Science & Technology/Engineering Curriculum Map … by simple observable properties such as...

Science & Technology/Engineering Curriculum Map

Grades Pre-Kindergarten to 12

March, 2017

The Bi-County Collaborative Science and Technology Curriculum Map is based on the Next Generation Science Standards. The alignment and design was researched and completed by members of the Curriculum Development Team including:

Laurie Sullivan David Kieffner

Gregory Brillon Suzanne Prall

Lauren Masseur Julie Lambert

Kristin Boni Pamela Ludwig

Arlene Grubert Julie O’Connor

Nancy Regan

Table of Contents

Pages Pages

Pre Kindergarten 3 to 4 Grade 6 26 to 30

Kindergarten 5 to 6 Grade 7 31 to 35

Grade 1 7 to 9 Grade 8 36 to 40

Grade 2 10 to 12

High School Biology 41 to 47

Grade 3 13 to 16

High School Earth and Space Science 48 to 51

Grade 4 17 to 20

High School Physics 52 to 56

Grade 5 21 to 25

High School Engineering and Technology 57 to 60

High School Chemistry 61 to 65

From the 2016 Massachusetts Science and Technology/Engineering Curriculum Framework

Qualities of Science and Technology/Engineering Education for All Students Student engagement with science and technology/engineering is a critical emphasis that can only be achieved through quality curriculum and instruction. The standards attend to relevance, rigor, and coherence, each of which has a corresponding implication for curriculum and instruction:

● Emphasis in STE Standards Implication for Curriculum and Instruction ● Relevance: Organized around core explanatory ideas that explain the world around us The goal of

teaching focuses on students analyzing and explaining phenomena and experience ● Rigor: Central role for science and engineering practices with concepts Inquiry- and design-based

learning involves regular engagement with practices to build, use, and apply knowledge ● Coherence: Ideas and practices build over time and among disciplines Teaching involves building a

coherent storyline over time and among disciplines (p. 3)

Index of Next Generation Terms and Meanings

Clarification statements

Supplies examples or additional clarification to the standards

State assessment boundary statements

State assessment boundary statements are meant to specify limits to state assessment.

Design problem An articulation of a problem to be solved or a thing to be improved that addresses a personal, communal, or societal need. Engaging in or addressing a design problem results in a product (a physical thing or a process).

Local Describes an area relevant to what is being studied, generally a local community or small region (e.g., an area of a state). Does not have to be near where the student lives, although that can be the area under study. A local area can also be, for example, a place in Costa Rica if the topic of study is a rain forest, or a place in the Arctic if that is being studied

Regional Generally refers to a statewide or multistate perspective relative to what is being studied or, if on another continent, approximately a country or small set of countries that constitute a regional scope.

Material Properties

Different properties of materials are specified and used throughout the standards.

The STE standards are presented using a consistent structure:

Pre-KindergartenScienceMap

ProgramDescription:Pre-Kstudentsfocusonexperiencingandmakingobservationsoftheworldaroundthem.Theyarebeginningtolearnabouttheirownenvironmentastheyobserveplantsandanimals,theMoonandtheSun,andthedailyweather.Theyexperiencetheirworldthroughtheirsensesandbodypartsandbegintorecognizethatanimalsalsousetheirsensesandbodypartstomeettheirbasicneeds.Theyinvestigatepitchandvolume,shadowandlight,liquidsandsolids,andhowthingsmove.Theysortmaterialsbysimpleobservablepropertiessuchastextureandcolor.Theysharetheirunderstandingoftheseconceptsthroughdiscussionastheydeveloptheirlanguageandquantitativeskills.Pre-Kstudentsbuildawarenessofthewidevarietyofnaturalphenomenaandprocessesintheworldaroundthem.Timeline Disciplinary

coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources

Kits/LiteratureSeptember ESS1.

Earth’sPlaceintheUniverse

PreK-ESS1-1(MA).DemonstrateawarenessthattheMooncanbeseeninthedaytimeandatnight,andofthedifferentapparentshapesoftheMoonoveramonth.

ClarificationStatement:•Thenamesofmoonphasesorsequencingofmoonphasesisnotexpected

PreK-ESS1-2(MA).ObserveanduseevidencetodescribethattheSunisindifferentplacesintheskyduringtheday

October-December

ESS2.Earth’sSystems

PreK-ESS2-1(MA).Raisequestionsandengageindiscussionsabouthowdifferenttypesoflocalenvironments(includingwater)providehomesfordifferentkindsoflivingthings.

PreK-ESS2-2(MA).Observeandclassifynon-livingmaterials,naturalandhumanmade,inthelocalenvironment.

PreK-ESS2-3(MA).Exploreanddescribedifferentplaceswaterisfoundinthelocalenvironment.

PreK-ESS2-4(MA).Usesimpleinstrumentstocollectandrecorddataonelementsofdailyweather,includingsunorclouds,wind,snoworrain,andhigherorlowertemperature.

ClarificationStatement:•Descriptionsoftheweathercanincludesunny,cloudy,rainy,warm,windy,andsnowy.

PreK-ESS2-5(MA).Describehowlocalweatherchangesfromdaytodayandovertheseasonsandrecognizepatternsinthosechanges.

PreK-ESS2-6(MA).Provideexamplesoftheimpactofweatheronlivingthings.

ClarificationStatement:•Makeconnectionsbetweentheweatherandwhattheywearandcandoandtheweatherandtheneedsofplantsandanimalsforwaterandshelter.

Timeline Disciplinarycoreidea

Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature

January ESS3.EarthandHumanActivity

PreK-ESS3-1(MA).Engageindiscussionandraisequestionsusingexamplesaboutlocalresources(includingsoilandwater)humansusetomeettheirneeds.

PreK-ESS3-2(MA).Observeanddiscusstheimpactofpeople’sactivitiesonthelocalenvironment.

February PS1.MatterandItsInteractions

PreK-PS1-1(MA).Raisequestionsandinvestigatethedifferencesbetweenliquidsandsolidsanddevelopawarenessthataliquidcanbecomeasolidandviceversa.

PreK-PS1-2(MA).Investigatenaturalandhuman-madeobjectstodescribe,compare,sort,andclassifyobjectsbasedonobservablephysicalcharacteristics,uses,andwhethersomethingismanufacturedoroccursinnature.

PreK-PS1-3(MA).Differentiatebetweenthepropertiesofanobjectandthoseofthematerialofwhichitismade.

PreK-PS1-4(MA).Recognizethroughinvestigationthatphysicalobjectsandmaterialscanchangeunderdifferentcircumstances

ClarificationStatement:•Changesincludebuildinguporbreakingapart,mixing,dissolving,andchangingstate.

March PS2.MotionandStability:ForcesandInteractions

PreK-PS2-1(MA).Usingevidence,discussideasaboutwhatismakingsomethingmovethewayitdoesandhowsomemovementscanbecontrolled

ClarificationStatement:•Examplesoffactorsinchildren’sconstructionplayincludeusingabroadfoundationwhenbuilding,consideringthestrengthofmaterials,andusingbalancedweightdistributioninablockbuilding.

PreK-PS2-2(MA).Throughexperience,developawarenessoffactorsthatinfluencewhetherthingsstandorfall.

PS4.WavesandTheirApplicationsinTechnologiesforInformationTransfer

PreK-PS4-1(MA).Investigatesoundsmadebydifferentobjectsandmaterialsanddiscussexplanationsaboutwhatiscausingthesounds.Throughplayandinvestigations,identifywaystomanipulatedifferentobjectsandmaterialsthatmakesoundtochangevolumeandpitch.

PreK-PS4-2(MA).Connectdailyexperiencesandinvestigationstodemonstratetherelationshipsbetweenthesizeandshapeofshadows,theobjectscreatingtheshadow,andthelightsource.

April-June LS1.FromMoleculestoOrganisms:StructuresandProcesses

PreK-LS1-1(MA).Compare,usingdescriptionsanddrawings,theexternalbodypartsofanimals(includinghumans)andplantsandexplainfunctionsofsomeoftheobservablebodyparts.

ClarificationStatement:•Examplescanincludecomparisonofhumansandhorses:humanshavetwolegsandhorsesfour,butbothuselegstomove.

PreK-LS1-2(MA).Explainthatmostanimalshavefivesensestheyusetogatherinformationabouttheworldaroundthem.

PreK-LS1-3(MA).Usetheirfivesensesintheirexplorationandplaytogatherinformation.

April-June(cont.)

LS2.Ecosystems:Interactions,Energy,andDynamics

PreK-LS2-1(MA).Useevidencefromanimalsandplantstodefineseveralcharacteristicsoflivingthingsthatdistinguishthemfromnonlivingthings.

ClarificationStatements:•Basicneedsincludewater,food,air,shelter,and,formostplants,light.•Examplesofevidencecanincludesquirrelsgatheringnutsforthewinterandplantsgrowinginthepresenceofsunandwater.•Thelocalenvironmentincludestheareaaroundthestudent’sschool,home,oradjacentcommunity.

PreK-LS2-2(MA).Usingevidencefromthelocalenvironment,explainhowfamiliarplantsandanimalsmeettheirneedswheretheylive.

PreK-LS2-3(MA).Giveexamplesfromthelocalenvironmentofhowanimalsandplantsaredependentononeanothertomeettheirbasicneeds.

LS3.VariationofTraits

PreK-LS3-1(MA).Useobservationstoexplainthatyoungplantsandanimalsarelikebutnotexactlyliketheirparents.

ClarificationStatement:•Examplesofobservationsincludepuppiesthatlooksimilarbutnotexactlythesameastheirparents.

PreK-LS3-2(MA).Useobservationstorecognizedifferencesandsimilaritiesamongthemselvesandtheirfriends.

KindergartenScienceMap

ProgramDescription:Kindergartenstudentsbuildonearlyexperiencesobservingtheworldaroundthemastheycontinuetomakeobservationsthataremorequantitativeinnatureandhelpthemidentifywhysomechangesoccur.Studentsbegintolearntousetheseobservationsasevidencetosupportaclaimthroughgrowinglanguageskills.Theylearnthatallanimalsandplantsneedfood,water,andairtogrowandthriveandthatthefundamentaldifferencebetweenplantsandanimalsisaplant’sabilitytomakeitsownfood.Studentsbuildtheirquantitativeknowledgeoftemperatureinrelationtotheweatheranditseffectondifferentkindsofmaterials.Theyobservethattheamountofsunlightshiningonasurfacecausesatemperaturechangeandtheydesignastructuretoreducethewarmingeffectsofsunlight.Theyinvestigatemotionsofobjectsbychangingthestrengthanddirectionofpushesandpulls.Theyprovideexamplesofplantsandanimalsthatcanchangetheirenvironmentthroughtheirinteractionswithit.Inkindergartenscience,studentsbegintoidentifyreasonsforchangesinsomecommonphenomena.Timeline Disciplinary

Kits/LiteratureSeptember-December

K-ESS2-1.Useandsharequantitativeobservationsoflocalweatherconditionstodescribepatternsovertime.

ClarificationStatements:•Examplesofquantitativeobservationscouldincludenumbersofsunny,windy,andrainydaysinamonth,andrelativetemperature.•Quantitativeobservationsshouldbelimitedtowholenumbers.

K-ESS2-2.Constructanargumentsupportedbyevidenceforhowplantsandanimals(includinghumans)canchangetheenvironment.

ClarificationStatement:•Examplesofplantsandanimalschangingtheirenvironmentcouldincludeasquirreldiggingholesinthegroundandtreerootsthatbreakconcrete.

K-ESS3-2.Obtainanduseinformationaboutweatherforecastingtopreparefor,andrespondto,differenttypesoflocalweather.

K-ESS3-3.Communicatesolutionstoreducetheamountofnaturalresourcesanindividualuses

ClarificationStatement:•Examplesofsolutionscouldincludereusingpapertoreducethenumberoftreescutdownandrecyclingcansandbottlestoreducetheamountofplasticormetalused.

January-March

PS1.MatterandItsInteractions

K-PS1-1(MA).Investigateandcommunicatetheideathatdifferentkindsofmaterialscanbesolidorliquiddependingontemperature.

ClarificationStatements:•Materialschosenmustexhibitsolidandliquidstatesinareasonabletemperaturerangeforkindergartenstudents(e.g.,0–80°F),suchaswater,crayons,orgluesticks.•Onlyaqualitativedescriptionoftemperature,suchashot,warm,andcool,isexpected.

