DCI: [ESS2] Earth's Systems

  - SCI-MS.ESS2.01  Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
  - SCI-MS.ESS2.02  Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying times and spatial scales.
  - SCI-MS.ESS2.03  Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions.
  - SCI-MS.ESS2.04  Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
  - SCI-MS.ESS2.05  Use data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
  - SCI-MS.ESS2.06  Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

SCI-MS.ESS3 DCI: [ESS3] Earth and Human Activity

  - SCI-MS.ESS3.01  Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
  - SCI-MS.ESS3.02  Analyze and interpret data on natural hazards to forecast future catastrophic events that necessitate the development of technologies to mitigate their effects.
  - SCI-MS.ESS3.03  Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
  - SCI-MS.ESS3.04  Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
  - SCI-MS.ESS3.05  Investigate factors that have caused changes in global temperatures over time.

High School Earth Science

SCI-HS.ESS1 DCI: [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.
  - 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.
  - SCI-HS.ESS1.03  Communicate scientific ideas about the way stars, over their life cycle, produce elements.
  - SCI-HS.ESS1.04  Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
  - 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.
  - 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.

SCI-HS.ESS2 DCI: [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.
  - 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.
  - SCI-HS.ESS2.03  Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.
  - 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.
  - SCI-HS.ESS2.05  Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
  - SCI-HS.ESS2.06  Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
  - SCI-HS.ESS2.07  Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

SCI-HS.ESS3 DCI: [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.
  - SCI-HS.ESS3.02  Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
  - 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.
  - SCI-HS.ESS3.04  Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
  - 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.
  - 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.

DCI-[ETS]

Engineering Design

with widely varying knowledge in ....

Kindergarten | 1st Grade | 2nd Grade

SCI-K2.ETS1 DCI: [ETS1] Grade K-2 Engineering Design

  - SCI-K2.ETS1.01 make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  - SCI-K2.ETS1.02 le sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  - SCI-K2.ETS1.03 rom tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

3rd Grade | 4th Grade | 5th Grade

SCI-EL.ETS1 DCI: [ETS1] Grade 3-5 Engineering Design

  - SCI-EL.ETS1.01 e design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  - SCI-EL.ETS1.02 ompare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  - SCI-EL.ETS1.03 out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

6th Physical Sci | 7th Life Sci | 8th Earth Sci

SCI-MS.ETS1 DCI: [ETS1] Grade MS Engineering Design

  - SCI-MS.ETS1.01 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  - SCI-MS.ETS1.02 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
  - SCI-MS.ETS1.03 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
  - SCI-MS.ETS1.04 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

SCI-HS.ETS1 DCI: [ETS1] Grade HS Engineering Design

  - SCI-HS.ETS1.01 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
  - SCI-HS.ETS1.02 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
  - SCI-HS.ETS1.03 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
  - SCI-HS.ETS1.04 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.