Properties(K-1)

PS2.MotionandStability:Forcesandinteractions

K-PS2-1.Comparetheeffectsofdifferentstrengthsordifferentdirectionsofpushesandpullsonthemotionofanobject.PS3.Energy

ClarificationStatements:•Examplesofpushesorpullscouldincludeastringattachedtoanobjectbeingpulled,apersonpushinganobject,apersonstoppingarollingball,andtwoobjectscollidingandpushingoneachother.•Comparisonsshouldbeondifferentrelativestrengthsordifferentdirections,notbothatthesametime.•Non-contactpushesorpullssuchasthoseproducedbymagnetsarenotexpected.[K-PS2-2fromNGSSisnotincluded.]

K-PS3-1.MakeobservationstodeterminethatsunlightwarmsmaterialsonEarth’ssurface.

ClarificationStatements:•ExamplesofmaterialsonEarth’ssurfacecouldincludesand,soil,rocks,andwater.•Measuresoftemperatureshouldbelimitedtorelativemeasuressuchaswarmer/cooler.K-PS3-2.Usetoolsandmaterialstodesignandbuildamodelofastructurethatwillreducethewarmingeffectofsunlightonanarea.*

K-LS1-1.Observeandcommunicatethatanimals(includinghumans)andplantsneedfood,water,andairtosurvive.Animalsgetfoodfromplantsorotheranimals.Plantsmaketheirownfoodandneedlighttoliveandgrow.

ObservinganAquarium(K-1)

K-LS1-2(MA).Recognizethatallplantsandanimalsgrowandchangeovertime

Grade1ScienceMapProgramdescription:Theperformanceexpectationsinfirstgradehelpstudentsformulateanswerstoquestionssuchas:“Whathappenswhenmaterialsvibrate?Whathappenswhenthereisnolight?Whataresomewaysplantsandanimalsmeettheirneedssothattheycansurviveandgrow?Howareparentsandtheirchildrensimilaranddifferent?Whatobjectsareintheskyandhowdotheyseemtomove?”Studentsareexpectedtodevelopunderstandingoftherelationshipbetweensoundandvibratingmaterialsaswellasbetweentheavailabilityoflightandabilitytoseeobjects.Studentsarealsoexpectedtodevelopunderstandingofhowplantsandanimalsusetheirexternalpartstohelpthemsurvive,grow,andmeettheirneedsaswellashowbehaviorsofparentsandoffspringhelptheoffspringsurvive.Studentsareabletoobserve,describe,andpredictsomepatternsofthemovementofobjectsinthesky.Inthefirstgradeperformanceexpectations,studentsareexpectedtodemonstrategrade-appropriateproficiencyinplanningandcarryingoutinvestigations,analyzingandinterpretingdata,constructingexplanationsanddesigningsolutions,andobtaining,evaluating,andcommunicatinginformation.Studentsareexpectedtousethesepracticestodemonstrateunderstandingofthecoreideas.Timeline Disciplinary

Kits/LiteratureSeptember-December

ESS1.Earth’sPlaceintheUniverse

1-ESS1-1.UseobservationsoftheSun,Moon,andstarstodescribethateachappearstoriseinonepartofthesky,appearstomoveacrossthesky,andappearstoset.

ClarificationStatement:•Examplesofseasonalchangestotheenvironmentcanincludefoliagechanges,birdmigration,anddifferencesinamountofinsectactivity.

SolarSystem(3-4)

1-ESS1-2.Analyzeprovideddatatoidentifyrelationshipsamongseasonalpatternsofchange,includingrelativesunriseandsunsettimechanges,seasonaltemperatureandrainfallorsnowfallpatterns,andseasonalchangestotheenvironment.

January-March

1-PS4-1.Demonstratethatvibratingmaterialscanmakesoundandthatsoundcanmakematerialsvibrate.

ClarificationStatements:•Examplesofvibratingmaterialsthatmakesoundcouldincludetuningforks,astretchedstringorrubberband,andadrumhead.•Examplesofhowsoundcanmakematerialsvibratecouldincludeholdingapieceofpapernearaspeakermakingsoundandholdinganobjectnearavibratingtuningfork•Effectscanincludesomeoralllightpassingthrough,creationofashadow,andredirectinglight.•Quantitativemeasuresarenotexpected.

1-PS4-3.Conductaninvestigationtodeterminetheeffectofplacingmaterialsthatallowlighttopassthroughthem,allowonlysomelightthroughthem,blockallthelight,orredirectlightwhenputinthepathofabeamoflight.1-PS4-4.Usetoolsandmaterialstodesignandbuildadevicethatuseslightorsoundtosendasignaloveradistance.*

ETS1.EngineeringDesign

1.K-2-ETS1-1.Askquestions,makeobservations,andgatherinformationaboutasituationpeoplewanttochangethatcanbesolvedbydevelopingorimprovinganobjectortool.

ClarificationStatements:•Examplesofdevicescouldincludealightsourcetosendsignals,papercupandstring“telephones,”andapatternofdrumbeats.•Technologicaldetailsforhowcommunicationdevicesworkarenotexpected.

1.K-2-ETS1-2.Generatemultiplesolutionstoadesignproblemandmakeadrawing(plan)torepresentoneormoreofthesolutions.*

1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.

ClarificationStatement:•Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis

ObservinganAquarium(K-1);ClassroomPlants(2-3);SoilHabitats(2-3)

1-LS1-2.Obtaininformationtocomparewaysinwhichthebehaviorofdifferentanimalparentsandtheiroffspringhelptheoffspringtosurvive.

ClarificationStatement:•Examplesofbehaviorscouldincludethesignalsthatoffspringmake(suchascrying,cheeping,andothervocalizations)andtheresponsesoftheparents(suchasfeeding,comforting,andprotectingtheoffspring).

1-LS3-1.Useinformationfromobservations(first-handandfrommedia)toidentifysimilaritiesanddifferencesamongindividualplantsoranimalsofthesamekind.undergometamorphosis,orhybridsarenotexpected.

1.K-2-ETS1-1.Askquestions,makeobservations,andgatherinformationaboutasituationpeoplewanttochangethatcanbesolvedbydevelopingorimprovinganobjectortool.

1.K-2-ETS1-2.Generatemultiplesolutionstoadesignproblemandmakeadrawing(plan)torepresentoneormoreofthesolutions.*

ClarificationStatements:•Examplesofobservationscouldincludethatleavesfromthesamekindofplantarethesameshapebutcandifferinsize.•Inheritance

Grade2ScienceMapProgramdescription:Theperformanceexpectationsinsecondgradehelpstudentsformulateanswerstoquestionssuchas:“Howdoeslandchangeandwhataresomethingsthatcauseittochange?Whatarethedifferentkindsoflandandbodiesofwater?Howarematerialssimilaranddifferentfromoneanother,andhowdothepropertiesofthematerialsrelatetotheiruse?Whatdoplantsneedtogrow?Howmanytypesoflivingthingsliveinaplace?”Studentsareexpectedtodevelopanunderstandingofwhatplantsneedtogrowandhowplantsdependonanimalsforseeddispersalandpollination.Studentsarealsoexpectedtocomparethediversityoflifeindifferenthabitats.Inthesecondgradeperformanceexpectations,studentsareexpectedtodemonstrategradeappropriateproficiencyindevelopingandusingmodels,planningandcarryingoutinvestigations,analyzingandinterpretingdata,constructingexplanationsanddesigningsolutions,engaginginargumentfromevidence,andobtaining,evaluating,andcommunicatinginformation.Studentsareexpectedtousethesepracticestodemonstrateunderstandingofthecoreideas.Timeline Disciplinary

Kits/Literature

September-November

2-ESS2-1.Investigateandcomparetheeffectivenessofmultiplesolutionsdesignedtosloworpreventwindorwaterfromchangingtheshapeoftheland.

ClarificationStatements:● Solutionstobecomparedcouldincludedifferent

designsofdikesandwindbreakstoholdbackwindandwater,anddifferentdesignsforusingshrubs,grass,andtreestoholdbacktheland.

● Solutionscanbegeneratedorprovided.

SoilScience(2-3);

EarthMovements(3-4)

2-ESS2-2.Maptheshapesandtypesoflandformsandbodiesofwaterinanarea.

ClarificationStatements:● Examplesoftypesoflandformscanincludehills,

valleys,riverbanks,anddunes.● Examplesofwaterbodiescanincludestreams,

ponds,bays,andrivers.● Quantitativescalinginmodelsorcontourmappingis

notexpected.2-ESS2-3.Useexamplesobtainedfrominformationalsourcestoexplainthatwaterisfoundintheocean,riversandstreams,lakesandponds,andmaybesolidorliquid.

ClarificationStatement:● Examplesoftypesoflandformscanincludehills,

valleys,riverbanks,anddunes.

December-February

2-ESS2-4(MA).ObservehowblowingwindandflowingwatercanmoveEarthmaterialsfromoneplacetoanotherandchangetheshapeofalandform.

ClarificationStatement:•Animalsneedfood,water,air,shelter,andfavorabletemperature;plantsneedsufficientlight,water,minerals,favorabletemperature,andanimalsorothermechanismstodisperseseeds.

March-April LS4.BiologicalEvolution:UnityandDiversity

2-LS2-3(MA).Developandusemodelstocomparehowplantsandanimalsdependontheirsurroundingsandotherlivingthingstomeettheirneedsintheplacestheylive.

ClarificationStatements:•Examplesofareastocomparecanincludetemperateforest,desert,tropicalrainforest,grassland,arctic,andaquatic.•Specificanimalandplantnamesinspecificareasarenotexpected.

ClassroomPlants(2-3);

SoilHabitats(2-3);

Plant&AnimalLifeCycles(3-4)

nimalLi

2-LS4-1.Usetexts,media,orlocalenvironmentstoobserveandcompare(a)differentkindsoflivingthingsinanarea,and(b)differencesinthekindsoflivingthingslivingindifferenttypesofareas.

2-PS1-1.Describeandclassifydifferentkindsofmaterialsbyobservablepropertiesofcolor,flexibility,hardness,texture,andabsorbency.

ClarificationStatements:•Examplesofpropertiescouldinclude,color,flexibility,hardness,texture,andabsorbency.•Datashouldfocusonqualitativeandrelativeobservations.

Properties(K-1)

2-PS1-2.Testdifferentmaterialsandanalyzethedataobtainedtodeterminewhichmaterialshavethepropertiesthatarebestsuitedforanintendedpurpose.

March-April(cont.)

(cont.)

2-PS1-3.Analyzeavarietyofevidencetoconcludethatwhenachunkofmaterialiscutorbrokenintopieces,eachpieceisstillthesamematerialand,howeversmalleachpieceis,hasweight.Showthatthematerialpropertiesofasmallsetofpiecesdonotchangewhenthepiecesareusedtobuildlargerobjects.

2-PS1-4.Constructanargumentwithevidencethatsomechangestomaterialscausedbyheatingorcoolingcanbereversedandsomecannot.

ClarificationStatements:•Materialsshouldbepuresubstancesormicroscopicmixturesthatappearcontiguousatobservablescales.•Examplesofpiecescouldincludeblocks,buildingbricks,andotherassortedsmallobjects.

PS3.Energy

2-PS3-1(MA).Designandconductanexperimenttoshowtheeffectsoffrictionontherelativetemperatureandspeedofobjectsthatrubagainsteachother.

ClarificationStatements:•Examplesofreversiblechangescouldincludematerialssuchaswaterandbutteratdifferenttemperatures.•Examplesofirreversiblechangescouldincludecookinganegg,freezingaplantleaf,andburningpaper.•Examplescouldincludeanobjectslidingonroughorsmoothsurfaces.•Observationsoftemperatureandspeedshouldbequalitative.

May-JuneTechnology/Engineering

2.K-2-ETS1-3.Analyzedatafromtestsoftwoobjectsdesignedtosolvethesamedesignproblemtocomparethestrengthsandweaknessesofhoweachobjectperforms.

ClarificationStatements:•Datacanincludeobservationsandbeeitherqualitativeorquantitative.

•Examplescanincludehowdifferentobjectsinsulatecoldwaterorhowdifferenttypesofgrocerybagsperform.

Grade3ScienceMapProgramDescription:Grade3studentsdevelopandsharpentheirskillsatobtaining,recordingandcharting,andanalyzingdatainordertostudytheirenvironment.Theyusethesepracticestostudytheinteractionsbetweenhumansandearthsystems,humansandtheenvironment,andhumansandthedesignedworld.Theylearnthattheseentitiesnotonlyinteractbutinfluencebehaviors,reactions,andtraitsoforganisms.Grade3studentsanalyzeweatherpatternsandconsiderhumans’influenceandopportunitytoimpactweather-relatedevents.Inlifesciencetheystudytheinteractionsbetweenandinfluenceoftheenvironmentandhumantraitsandcharacteristics.Theyusetheengineeringdesignprocesstoidentifyaproblemanddesignsolutionsthatenhancehumaninteractionswiththeirsurroundingsandtomeettheirneeds.Studentsconsidertheinteractionsandconsequentreactionsbetweenobjectsandforces,includingforcesthatarebalancedornot.Studentsreasonandprovideevidencetosupportargumentsfortheinfluenceofhumansonnatureandnatureonhumanexperience.Timeline Disciplinary

Kits/Literature

September-October ESS2.

Earth’sSystems

3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.

ClarificationStatement:•Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.StateAssessmentBoundary:•Anunderstandingofclimatechangeisnotexpectedinstateassessment.

WeatherInstruments(3-4);EarthMovements(3-4);SolarSystem(3-4)

3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.

November ESS3.EarthandHumanActivity

3-ESS3-1.Evaluatethemeritofadesignsolutionthatreducesthedamagecausedbyweather.*

ClarificationStatement:•Examplesofdesignsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod

December-February

LS1.FromMoleculestoOrganisms:StructuresandProcesses

3-LS1-1.Usesimplegraphicalrepresentationstoshowthatdifferenttypesoforganismshaveuniqueanddiverselifecycles.Describethatallorganismshavebirth,growth,reproduction,anddeathincommonbutthereareavarietyofwaysinwhichthesehappen.

ClarificationStatements:•Examplescanincludedifferentwaysplantsandanimalsbegin(e.g.,sproutfromaseed,bornfromanegg),grow(e.g.,increaseinsizeandweight,produceanewpart),reproduce(e.g.,developseeds,rootrunners,mateandlayeggsthathatch),anddie(e.g.,lengthoflife).•Plantlifecyclesshouldfocusonthoseoffloweringplants.•Describingvariationinorganismlifecyclesshouldfocusoncomparisonsofthegeneralstagesofeach,notspecifics.

Timeline Disciplinarycoreidea Standard

ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature

December-February

LS2.Ecosystems:InteractionsEnergy,andDynamics

[3-LS2-1fromNGSSisnotincluded.) StateAssessmentBoundary:•Detaileddescriptionsofanyoneorganism’scycle,thedifferencesof“completemetamorphosis”and“incompletemetamorphosis,”ordetailsofhumanreproductionarenotexpectedinstateassessment.

Plant&AnimalLifeCycles(3-4);ClassroomPlants(2-3)

LS3.Heredity:InheritanceandVariationofTraits

3-LS3-1.Provideevidence,includingthroughtheanalysisofdata,thatplantsandanimalshavetraitsinheritedfromparentsandthatvariationofthesetraitsexistinagroupofsimilarorganisms.

ClarificationStatements:•Examplesofinheritedtraitsthatvarycanincludethecoloroffur,shapeofleaves,lengthoflegs,andsizeofflowers.•Focusshouldbeonnon-humanexamples.StateAssessmentBoundary•Geneticmechanismsofinheritanceorpredictionoftraitsarenotexpectedinstateassessment.

3-LS3-2.Distinguishbetweeninheritedcharacteristicsandthosecharacteristicsthatresultfromadirectinteractionwiththeenvironment.Giveexamplesofcharacteristicsoflivingorganismsthatareinfluencedbybothinheritanceandtheenvironment.

ClarificationStatements:•Examplesoftheenvironmentaffectingacharacteristiccouldincludenormallytallplantsstuntedbecausetheyweregrownwithinsufficientwaterorlight,alizardmissingatailduetoapredator,andapetdogbecomingoverweightbecauseitisgiventoomuchfoodandlittleexercise.•Focusshouldbeonnon-humanexamples.

LS4.BiologicalEvolution:UnityandDiversity

3-LS4-1.Usefossilstodescribetypesoforganismsandtheirenvironmentsthatexistedlongagoandcomparethosetolivingorganismsandtheirenvironments.RecognizethatmostkindsofplantsandanimalsthatoncelivedonEartharenolongerfoundanywhere.

ClarificationStatement:•Comparisonsshouldfocusonphysicalorobservablefeatures.StateAssessmentBoundary:•Identificationofspecificfossilsorspecificpresent-dayplantsandanimals,dynamicprocesses,orgeneticsarenotexpectedinstateassessment.

Timeline Disciplinarycoreidea Standard

ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature

December-February

LS4.BiologicalEvolution:UnityandDiversity(cont.)

3-LS4-2.Useevidencetoconstructanexplanationforhowthevariationsincharacteristicsamongindividualswithinthesamespeciesmayprovideadvantagestotheseindividualsintheirsurvivalandreproduction.

ClarificationStatements:•Examplescanincluderosebushesofthesamespecies,onewithslightlylongerthornsthantheotherwhichmaypreventitspredationbydeer,andcolorvariationwithinaspeciesthatmayprovideadvantagessooneorganismmaybemorelikelytosurviveandthereforemorelikelytoproduceoffspring.•Examplesofevidencecouldincludeneedsandcharacteristicsoftheorganismsandhabitatsinvolved.

3-LS4-3.Constructanargumentwithevidencethatinaparticularenvironmentsomeorganismscansurvivewell,somesurvivelesswell,andsomecannotsurvive.

ClarificationStatement:•Examplesofevidencecouldincludeneedsandcharacteristicsofthedifferentorganisms(species)andhabitatsinvolved.

3-LS4-4.Analyzeandinterpretgivendataaboutchangesinahabitatanddescribehowthechangesmayaffecttheabilityoforganismsthatliveinthathabitattosurviveandreproduce.

ClarificationStatements:•Changesshouldincludechangestolandforms,distributionofwater,climate,andavailabilityofresources.•Changesinthehabitatcouldrangeintimefromaseasontoadecade.•Whileitisunderstoodthatecologicalchangesarecomplex,thefocusshouldbeonasinglechangetothehabitat.StateAssessmentBoundary:•Detailsofreproductionarenotexpectedinstateassessment.

3-LS4-5(MA).Provideevidencetosupportaclaimthatthesurvivalofapopulationisdependentuponreproduction.

March-April

PS2.MotionandStability:ForcesandInteractions

3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.

ClarificationStatements:•Descriptionsofforcemagnitudeshouldbequalitativeandrelative.•Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:•Quantitativeforcemagnitudeisnotexpectedinstateassessment.•Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.

Magnets(3-4)

3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.

ClarificationStatements:•Focusshouldbeonforcesproducedbymagneticobjectsthatareeasilymanipulated.

3-PS2-4.Defineasimpledesignproblemthatcanbesolvedbyusinginteractionsbetweenmagnets.*[3-PS2-2fromNGSSisnotincluded.

ClarificationStatement:•Examplesofproblemscouldincludeconstructingalatchtokeepadoorshutandcreatingadevicetokeeptwomovingobjectsfromtouchingeachother.

May-June

3.3-5-ETS1-1.Defineasimpledesignproblemthatreflectsaneedorawant.Includecriteriaforsuccessandconstraintsonmaterials,time,orcostthatapotentialsolutionmustmeet.*

ClarificationStatement:•Examplesofdesignproblemscanincludeadaptingaswitchonatoyforchildrenwhohaveamotorcoordinationdisability,designingawaytoclearorcollectdebrisortrashfromastormdrain,orcreatingsafemoveableplaygroundequipmentforanewrecessgame.

3.3-5-ETS1-2.Generateseveralpossiblesolutionstoagivendesignproblem.Compareeachsolutionbasedonhowwelleachislikelytomeetthecriteriaandconstraintsofthedesignproblem.*

3.3-5-ETS1-4(MA).Gatherinformationusingvariousinformationalresourcesonpossiblesolutionstoadesignproblem.Presentdifferentrepresentationsofadesignsolution.*[3-5-ETS1-3and3-5-ETS1-5(MA)arefoundingrade4.]

ClarificationStatements:•Examplesofinformationalresourcescanincludebooks,videos,andwebsites.•Examplesofrepresentationscanincludegraphicorganizers,sketches,models,andprototypes.

Grade4ScienceMapProgramdescription:Theperformanceexpectationsinfourthgradehelpstudentsformulateanswerstoquestionssuchas:“Whatarewavesandwhataresomethingstheycando?Howcanwater,ice,windandvegetationchangetheland?WhatpatternsofEarth’sfeaturescanbedeterminedwiththeuseofmaps?Howdointernalandexternalstructuressupportthesurvival,growth,behavior,andreproductionofplantsandanimals?Whatisenergyandhowisitrelatedtomotion?Howisenergytransferred?Howcanenergybeusedtosolveaproblem?”Fourthgradersareexpectedtodevelopanunderstandingthatplantsandanimalshaveinternalandexternalstructuresthatfunctiontosupportsurvival,growth,behavior,andreproduction.Studentsareexpectedtodevelopanunderstandingthatenergycanbetransferredfromplacetoplacebysound,light,heat,andelectriccurrentsorfromobjecttoobjectthroughcollisions.Inthefourthgradeperformanceexpectations,studentsareexpectedtodemonstrategrade-appropriateproficiencyinaskingquestions,developingandusingmodels,planningandcarryingoutinvestigations,analyzingandinterpretingdata,constructingexplanationsanddesigningsolutions,engaginginargumentfromevidence,andobtaining,evaluating,andcommunicatinginformation.Studentsareexpectedtousethesepracticestodemonstrateunderstandingofthecoreideas.Timeline Disciplinary

Kits/Literature

September-October

4-ESS1-1.Useevidencefromagivenlandscapethatincludessimplelandformsandrocklayerstosupportaclaimabouttheroleoferosionordepositionintheformationofthelandscapeoverlongperiodsoftime.

ClarificationStatements:•Examplesofevidenceandclaimscouldincluderocklayerswithshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromdepositiononlandtodepositioninwaterovertime;andacanyonwithrocklayersinthewallsandariverinthebottom,indicatingthatarivererodedtherockovertime.•Examplesofsimplelandformscanincludevalleys,hills,mountains,plains,andcanyons.•Focusshouldbeonrelativetime.StateAssessmentBoundary:•Specificdetailsofthemechanismsofrockformationorspecificrockformationsandlayersarenotexpectedinstateassessment

November-January

4-ESS2-1.Makeobservationsandcollectdatatoprovideevidencethatrocks,soils,andsedimentsarebrokenintosmallerpiecesthroughmechanicalweatheringandmovedaroundthrougherosion.

ClarificationStatements:• Mechanical weathering processes can include frostwedging,abrasion,andtreerootwedging.•Erosioncanincludemovementbyblowingwind,flowingwater,andmovingice.StateAssessmentBoundary:•Chemicalprocessesarenotexpectedinstateassessment.

4-ESS2-2.AnalyzeandinterpretmapsofEarth’smountainranges,deepoceantrenches,volcanoes,andearthquakeepicenterstodescribepatternsofthesefeaturesandtheirlocationsrelativetoboundariesbetweencontinentsandoceans.

ESS3.EarthandHumanActivity

4-ESS3-1.Obtaininformationtodescribethatenergyandfuelshumansusearederivedfromnaturalresourcesandthatsomeenergyandfuelsourcesarerenewableandsomearenot.

ClarificationStatements:•Examplesofrenewableenergyresourcescouldincludewindenergy,waterbehinddams,tides,andsunlight.•Non-renewableenergyresourcesarefossilfuelsandnuclearmaterials.

4-ESS3-2.Evaluatedifferentsolutionstoreducetheimpactsofanaturaleventsuchasanearthquake,blizzard,orfloodonhumans.*

ClarificationStatement:•Examplesofsolutionscouldincludeanearthquake-resistantbuildingoraconstructedwetlandtomitigateflooding

February-March

4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[4-LS1-2fromNGSSisnotincluded.]

ClarificationStatements:•Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.•Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.StateAssessmentBoundary:•Stateassessmentwillbelimitedtomacroscopicstructures.

April-May

PS3.Energy

4-PS3-1.Useevidencetoconstructanexplanationrelatingthespeedofanobjecttotheenergyofthatobject.

StateAssessmentBoundaries:•Stateassessmentwillbelimitedtoanalysisofkineticenergy.•Accountingformass,quantitativemeasuresofchangesinthespeedofanobject,oranypreciseorquantitativedefinitionofenergyisnotexpectedinstateassessment.

4-PS3-2.Makeobservationstoshowthatenergycanbetransferredfromplacetoplacebysound,light,heat,andelectriccurrents.

ClarificationStatement:•Evidenceofenergybeingtransferredcanincludevibrationsfeltasmalldistancefromasource,asolar-poweredtoythatmoveswhenplacedindirectlight,warmingametalobjectononeendandtolightabulb.StateAssessmentBoundary:•Quantitativemeasurementsofenergyarenotexpectedinstateassessmenttoobservetheotherendgettingwarm,andawirecarryingelectricenergyfromabattery.

4-PS3-3.Askquestionsandpredictoutcomesaboutthechangesinenergythatoccurwhenobjectscollide.

ClarificationStatement:•Changesinenergycanincludeachangeintheobject’smotion,position,andthegenerationofheatand/orsound.StateAssessmentBoundary:•Analysisofforcesorquantitativemeasurementsofenergyarenotexpectedinstateassessment.

4-PS3-4.Applyscientificprinciplesofenergyandmotiontotestandrefineadevicethatconvertskineticenergytoelectricalenergyorusesstoredenergytocausemotionorproducelightorsound.*

ClarificationStatement:•Sourcesofstoredenergycanincludewaterinabucketoraweightsuspendedataheight,andabattery.

4-PS4-1.Developamodelofasimplemechanicalwave(includingsound)tocommunicatethatwaves(a)areregularpatternsofmotionalongwhichenergytravelsand(b)cancauseobjectstomove

ClarificationStatement:•Examplesofmodelscouldincludediagrams,analogies,andphysicalmodels.

April-May(cont.)

4-PS4-2.Developamodeltodescribethatlightmustreflectoffanobjectandentertheeyefortheobjecttobeseen.

StateAssessmentBoundary:•Interferenceeffects,electromagneticwaves,ornon-periodicwavesarenotexpectedinstateassessment.

4-PS4-3.Developandcomparemultiplewaystotransferinformationthroughencoding,sending,receiving,anddecodingapattern.*

StateAssessmentBoundary:•Specificcolorsreflectedandseen,thecellularmechanismsofvision,anglesofincidenceandreflection,orhowtheretinaworksarenotexpectedinstateassessment.ClarificationStatement:•Examplesofsolutionscouldincludedrumssendingcodedinformationthroughsoundwaves,usingagridof1sand0srepresentingblackandwhitetosendinformationaboutapicture,andusingMorsecodetosendtext.

4.3-5-ETS1-3.Planandcarryouttestsofoneormoredesignfeaturesofagivenmodelorprototypeinwhichvariablesarecontrolledandfailurepointsareconsideredtoidentifywhichfeaturesneedtobeimproved.Applytheresultsofteststoredesignamodelorprototype.*

ClarificationStatement:•Examplesofdesignfeaturescanincludematerials,size,shape,andweight.

4.3-5-ETS1-5(MA).Evaluaterelevantdesignfeaturesthatmustbeconsideredinbuildingamodelorprototypeofasolutiontoagivendesignproblem.*[3-5-ETS1-1,3-5-ETS1-2,and3-5-ETS1-4(MA)arefoundingrade3.]

Grade5ScienceMap

Programdescription:Grade5studentsmodel,provideevidencetosupportarguments,andobtainanddisplaydataaboutrelationshipsandinteractionsamongobservablecomponentsofdifferentsystems.Bystudyingsystems,grade5studentslearnthatobjectsandorganismsdonotexistinisolationandthatanimals,plantsandtheirenvironmentsareconnectedto,interactwith,andareinfluencedbyeachother.TheystudytherelationshipsbetweenEarthandothernearbyobjectsinthesolarsystemandtheimpactofthoserelationshipsonpatternsofeventsasseenfromEarth.TheylearnabouttherelationshipamongelementsofEarth’ssystemsthroughthecyclingofwaterandhumanpracticesandprocesseswithEarth’sresources.Theyalsolearnabouttheconnectionsandrelationshipsamongplantsandanimals,andtheecosystemswithinwhichtheylive,toshowhowmatterandenergyarecycledthroughthese(buildingonthethemeofgrade4).Anabilitytodescribe,analyze,andmodelconnectionsandrelationshipsofobservablecomponentsofdifferentsystemsiskeytounderstandingthenaturalanddesignedworld.Timeline Disciplinary

Kits/Literature

September-October ESS1.Earth’s

PlaceintheUniverse

5-ESS1-1.Useobservations,firsthandandfromvariousmedia,toarguethattheSunisastarthatappearslargerandbrighterthanotherstarsbecauseitisclosertoEarth.

StateAssessmentBoundary:•Otherfactorsthataffectapparentbrightness(suchasstellarmasses,age,orstage)arenotexpectedinstateassessment.

5-ESS1-2.UseamodeltocommunicateEarth’srelationshiptotheSun,Moon,andotherstarsthatexplain(a)whypeopleonEarthexperiencedayandnight,(b)patternsindailychangesinlengthanddirectionofshadowsoveraday,and(c)changesintheapparentpositionoftheSun,Moon,andstarsatdifferenttimesduringaday,overamonth,andoverayear.

ClarificationStatement:•ModelsshouldillustratethattheEarth,Sun,andMoonarespheres;includeorbitsoftheEartharoundtheSunandoftheMoonaroundEarth;anddemonstrateEarth’srotationaboutitsaxis.StateAssessmentBoundary:•Causesoflunarphasesorseasons,oruseofEarth’stiltarenotexpectedinstateassessment.

November-December ESS2.Earth’s

Systems

5-ESS2-1.Useamodeltodescribethecyclingofwaterthroughawatershedthroughevaporation,precipitation,absorption,surfacerunoff,andcondensation.

StateAssessmentBoundary:•Transpirationorexplanationsofmechanismsthatdrivethecyclearenotexpectedinstateassessment.

5-ESS2-2.Describeandgraphtherelativeamountsofsaltwaterintheocean;freshwaterinlakes,rivers,andgroundwater;andfreshwaterfrozeninglaciersandpolaricecapstoprovideevidenceabouttheavailabilityoffreshwaterinEarth’sbiosphere.

StateAssessmentBoundary:•Inclusionoftheatmosphereisnotexpectedinstateassessment.

5-ESS3-1.ObtainandcombineinformationaboutwayscommunitiesreducehumanimpactontheEarth’sresourcesandenvironmentbychanginganagricultural,industrial,orcommunitypracticeorprocess.

ClarificationStatement:•Examplesofchangedpracticesorprocessesincludetreatingsewage,reducingtheamountsofmaterialsused,capturingpollutingemissionsfromfactoriesorpowerplants,andpreventingrunofffromagriculturalactivities.

5-ESS3-2(MA).Testasimplesystemdesignedtofilterparticulatesoutofwaterandproposeonechangetothedesigntoimproveit.

StateAssessmentBoundary:•Climatechangeorsocialscienceaspectsofpracticessuchasregulationorpolicyarenotexpectedinstateassessment.

5-LS1-1.(MA).Asktestablequestionsabouttheprocessbywhichplantsuseair,water,andenergyfromsunlighttoproducesugarsandplantmaterialsneededforgrowthandreproduction.

StateAssessmentBoundary:•Thechemicalformulaormoleculardetailsabouttheprocessofphotosynthesisarenotexpectedinstateassessment.

January

5-LS2-1.Developamodeltodescribethemovementofmatteramongproducers,consumers,decomposers,andtheair,water,andsoilintheenvironmentto(a)showthatplantsproducesugarsandplantmaterials,(b)showthatanimalscaneatplantsand/orotheranimalsforfood,and(c)showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.

ClarificationStatement:•Emphasisisonmattermovingthroughouttheecosystem.StateAssessmentBoundary:•Molecularexplanations,ordistinctionsamongprimary,secondary,andtertiaryconsumers,arenotexpectedinstateassessment.

5-LS2-2(MA).Compareatleasttwodesignsforacompostertodeterminewhichismostlikelytoencouragedecompositionofmaterials.

ClarificationStatement:•Measuresorevidenceofdecompositionshouldbeonqualitativedescriptionsorcomparisons.

5-LS2-1.Developamodeltodescribethemovementofmatteramongproducers,consumers,decomposers,andtheair,water,andsoilintheenvironmentto(a)showthatplantsproducesugarsandplantmaterials,(b)showthatanimalscaneatplantsand/orotheranimalsforfood,and(c)showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.

ClarificationStatement:•Emphasisisonmattermovingthroughouttheecosystem.StateAssessmentBoundary:•Molecularexplanations,ordistinctionsamongprimary,secondary,andtertiaryconsumers,arenotexpectedinstateassessment.

February

5-LS2-2(MA).Compareatleasttwodesignsforacompostertodeterminewhichismostlikelytoencouragedecompositionofmaterials.*

ClarificationStatement:•Measuresorevidenceofdecompositionshouldbeonqualitativedescriptionsorcomparisons.

March-April

5-PS1-1.Useaparticlemodelofmattertoexplaincommonphenomenainvolvinggases,andphasechangesbetweengasandliquidandbetweenliquidandsolid.

ClarificationStatement:•Examplesofcommonphenomenathemodelshouldbeabletodescribeincludeaddingairtoexpandaballoon,compressingairinasyringe,andevaporatingwaterfromasaltwatersolution.StateAssessmentBoundary:•Atomic-scalemechanismsofevaporationandcondensationordefiningunseenparticlesarenotexpectedinstateassessment.

5-PS1-2.Measureandgraphtheweights(masses)ofsubstancesbeforeandafterareactionorphasechangetoprovideevidencethatregardlessofthetypeofchangethatoccurswhenheating,cooling,orcombiningsubstances,thetotalweight(mass)ofmatterisconserved.

ClarificationStatement:•Assumethatreactionswithanygasproductionareconductedinaclosedsystem.StateAssessmentBoundary:•Distinguishingmassandweightisnotexpectedinstateassessment.

5-PS1-3.Makeobservationsandmeasurementsofsubstancestodescribecharacteristicpropertiesofeach,includingcolor,hardness,reflectivity,electricalconductivity,thermalconductivity,responsetomagneticforces,andsolubility.

5-PS1-4.Conductanexperimenttodeterminewhetherthemixingoftwoormoresubstancesresultsinnewsubstanceswithnewproperties(achemicalreaction)ornot(amixture).

ClarificationStatements:•Emphasisisondescribinghoweachsubstancehasauniquesetofproperties.•Examplesofsubstancescouldincludebakingsodaandotherpowders,metals,minerals,andliquids.StateAssessmentBoundary:•Density,distinguishingmassandweight,orspecifictestsorproceduresarenotexpectedinstateassessment.

5-PS2-1.SupportanargumentwithevidencethatthegravitationalforceexertedbyEarthonobjectsisdirectedtowardEarth’scenter.

StateAssessmentBoundary:•Mathematicalrepresentationsofgravitationalforcearenotexpectedinstateassessment.

PS3.Energy

5-PS3-1.Useamodeltodescribethatthefoodanimalsdigest(a)containsenergythatwasonceenergyfromtheSun,and(b)providesenergyandnutrientsforlifeprocesses,includingbodyrepair,growth,motion,bodywarmth,andreproduction.

ClarificationStatement:•Examplesofmodelscouldincludediagramsandflowcharts.StateAssessmentBoundary:•Detailsofcellularrespiration,ATP,ormoleculardetailsoftheprocessofphotosynthesisorrespirationarenotexpectedinstateassessment

ETS3.TechnologicalSystems

5.3-5-ETS3-1(MA).Useinformationaltexttoprovideexamplesofimprovementstoexistingtechnologies(innovations)andthedevelopmentofnewtechnologies(inventions).Recognizethattechnologyisanymodificationofthenaturalordesignedworlddonetofulfillhumanneedsorwants.

5.3-5-ETS3-2(MA).Usesketchesordrawingstoshowhoweachpartofaproductordevicerelatestootherpartsintheproductordevice.*

Grade6Science-Earth,Life,andPhysical

ProgramDescription-TheintegrationofEarthandspace,life,andphysicalscienceswithtechnology/engineeringgivesgrade6studentsrelevantandengagingopportunitieswithnaturalphenomenaanddesignproblemsthathighlighttherelationshipofstructureandfunctionintheworldaroundthem.Studentsrelatestructureandfunctionthroughanalyzingthemacro-andmicroscopicworld,suchasEarthfeaturesandprocesses,theroleofcellsandanatomyinsupportinglivingorganisms,andpropertiesofmaterialsandwaves.Studentsusemodelsandprovideevidencetomakeclaimsandexplanationsaboutstructure-functionrelationshipsindifferentSTEdomains.Timeline Disciplinary

coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources–

Kits/LiteratureSeptember

6.MS-ESS1-1a.DevelopanduseamodeloftheEarth-Sun-MoonsystemtoexplainthecausesoflunarphasesandeclipsesoftheSunandMoon.

ClarificationStatement:● Examplesofmodelscanbephysical,graphical,orconceptual

andshouldemphasizerelativepositionsanddistances

DeltaScienceModules:Earth,Moon,andSun

October 6.MS-ESS1-5(MA).UsegraphicaldisplaystoillustratethatEarthanditssolarsystemareoneofmanyintheMilkyWaygalaxy,whichisoneofbillionsofgalaxiesintheuniverse.

ClarificationStatement:● Graphicaldisplayscanincludemaps,charts,graphs,anddata

tables.

November ESS2.Earth’sSystems

6.MS-ESS2-3.Analyzeandinterpretmapsshowingthedistributionoffossilsandrocks,continentalshapes,andseafloorstructurestoprovideevidencethatEarth’splateshavemovedgreatdistances,collided,andspreadapart.

ClarificationStatement:● Mapsmayshowsimilaritiesofrockandfossiltypeson

differentcontinents,theshapesofthecontinents(includingcontinentalshelves),andthelocationsofoceanstructures(suchasridges,fracturezones,andtrenches),similartoWegener’svisuals.

StateAssessmentBoundary:● Mechanismsforplatemotionorpaleomagneticanomaliesin

oceanicandcontinentalcrustarenotexpectedinstateassessment.

DeltaScienceModules:Earth’sProcesses

December

LS1.MoleculestoOrganisms:StructuresandProcesses

6.MS-LS1-1.Provideevidencethatallorganisms(unicellularandmulticellular)aremadeofcells.

ClarificationStatement:● Evidencecanbedrawnfrommultipletypesoforganisms,such

asplants,animals,andbacteria

Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature

January LS1.MoleculestoOrganisms:StructuresandProcesses(cont.)

6.MS-LS1-2.Developanduseamodeltodescribehowpartsofcellscontributetothecellularfunctionsofobtainingfood,water,andothernutrientsfromitsenvironment,disposingofwastes,andprovidingenergyforcellularprocesses.

ClarificationStatement:● Partsofplantandanimalcellsinclude(a)thenucleus,which

containsacell’sgeneticmaterialandregulatesitsactivities;(b)chloroplasts,whichproducenecessaryfood(sugar)andoxygenthroughphotosynthesis(inplants);(c)mitochondria,whichreleaseenergyfromfoodthroughcellularrespiration;(d)vacuoles,whichstorematerials,includingwater,nutrients,andwaste;(e)thecellmembrane,whichisaselectivebarrierthatenablesnutrientstoenterthecellandwastestobeexpelled;and(f)thecellwall,whichprovidesstructuralsupport(inplants).

StateAssessmentBoundary:● Specificbiochemicalstepsorchemicalprocesses,theroleof

ATP,activetransportprocessesinvolvingthecellmembrane,oridentifyingorcomparingdifferenttypesofcellsarenotexpectedinstateassessment.

February 6.MS-LS1-3.Constructanargumentsupportedbyevidencethatthebodysystemsinteracttocarryoutessentialfunctionsoflife.

ClarificationStatements:● Emphasisisonthefunctionsandinteractionsofthebody

systems,notspecificbodypartsororgans.•Anargumentshouldconveythatdifferenttypesofcellscanjointogethertoformspecializedtissues,whichinturnmayformorgansthatworktogetherasbodysystems.

● Bodysystemstobeincludedarethecirculatory,digestive,respiratory,excretory,muscular/skeletal,andnervoussystems.

● Essentialfunctionsoflifeincludeobtainingfoodandothernutrients(water,oxygen,minerals),releasingenergyfromfood,removingwastes,respondingtostimuli,maintaininginternalconditions,andgrowing/developing.

● Anexampleofinteractingsystemscouldincludetherespiratorysystemtakinginoxygenfromtheenvironmentwhichthecirculatorysystemdeliverstocellsforcellularrespiration,orthedigestivesystemtakinginnutrientswhichthecirculatorysystemtransportstocellsaroundthebody.

StateAssessmentBoundaries:● Themechanismofonebodysystemindependentofothersor

thebiochemicalprocessesinvolvedinbodysystemsarenotexpectedinstateassessment.

● Describingthefunctionorcomparingdifferenttypesofcells,tissues,ororgansarenotexpectedinstateassessment.

DeltaScienceModules:YouandYourBody

March(Early)

6.MS-LS4-1.Analyzeandinterpretevidencefromthefossilrecordtodescribeorganismsandtheirenvironment,extinctions,andchangestolifeformsthroughoutthehistoryofEarth.

ClarificationStatement:● Examplesofevidenceincludesetsoffossilsthatindicatea

specifictypeofenvironment,anatomicalstructuresthatindicatethefunctionofanorganismintheenvironment,andfossilizedtracksthatindicatebehavioroforganisms.

StateAssessmentBoundary:● Namesofindividualspecies,geologicalerasinthefossil

record,ormechanismsforextinctionorspeciationarenotexpectedinstateassessment.

March(Late)

6.MS-LS4-2.Constructanargumentusinganatomicalstructurestosupportevolutionaryrelationshipsamongandbetweenfossilorganismsandmodernorganisms.

ClarificationStatement:● Evolutionaryrelationshipsinclude(a)someorganismshave

similartraitswithsimilarfunctionsbecausetheywereinheritedfromacommonancestor,(b)someorganismshavesimilartraitsthatservesimilarfunctionsbecausetheyliveinsimilarenvironments,and(c)someorganismshavetraitsinheritedfromcommonancestorsthatnolongerservetheiroriginalfunctionbecausetheirenvironmentsaredifferentthantheirancestors’environments.

May PS1.MatterandItsInteractions

6.MS-PS1-7(MA).Useaparticulatemodelofmattertoexplainthatdensityistheamountofmatter(mass)inagivenvolume.Applyproportionalreasoningtodescribe,calculate,andcomparerelativedensitiesofdifferentmaterials.

DeltaScienceModules:MatterandChange

6.MS-PS1-8(MA).Conductanexperimenttoshowthatmanymaterialsaremixturesofpuresubstancesthatcanbeseparatedbyphysicalmeansintotheircomponentpuresubstances.

ClarificationStatement:● Examplesofcommonmixturesincludesaltwater,oilandvinegar,milk,andair.

June PS2.MotionandStability:ForcesandInteractions

6.MS-PS2-4.Useevidencetosupporttheclaimthatgravitationalforcesbetweenobjectsareattractiveandareonlynoticeablewhenoneorbothoftheobjectshaveaverylargemass.

ClarificationStatements:● ExamplesofobjectswithverylargemassesincludetheSun,Earth,andotherplanets.

StateAssessmentBoundary:● Newton’slawofgravitationorKepler’slawsarenotexpectedinstateassessment.

DeltaScienceModules:Newton’sToyBox

Grade6-Technology/Engineering

ProgramDescription-Standardsforgrades6through8integratealleightscienceandengineeringpractices.Students’understandingofandabilitywitheachpracticegetsmoredetailedandsophisticatedthroughmiddleschool.Forexample,bytheendofmiddleschool,studentscanidentifylimitationsofaparticularmodel,includinglimitationsofitsaccuracy,whatfeaturesareincluded(ornot),andlimitationsofwhatphenomenaoroutcomesitcanpredict.Studentscandevelopmodelsofvaryinglevelsofdetailandaccuracyandcanidentifywhenasituationcallsforaconceptualmodelwithlittledetailoraspecificmodelwithattentiontoaccuracy,suchasformakingpredictionsofparticularevents.

September-June

6.MS-ETS1-5(MA).Createvisualrepresentationsofsolutionstoadesignproblem.Accuratelyinterpretandapplyscaleandproportiontovisualrepresentations.*

ClarificationStatements:● Examplesofvisualrepresentationscaninclude

sketches,scaleddrawings,andorthographicprojections.•Examplesofscalecaninclude¼ʺ=1ʹ0ʺand1cm=1m.

6.MS-ETS1-6(MA).Communicateadesignsolutiontoanintendeduser,includingdesignfeaturesandlimitationsofthesolution.

ClarificationStatement:● Examplesofintendeduserscanincludestudents,

parents,teachers,manufacturingpersonnel,engineers,andcustomers.

EST2.Materials,Tools,andManufacturing

6.MS-ETS2-1(MA).Analyzeandcomparepropertiesofmetals,plastics,wood,andceramics,includingflexibility,ductility,hardness,thermalconductivity,electricalconductivity,andmeltingpoint.

6.MS-ETS2-2(MA).Givenadesigntask,selectappropriatematerialsbasedonspecificpropertiesneededintheconstructionofasolution.*

ClarificationStatement:● Examplesofmaterialscanincludemetals,plastics,

wood,andceramics.

6.MS-ETS2-3(MA).Chooseandsafelyuseappropriatemeasuringtools,handtools,fasteners,andcommonhand-heldpowertoolsusedtoconstructaprototype.*

ClarificationStatements:● Examplesofmeasuringtoolsincludeatapemeasure,

ameterstick,andaruler.● Examplesofhandtoolsincludeahammer,a

screwdriver,awrench,andpliers.● Examplesoffastenersincludenails,screws,nutsand

bolts,staples,glue,andtape.● Examplesofcommonpowertoolsincludejigsaw,

drill,andsander.

Grade7Science-Earth,Life,andPhysical

ProgramDescription-Studentsingrade7focusonsystemsandcyclesusingtheirunderstandingofstructuresandfunctions,connectionsandrelationshipsinsystems,andflowofmatterandenergydevelopedinearliergrades.Afocusonsystemsrequiresstudentstoapplyconceptsandskillsacrossdisciplines,sincemostnaturalanddesignedsystemsandcyclesarecomplexandinteractive.Theygainexperiencewithplatetectonics,interactionsofhumansandEarthprocesses,organismsystemstosupportandpropagatelife,ecosystemdynamics,motionandenergysystems,andkeytechnologicalsystemsusedbysociety.Throughgrade7,studentsbeginaprocessofmovingfromamoreconcretetoanabstractperspective,sincemanyofthesystemsandcyclesstudiedarenotdirectlyobservableorexperienced.Thisalsocreatesafoundationforexploringcauseandeffectrelationshipsinmoredepthingrade8.Grade7:EarthandSpaceSciences.Timeline Disciplinary

7.MS-ESS2-2.ConstructanexplanationbasedonevidenceforhowEarth’ssurfacehaschangedoverscalesthatrangefromlocaltoglobalinsize.

ClarificationStatements:● Examplesofprocessesoccurringoverlarge,globalspatial

scalesincludeplatemotion,formationofmountainsandoceanbasins,andiceages.

● Examplesofchangesoccurringoversmall,localspatialscalesincludeearthquakesandseasonalweatheringanderosion.

October LS2.Ecosystems:Interactions,Energy,andDynamics

7.MS-LS2-1.Analyzeandinterpretdatatoprovideevidencefortheeffectsofperiodsofabundantandscarceresourcesonthegrowthoforganismsandthesizeofpopulationsinanecosystem.

November 7.MS-LS2-2.Describehowrelationshipsamongandbetweenorganismsinanecosystemcanbecompetitive,predatory,parasitic,andmutuallybeneficialandthattheseinteractionsarefoundacrossmultipleecosystems.

ClarificationStatement:● Emphasisisondescribingconsistentpatternsofinteractionsin

differentecosystemsintermsofrelationshipsamongandbetweenorganisms.

December 7.MS-LS2-3.Developamodeltodescribethatmatterandenergyaretransferredamonglivingandnonlivingpartsofanecosystemandthatbothmatterandenergyareconservedthroughtheseprocesses.

ClarificationStatements:● Cyclingofmattershouldincludetheroleofphotosynthesis,

cellularrespiration,anddecomposition,aswellastransferamongproducers,consumers(primary,secondary,andtertiary),anddecomposers.

● Modelsmayincludefoodwebsandfoodchains.StateAssessmentBoundary:

● Cyclingofspecificatoms(suchascarbonoroxygen),orthebiochemicalstepsofphotosynthesis,cellularrespiration,anddecompositionarenotexpectedinstateassessment.

January(Early)

LS2.Ecosystems:Interactions,Energy,andDynamics(cont.)

7.MS-LS2-4.Analyzedatatoprovideevidencethatdisruptions(naturalorhuman-made)toanyphysicalorbiologicalcomponentofanecosystemcanleadtoshiftsinallitspopulations.

ClarificationStatement:● Focusshouldbeonecosystemcharacteristicsvaryingover

time,includingdisruptionssuchashurricanes,floods,wildfires,oilspills,andconstruction

January(Late)

7.MS-LS2-5.Evaluatecompetingdesignsolutionsforprotectinganecosystem.Discussbenefitsandlimitationsofeachdesign.*

ClarificationStatements:● Examplesofdesignsolutionscouldincludewater,land,and

speciesprotectionandthepreventionofsoilerosion.● Examplesofdesignsolutionconstraintscouldincludescientific,

economic,andsocialconsiderations.

February PS3.Energy

7.MS-PS3-1.Constructandinterpretdataandgraphstodescribetherelationshipsamongkineticenergy,mass,andspeedofanobject.

ClarificationStatements:● Examplescouldincluderidingabicycleatdifferentspeedsand

rollingdifferentsizedrocksdownhill.● Considerrelationshipsbetweenkineticenergyvs.massand

kineticenergyvs.speedseparatefromeachother;emphasisisonthedifferencebetweenthelinearandexponentialrelationships.

StateAssessmentBoundary:● Calculationormanipulationoftheformulaforkineticenergyis

notexpectedinthestateassessment.

March 7.MS-PS3-2.Developamodeltodescribetherelationshipbetweentherelativepositionsofobjectsinteractingatadistanceandtheirrelativepotentialenergyinthesystem.

ClarificationStatements:● Examplesofobjectswithinsystemsinteractingatvarying

distancescouldincludeEarthandeitherarollercoastercartatvaryingpositionsonahillorobjectsatvaryingheightsonshelves,changingthedirection/orientationofamagnet,andaballoonwithstaticelectricalchargebeingbroughtclosertoastreamofwater.

● Examplesofmodelscouldincluderepresentations,diagrams,pictures,andwrittendescriptionsofsystems.

StateAssessmentBoundaries:

● Stateassessmentwillbelimitedtoelectric,magnetic,andgravitationalinteractionsandtointeractionsoftwoobjectsatatime.

● Calculationsofpotentialenergyarenotexpectedinstateassessment.

April 7.MS-PS3-3.Applyscientificprinciplesofenergyandheattransfertodesign,construct,andtestadevicetominimizeormaximizethermalenergytransfer.*

ClarificationStatement:● Examplesofdevicescouldincludeaninsulatedbox,asolar

cooker,andavacuumflask.StateAssessmentBoundary:

● Accountingforspecificheatorcalculationsofthetotalamountofthermalenergytransferredisnotexpectedinstateassessment.

May 7.MS-PS3-4.Conductaninvestigationtodeterminetherelationshipsamongtheenergytransferred,howwellthetypeofmatterretainsorradiatesheat,themass,andthechangeintheaveragekineticenergyoftheparticlesasmeasuredbythetemperatureofthesample.

StateAssessmentBoundary:● Calculationsofspecificheatorthetotalamountofthermal

energytransferredarenotexpectedinstateassessment.

June 7.MS-PS3-6(MA).Useamodeltoexplainhowthermalenergyistransferredoutofhotterregionsorobjectsandintocolderonesbyconvection,conduction,andradiation.

ProgramDescription-Standardsforgrades6through8integratealleightscienceandengineeringpractices.Students’understandingofandabilitywitheachpracticegetsmoredetailedandsophisticatedthroughmiddleschool.Forexample,bytheendofmiddleschool,studentscanidentifylimitationsofaparticularmodel,includinglimitationsofitsaccuracy,whatfeaturesareincluded(ornot),andlimitationsofwhatphenomenaoroutcomesitcanpredict.Studentscandevelopmodelsofvaryinglevelsofdetailandaccuracyandcanidentifywhenasituationcallsforaconceptualmodelwithlittledetailoraspecificmodelwithattentiontoaccuracy,suchasformakingpredictionsofparticularevents.Timeline Disciplinary

Kits/LiteratureSeptember-June

7.MS-ETS1-2.Evaluatecompetingsolutionstoagivendesignproblemusingadecisionmatrixtodeterminehowwelleachmeetsthecriteriaandconstraintsoftheproblem.Useamodelofeachsolutiontoevaluatehowvariationsinoneormoredesignfeatures,includingsize,shape,weight,orcost,mayaffectthefunctionoreffectivenessofthesolution.*

7.MS-ETS1-4.Generateandanalyzedatafromiterativetestingandmodificationofaproposedobject,tool,orprocesstooptimizetheobject,tool,orprocessforitsintendedpurpose.*

7.MS-ETS1-7(MA).Constructaprototypeofasolutiontoagivendesignproblem.*

EST3.TechnologicalSystems

7.MS-ETS3-1(MA).Explainthefunctionofacommunicationsystemandtheroleofitscomponents,includingasource,encoder,transmitter,receiver,decoder,andstorage.

7.MS-ETS3-2(MA).Comparethebenefitsanddrawbacksofdifferentcommunicationsystems.

ClarificationStatements:● Examplesofcommunicationssystemscaninclude

radio,television,print,andInternet.● Examplesofbenefitsanddrawbackscaninclude

speedofcommunication,distanceorrange,numberofpeoplereached,audioonlyvs.audioandvisual,andone-wayvs.two-waycommunication.

September-June(cont.)

EST3.TechnologicalSystems(cont.)

7.MS-ETS3-3(MA).Researchandcommunicateinformationabouthowtransportationsystemsaredesignedtomovepeopleandgoodsusingavarietyofvehiclesanddevices.Identifyanddescribesubsystemsofatransportationvehicle,includingstructural,propulsion,guidance,suspension,andcontrolsubsystems.

ClarificationStatements:● Examplesofdesignelementsincludevehicleshapeto

maximizecargoorpassengercapacity,terminals,travellanes,andcommunications/controls.

● Examplesofvehiclescanincludeacar,sailboat,andsmallairplane

7.MS-ETS3-4(MA).Showhowthecomponentsofastructuralsystemworktogethertoserveastructuralfunction.Provideexamplesofphysicalstructuresandrelatetheirdesigntotheirintendeduse.

ClarificationStatements:● Examplesofcomponentsofastructuralsystemcould

includefoundation,decking,wall,androofing.•Explanationsoffunctionshouldincludeidentificationoflivevs.deadloadsandforcesoftension,torsion,compression,andshear.

● Examplesofusesincludecarryingloadsandforcesacrossaspan(suchasabridge),providinglivablespace(suchasahouseorofficebuilding),andprovidingspecificenvironmentalconditions(suchasagreenhouseorcoldstorage).

StateAssessmentBoundary:● Calculationsofmagnitudeordirectionofloadsor

forcesarenotexpectedinstateassessment.7.MS-ETS3-5(MA).Usetheconceptofsystemsengineeringtomodelinputs,processes,outputs,andfeedbackamongcomponentsofatransportation,structural,orcommunicationsystem.

Grade8Science-Earth,Life,andPhysicalProgramDescription-Grade8studentsusemorerobustabstractthinkingskillstoexplaincausesofcomplexphenomenaandsystems.Manycausesarenotimmediatelyorphysicallyvisibletostudents.Anunderstandingofcauseandeffectofkeynaturalphenomenaanddesignedprocessesallowsstudentstoexplainpatternsandmakepredictionsaboutfutureevents.Ingrade8theseinclude,forexample,causesofseasonsandtides;causesofplatetectonicsandweatherorclimate;theroleofgeneticsinreproduction,heredity,andartificialselection;andhowatomsandmoleculesinteracttoexplainthesubstancesthatmakeuptheworldandhowmaterialschange.Beingabletoanalyzephenomenaforevidenceofcausesandprocessesthatoftencannotbeseen,andbeingabletoconceptualizeanddescribethose,isasignificantoutcomeforgrade8students.Timeline Disciplinary

8.MS-ESS1-1b.DevelopanduseamodeloftheEarth-Sunsystemtoexplainthecyclicalpatternofseasons,whichincludesEarth’stiltanddifferentialintensityofsunlightondifferentareasofEarthacrosstheyear.

ClarificationStatement:● Examplesofmodelscanbephysicalorgraphical.

DeltaScienceModules:Earth,Moon,andSun

October(Early)

8.MS-ESS1-2.Explaintheroleofgravityinoceantides,theorbitalmotionsofplanets,theirmoons,andasteroidsinthesolarsystem.

StateAssessmentBoundary:● Kepler’slawsoforbitalmotionortheapparent

retrogrademotionoftheplanetsasviewedfromEartharenotexpectedinstateassessment.

October(Late)

8.MS-ESS2-1.UseamodeltoillustratethatenergyfromEarth’sinteriordrivesconvectionthatcyclesEarth’scrust,leadingtomelting,crystallization,weathering,anddeformationoflargerockformations,includinggenerationofoceanseaflooratridges,submergenceofoceanseafloorattrenches,mountainbuilding,andactivevolcanicchains.

ClarificationStatement:● Theemphasisisonlarge-scalecyclingresultingfrom

platetectonics

November 8.MS-ESS2-6.Describehowinteractionsinvolvingtheoceanaffectweatherandclimateonaregionalscale,includingtheinfluenceoftheoceantemperatureasmediatedbyenergyinputfromtheSunandenergylossduetoevaporationorredistributionviaoceancurrents.

ClarificationStatement:● Aregionalscaleincludesastateormulti-state

perspective. StateAssessmentBoundary:

● KoppenClimateClassificationnamesarenotexpectedinstateassessment

December

8.MS-LS1-5.Constructanargumentbasedonevidenceforhowenvironmentalandgeneticfactorsinfluencethegrowthoforganisms.

ClarificationStatements:● Examplesofenvironmentalconditionscouldinclude

availabilityoffood,light,space,andwater.● Examplesofgeneticfactorscouldincludethegenes

responsibleforsizedifferencesindifferentbreedsofdogs,suchasGreatDanesandChihuahuas.

● Examplesofenvironmentalfactorscouldincludedroughtdecreasingplantgrowth,fertilizerincreasingplantgrowth,andfishgrowinglargerinlargepondsthantheydoinsmallponds.

● Examplesofbothgeneticandenvironmentalfactorscouldincludedifferentvarietiesofplantsgrowingatdifferentratesindifferentconditions.

StateAssessmentBoundary:● Methodsofreproduction,geneticmechanisms,

generegulation,biochemicalprocesses,ornaturalselectionarenotexpectedinstateassessment.

January LS3.Heredity:InheritanceandVariationofTraits

8.MS-LS3-2.Constructanargumentbasedonevidenceforhowasexualreproductionresultsinoffspringwithidenticalgeneticinformationandsexualreproductionresultsinoffspringwithgeneticvariation.Compareandcontrastadvantagesanddisadvantagesofasexualandsexualreproduction.

ClarificationStatements:● Examplesofanadvantageofsexualreproduction

canincludegeneticvariationwhentheenvironmentchangesoradiseaseisintroduced,whileexamplesofanadvantageofasexualreproductioncanincludenotusingenergytofindamateandfastreproductionrates.

● Examplesofadisadvantageofsexualreproductioncanincludeusingresourcestofindamate,whileadisadvantageinasexualreproductioncanbethelackofgeneticvariationwhentheenvironmentchangesoradiseaseisintroduced.

DeltaScienceModules:FromGenestoProteins

January(Late)

8.MS-LS3-3(MA).Communicatethroughwritingandindiagramsthatchromosomescontainmanydistinctgenesandthateachgeneholdstheinstructionsfortheproductionofspecificproteins,whichinturnaffectsthetraitsofanindividual.

StateAssessmentBoundary:● Specificchangesatthemolecularlevelor

mechanismsforproteinsynthesisarenotexpectedinstateassessment.

February 8.MS-LS3-4(MA).Developanduseamodeltoshowthatsexuallyreproducingorganismshavetwoofeachchromosomeintheircellnuclei,andhencetwovariants(alleles)ofeachgenethatcanbethesameordifferentfromeachother,withonerandomassortmentofeachchromosomepasseddowntooffspringfrombothparents.

ClarificationStatement:● ExamplesofmodelscanincludePunnettsquares,

diagrams(e.g.,simplepedigrees),andsimulations.StateAssessmentBoundary:

● Stateassessmentwilllimitinheritancepatternstodominant-recessiveallelesonly.

March(Early)

8.MS-LS4-4.Useamodeltodescribetheprocessofnaturalselection,inwhichgeneticvariationsofsometraitsinapopulationincreasesomeindividuals’likelihoodofsurvivingandreproducinginachangingenvironment.Provideevidencethatnaturalselectionoccursovermanygenerations.

ClarificationStatements:● Themodelshouldincludesimpleprobability

statementsandproportionalreasoning.● ExamplesofevidencecanincludeDarwin’sfinches,

necksofgiraffes,andpepperedmoths.StateAssessmentBoundary:

● Specificconditionsthatleadtonaturalselectionarenotexpectedinstateassessment.

March(Late)

8.MS-PS1-1.Developamodeltodescribethat(a)atomscombineinamultitudeofwaystoproducepuresubstanceswhichmakeupallofthelivingandnonlivingthingsthatweencounter,(b)atomsformmoleculesandcompoundsthatrangeinsizefromtwotothousandsofatoms,and(c)mixturesarecomposedofdifferentproportionsofpuresubstances.

ClarificationStatement:● Examplesofmolecular-levelmodelscouldinclude

drawings,three-dimensionalballandstickstructures,andcomputerrepresentationsshowingdifferentmoleculeswithdifferenttypesofatoms.

StateAssessmentBoundary:

● Valenceelectronsandbondingenergy,theionicnatureofsubunitsofcomplexstructures,completedepictionsofallindividualatomsinacomplexmoleculeorextendedstructure,orcalculationsofproportionsinmixturesarenotexpectedinstateassessment.

April 8.MS-PS1-2.Analyzeandinterpretdataonthepropertiesofsubstancesbeforeandafterthesubstancesinteracttodetermineifachemicalreactionhasoccurred.

ClarificationStatements:

● Examplesofreactionscouldincludeburningsugarorsteelwool,fatreactingwithsodiumhydroxide,andmixingzincwithHCl.

● Propertiesofsubstancesincludedensity,meltingpoint,boilingpoint,solubility,flammability,andodor.

PS1.MatterandItsInteractions(cont.)

8.MS-PS1-4.Developamodelthatdescribesandpredictschangesinparticlemotion,relativespatialarrangement,temperature,andstateofapuresubstancewhenthermalenergyisaddedorremoved.

ClarificationStatements:

● Emphasisisonqualitativemolecular-levelmodelsofsolids,liquids,andgasestoshowthataddingorremovingthermalenergyincreasesordecreaseskineticenergyoftheparticlesuntilachangeofstateoccurs.

● Examplesofmodelscouldincludedrawingsanddiagrams.

● Examplesofpuresubstancescouldincludewater,carbondioxide,andhelium

June 8.MS-PS1-5.Useamodeltoexplainthatatomsarerearrangedduringachemicalreactiontoformnewsubstanceswithnewproperties.Explainthattheatomspresentinthereactantsareallpresentintheproductsandthusthetotalnumberofatomsisconserved.

ClarificationStatement:

● Examplesofmodelscanincludephysicalmodelsordrawings,includingdigitalforms,thatrepresentatoms.

StateAssessmentBoundary:

● Useofatomicmasses,molecularweights,balancingsymbolicequations,orintermolecularforcesisnotexpectedinstateassessment.

ProgramDescription-Standardsforgrades6through8integratealleightscienceandengineeringpractices.Students’understandingofandabilitywitheachpracticegetsmoredetailedandsophisticatedthroughmiddleschool.Forexample,bytheendofmiddleschool,studentscanidentifylimitationsofaparticularmodel,includinglimitationsofitsaccuracy,whatfeaturesareincluded(ornot),andlimitationsofwhatphenomenaoroutcomesitcanpredict.Studentscandevelopmodelsofvaryinglevelsofdetailandaccuracyandcanidentifywhenasituationcallsforaconceptualmodelwithlittledetailoraspecificmodelwithattentiontoaccuracy,suchasformakingpredictionsofparticularevents.Timeline Disciplinary

coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature

September-June

ETS2.Materials,Tools,andManufacturing

8.MS-ETS2-5(MA).Presentinformationthatillustrateshowaproductcanbecreatedusingbasicprocessesinmanufacturingsystems,includingforming,separating,conditioning,assembling,finishing,qualitycontrol,andsafety.Comparetheadvantagesanddisadvantagesofhumanvs.computercontroloftheseprocesses.

HighSchoolBiologyProgramdescription:Inthiscourse,whichcorrelateswiththeMAframeworks,topicspresentedinclude:CellularOrganization,CellularReproduction,ClassificationSystems/Taxonomy,HumanBodySystems/Processes,Genetics,Virology/Immunology,Ecology,OrganismBehavior,Evolution,andBiodiversity.Presentationisdesignedformulti-modalitiesandencouragescooperativelearningtechniques,experimentation,scientificwriting,conductingformalandinformalobservation,organization,problemsolving,andlightfieldwork.StrongemphasisisplaceduponpreparationforStateMandatedTesting.Timeline Disciplinary

Kits/LiteratureSeptember(Early)

HS-LS1-1.ConstructamodeloftranscriptionandtranslationtoexplaintherolesofDNAandRNAthatcodeforproteinsthatregulateandcarryoutessentialfunctionsoflife.

ClarificationStatement● Proteinsthatregulateandcarryoutessentialfunctionsoflifeincludeenzymes(whichspeedupchemicalreactions),structuralproteins(whichprovidestructureandenablemovement),andhormonesandreceptors(whichsendandreceivesignals).

● Themodelshouldshowthedouble-strandedstructureofDNA,includinggenesaspartofDNA’stranscribedstrand,withcomplementarybasesonthenon-transcribedstrand.AssessmentBoundary

● Specificnamesofproteinsorspecificstepsoftranscriptionandtranslationarenotexpectedinstateassessment.

● Cellstructuresincludedintranscriptionandtranslationwillbelimitedtonucleus,nuclearmembrane,andribosomesforstateassessment.

FossKit:PopulationsandEcosystems

September(Late)

HS-LS1-2.Developanduseamodeltoillustratethekeyfunctionsofanimalbodysystems,including(a)fooddigestion,nutrientuptake,andtransportthroughthebody;(b)exchangeofoxygenandcarbondioxide;(c)removalofwastes;and(d)regulationofbodyprocesses.

ClarificationStatement● Emphasisisontheprimaryfunctionofthefollowingbodysystems(andstructures):digestive(mouth,stomach,smallintestine[villi],largeintestine,pancreas),respiratory(lungs[alveoli],diaphragm),circulatory(heart,veins,arteries,capillaries),excretory(kidneys,liver,skin),andnervous(neurons,brain,spinalcord).AssessmentBoundary

● Chemicalreactionsincells,detailsofparticularstructures(suchasthestructureoftheneuron),ortheidentificationofspecificproteinsincellsarenotexpectedinstateassessment.

FossKit:DiversityofLife

October(Early)

HS-LS1-3.Provideevidencethathomeostasismaintainsinternalbodyconditionsthroughbothbody-widefeedbackmechanismsandsmall-scalecellularprocesses.

ClarificationStatement● Feedbackmechanismsincludethepromotionofastimulusthroughpositivefeedback(e.g.,injuredtissuesreleasingchemicalsinbloodthatactivateplateletstofacilitatebloodclotting),andtheinhibitionofstimulusthroughnegativefeedback(e.g.,insulinreducinghighbloodglucosetonormallevels).

● Cellularprocessesinclude(a)passivetransportandactivetransportofmaterialsacrossthecellmembranetomaintainspecificconcentrationsofwaterandothernutrientsinthecelland(b)theroleoflysosomesinrecyclingwastes,macromolecules,andcellpartsintomonomers.AssessmentBoundary

● Interactionsatthemolecularlevel(forexample,howinsulinisproduced)arenotexpectedinstateassessment.

FossKit:HumanBrainandSenses

October(Late)

HS-LS1-4.Constructanexplanationusingevidenceforwhythecellcycleisnecessaryforthegrowth,maintenance,andrepairofmulticellularorganisms.Modelthemajoreventsofthecellcycle,including(a)cellgrowthandDNAreplication,(b)separationofchromosomes(mitosis),and(c)separationofcellcontents.

AssessmentBoundary● Specificgenecontrolmechanismsorspecificdetailsofeachevent(e.g.,phasesofmitosis)arenotexpectedinstateassessment.

November(Early)

HS-LS1-5.Useamodeltoillustratehowphotosynthesisuseslightenergytotransformwaterandcarbondioxideintooxygenandchemicalenergystoredinthebondsofsugarsandothercarbohydrates.

ClarificationStatement● Emphasisisonillustratinginputsandoutputsofmatterandthetransferandtransformationofenergyinphotosynthesisbyplantsandotherphotosynthesizingorganisms.

● Examplesofmodelscouldincludediagrams,chemicalequations,andconceptualmodels.AssessmentBoundary

● SpecificbiochemicalstepsoflightreactionsortheCalvinCycle,orchemicalstructuresofmoleculesarenotexpectedinstateassessment.

November(Late)

HS-LS1-6.Constructanexplanationbasedonevidencethatorganicmoleculesareprimarilycomposedofsixelements,wherecarbon,hydrogen,andoxygenatomsmaycombinewithnitrogen,sulfur,andphosphorustoformmonomersthatcanfurthercombinetoformlargecarbon-basedmacromolecules.

ClarificationStatement● Monomersincludeaminoacids,mono-anddisaccharides,nucleotides,andfattyacids.

● Organicmacromoleculesincludeproteins,carbohydrates(polysaccharides),nucleicacids,andlipids.AssessmentBoundary

● Detailsofspecificchemicalreactionsoridentificationofspecificmacromoleculestructuresarenotexpectedinstateassessment.

December(Early)

HS-LS1-7.Useamodeltoillustratethataerobiccellularrespirationisachemicalprocesswherebythebondsoffoodmoleculesandoxygenmoleculesarebrokenandnewbondsform,resultinginnewcompoundsandanettransferofenergy.

ClarificationStatement● Emphasisisontheconceptualunderstandingoftheinputsandoutputsoftheprocessofaerobiccellularrespiration.

● Examplesofmodelscouldincludediagrams,chemicalequations,andconceptualmodels.

● ThemodelshouldincludetheroleofATPforenergytransferinthisprocess.

● Foodmoleculesincludesugars(carbohydrates),fats(lipids),andproteins.AssessmentBoundary

● Identificationofthestepsorspecificprocessesinvolvedincellularrespirationisnotexpectedinstateassessment.

December(Late)

HS-LS2-1.Analyzedatasetstosupportexplanationsthatbioticandabioticfactorsaffectecosystemcarryingcapacity.

ClarificationStatement● Examplesofbioticfactorscouldincluderelationshipsamongindividuals(e.g.,feedingrelationships,symbioses,competition)anddisease.

● Examplesofabioticfactorscouldincludeclimateandweatherconditions,naturaldisasters,andavailabilityofresources.Exampledatasetscanbederivedfromsimulationsorhistoricaldata.

NeverCryWolf:TheAmazingTrueStoryofLifeAmongArcticWolvesbyFarleyMowat.1963.LittleBrownandCompany.

January(Early)

HS-LS2-2.Usemathematicalrepresentationstosupportexplanationsthatbioticandabioticfactorsaffectbiodiversity,includinggeneticdiversitywithinapopulationandspeciesdiversitywithinanecosystem.ClarificationStatements:

ClarificationStatement● Examplesofbioticfactorscouldincluderelationshipsamongindividuals(feedingrelationships,symbiosis,competition)anddisease.

● Examplesofabioticfactorscouldincludeclimateandweatherconditions,naturaldisasters,andavailabilityofresources.Examplesofmathematicalrepresentationsincludefindingtheaverage,determiningtrends,andusinggraphicalcomparisonsofmultiplesetsofdata.

January(Late)

HS-LS2-4.Useamathematicalmodeltodescribethetransferofenergyfromonetrophicleveltoanother.Explainhowtheinefficiencyofenergytransferbetweentrophiclevelsaffectstherelativenumberoforganismsthatcanbesupportedateachtrophiclevelandnecessitatesaconstantinputofenergyfromsunlightorinorganiccompoundsfromtheenvironment.

ClarificationStatementThemodelshouldillustratethe“10%rule”ofenergytransferandshowapproximateamountsofavailableenergyateachtrophiclevelinanecosystem(uptofivetrophiclevels).

February(Early)

HS-LS2-5.Useamodelthatillustratestherolesofphotosynthesis,cellularrespiration,decomposition,andcombustiontoexplainthecyclingofcarboninitsvariousformsamongthebiosphere,atmosphere,hydrosphere,andgeosphere.

ClarificationStatement● Theprimaryformsofcarbonincludecarbondioxide,hydrocarbons,waste(deadorganicmatter),andbiomass(organicmaterialsoflivingorganisms).

● Examplesofmodelscouldincludesimulationsandmathematicalmodels.AssessmentBoundary

● Thespecificchemicalstepsofrespiration,decomposition,andcombustionarenotexpectedinstateassessment.

February(Late)

HS-LS2-6.Analyzedatatoshowecosystemstendtomaintainrelativelyconsistentnumbersandtypesoforganismsevenwhensmallchangesinconditionsoccurbutthatextremefluctuationsinconditionsmayresultinanewecosystem.Constructanargumentsupportedbyevidencethatecosystemswithgreaterbiodiversitytendtohavegreaterresistancetochangeandresilience.

ClarificationStatementExamplesofchangesinecosystemconditionscouldincludemodestbiologicalorphysicalchanges,suchasmoderatehuntingoraseasonalflood;andextremechanges,suchasvolcaniceruption,fires,thedeclineorlossofakeystonespecies,climatechanges,oceanacidification,orsealevelrise

March(Early)

HS-LS2-7.Analyzedirectandindirecteffectsofhumanactivitiesonbiodiversityandecosystemhealth,specificallyhabitatfragmentation,introductionofnon-nativeorinvasivespecies,overharvesting,pollution,andclimatechange.Evaluateandrefineasolutionforreducingtheimpactsofhumanactivitiesonbiodiversityandecosystemhealth.*

ClarificationStatementExamplesofsolutionscanincludecaptivebreedingprograms,habitatrestoration,pollutionmitigation,energyconservation,andecotourism.

OneMan’sWilderness:AnAlaskanOdysseybySamKeithandRichardProenneke.1999.AlaskaNorthwestBooks.

March(Late)

HS-LS3-1.DevelopanduseamodeltoshowhowDNAintheformofchromosomesispassedfromparentstooffspringthroughtheprocessesofmeiosisandfertilizationinsexualreproduction.

ClarificationStatement● Themodelshoulddemonstratethatanindividual’scharacteristics(phenotype)result,inpart,frominteractionsamongthevariousproteinsexpressedbyone’sgenes(genotype).AssessmentBoundary

● Identificationofspecificphasesofmeiosisorthebiochemicalmechanismsinvolvedarenotexpectedinstateassessment.

April(Early)

HS-LS3-2.Makeanddefendaclaimbasedonevidencethatgeneticvariations(alleles)mayresultfrom(a)newgeneticcombinationsviatheprocessesofcrossingoverandrandomsegregationofchromosomesduringmeiosis,(b)mutationsthatoccurduringreplication,and/or(c)mutationscausedbyenvironmentalfactors.Recognizethatmutationsthatoccuringametescanbepassedtooffspring.

ClarificationStatement● ExamplesofevidenceofgeneticvariationcanincludetheworkofMcClintockincrossingoverofmaizechromosomesandthedevelopmentofcancerduetoDNAreplicationerrorsandUVrayexposure.AssessmentBoundary

● Specificphasesofmeiosisoridentificationofspecifictypesofmutationsarenotexpectedinstateassessment.

TheMonkintheGarden:TheLostandFoundGeniusofGregorMendel,theFatherofGeneticsbyRobinMarantzHenig.2001.MarinerBooks.

April(Late)

HS-LS3-3.ApplyconceptsofprobabilitytorepresentpossiblegenotypeandphenotypecombinationsinoffspringcausedbydifferenttypesofMendelianinheritancepatterns.

ClarificationStatement● RepresentationscanincludePunnettsquares,diagrams,pedigreecharts,andsimulations.Inheritancepatternsincludedominant-recessive,codominance,incompletedominance,andsex-linked.

May(Early)

HS-LS3-4(MA).Usescientificinformationtoillustratethatmanytraitsofindividuals,andthepresenceofspecificallelesinapopulation,areduetointeractionsofgeneticfactorsandenvironmentalfactors.

ClarificationStatement● Examplesofgeneticfactorsincludethepresenceofmultipleallelesforonegeneandmultiplegenesinfluencingatrait.

● Anexampleoftheroleoftheenvironmentinexpressedtraitsinanindividualcanincludethelikelihoodofdevelopinginheriteddiseases(e.g.,heartdisease,cancer)inrelationtoexposuretoenvironmentaltoxinsandlifestyle;anexampleinpopulationscanincludethemaintenanceofthealleleforsickle-cellanemiainhighfrequencyinmalaria-affectedregionsbecauseitconferspartialresistancetomalaria.AssessmentBoundary

● Hardy-Weinbergcalculationsarenotexpectedinstateassessment.

May(Late)

HS-LS4-1.Communicatescientificinformationthatcommonancestryandbiologicalevolutionaresupportedbymultiplelinesofempiricalevidence,includingmolecular,anatomical,anddevelopmentalsimilaritiesinheritedfromacommonancestor(homologies),seenthroughfossilsandlaboratoryandfieldobservations.

ClarificationStatementExamplesofevidencecanincludetheworkofMargulisonendosymbiosis,examinationofgenomes,andanalysesofvestigialorskeletalstructures.

CharlesDarwin:GiantsofSciencebyKathleenKrull.2015.PuffinBooks.

June(Early)

HS-LS4-2.ConstructanexplanationbasedonevidencethatDarwin’stheoryofevolutionbynaturalselectionoccursinapopulationwhenthefollowingconditionsaremet:(a)moreoffspringareproducedthancanbesupportedbytheenvironment,(b)thereisheritablevariationamongindividuals,and(c)someofthesevariationsleadtodifferentialfitnessamongindividualsassomeindividualsarebetterabletocompeteforlimitedresourcesthanothers.

ClarificationStatementEmphasisisontheoverallresultofanincreaseintheproportionofthoseindividualswithadvantageousheritabletraitsthatarebetterabletosurviveandreproduceintheenvironment.

June(Late)

HS-LS4-4.Researchandcommunicateinformationaboutkeyfeaturesofvirusesandbacteriatoexplaintheirabilitytoadaptandreproduceinawidevarietyofenvironments.

ClarificationStatement● Keyfeaturesincludehighrateofmutationsandthespeedofreproductionwhichproducesmanygenerationswithhighvariabilityinashorttime,allowingforrapidadaptation.AssessmentBoundary

● Specifictypesofviralreproduction(e.g.,lyticandlysogenic)arenotexpectedinstateassessment.

June(Late)

HS-LS4-5.Evaluatemodelsthatdemonstratehowchangesinanenvironmentmayresultintheevolutionofapopulationofagivenspecies,theemergenceofnewspeciesovergenerations,ortheextinctionofotherspeciesduetotheprocessesofgeneticdrift,geneflow,mutation,andnaturalselection.

HighSchoolEarthandSpaceScience

Programdescription:Inthiscourse,whichcorrelateswiththeMAframeworks,topicspresentedinclude:TheoriesonOriginoftheUniverse,SolarSystemRelationships,AstronomicalLifeCycles,Geochemistry,Mineralogy,Earth’sComposition,WeatherPatterns/Systems,ClimateChange,andNaturalDisasters.Presentationisdesignedformulti-modalitiesandencouragescooperativelearningtechniques,experimentation,scientificwriting,conductingformalandinformalobservation,organization,problemsolving,andlightfieldwork.StrongemphasisisplaceduponpreparationforStateMandatedTesting.Timeline Disciplinary

Kits/LiteratureSeptember ESS1.

Earth’sPlaceintheUniverse

HS-ESS1-1.UseinformationaltexttoexplainthatthelifespanoftheSunoverapproximately10billionyearsisafunctionofnuclearfusioninitscore.Communicatethatstars,throughnuclearfusionovertheirlifecycle,produceelementsfromheliumtoironandreleaseenergythateventuallyreachesEarthintheformofradiation.

StateAssessmentBoundary:● Specificstagesofthelifeofastar,detailsofthemanydifferentnucleosynthesispathwaysforstarsofdifferingmasses,orcalculationsofenergyreleasedarenotexpectedinstateassessment.

October HS-ESS1-2.DescribetheastronomicalevidencefortheBigBangtheory,includingtheredshiftoflightfromthemotionofdistantgalaxiesasanindicationthattheuniverseiscurrentlyexpanding,thecosmicmicrowavebackgroundastheremnantradiationfromtheBigBang,andtheobservedcompositionofordinarymatteroftheuniverse,primarilyfoundinstarsandinterstellargases,whichmatchesthatpredictedbytheBigBangtheory(3/4hydrogenand1/4helium).

November(Early)

HS-ESS1-4.UseKepler’slawstopredictthemotionoforbitingobjectsinthesolarsystem.Describehoworbitsmaychangeduetothegravitationaleffectsfrom,orcollisionswith,otherobjectsinthesolarsystem.

ClarificationStatements:● Kepler’slawsapplytohuman-madesatellitesaswellasplanets,moons,andotherobjects.

CalculationsinvolvingKepler’slawsoforbitalmotionsshouldnotdealwithmorethantwobodies,norinvolvecalculus.

November(Late)

HS-ESS1-5.Evaluateevidenceofthepastandcurrentmovementsofcontinentalandoceaniccrust,thetheoryofplatetectonics,andrelativedensitiesofoceanicandcontinentalrockstoexplainwhycontinentalrocksaregenerallymucholderthanrocksoftheoceanfloor.

ClarificationStatement:● Examplesincludetheagesofoceaniccrust(lessthan200millionyearsold)increasingwithdistancefrommid-oceanridges(aresultofplatespreadingatdivergentboundaries)andtheagesofNorthAmericancontinentalcrust(whichcanbeolderthan4billionyears)increasingwithdistanceawayfromacentralancientcore(aresultofpastplateinteractionsatconvergentboundaries).

December(Early)

HS-ESS2-2.AnalyzegeosciencedatatomaketheclaimthatonechangetoEarth’shydrospherecancreatefeedbacksthatcausechangestootherEarthsystems.

ClarificationStatement:● ExamplescanincludehowdecreasingtheamountofglacialicereducestheamountofsunlightreflectedfromEarth’ssurface,increasingsurfacetemperaturesandfurtherreducingtheamountofice;howthelossofgroundvegetationcausesanincreaseinwaterrunoffandsoilerosion;howdammedriversincreasegroundwaterrecharge,decreasesedimenttransport,andincreasecoastalerosion;andhowthelossofwetlandscausesadecreaseinlocalhumiditythatfurtherreducesthewetlandextent.

December(Late)

HS-ESS2-3.UseamodelbasedonevidenceofEarth’sinteriortodescribethecyclingofmatterduetotheoutwardflowofenergyfromEarth’sinteriorandgravitationalmovementofdensermaterialstowardtheinterior.

ClarificationStatements:● Emphasisisonbothatwo-dimensionalmodelofEarth,withradiallayersdeterminedbydensity,andathree-dimensionalmodel,whichiscontrolledbygravityandthermalconvection.

● ExamplesofevidenceincludemapsofEarth’sthree-dimensionalstructureobtainedfromseismicwaves,recordsoftherateofchangeofEarth’smagneticfield(asconstraintsonconvectionintheoutercore),andidentificationofthecompositionofEarth’slayersfromhigh-pressurelaboratoryexperiments.

January HS-ESS2-4.UseamodeltodescribehowvariationsintheflowofenergyintoandoutofEarth’ssystemsoverdifferenttimescalesresultinchangesinclimate.Analyzeandinterpretdatatoexplainthatlong-termchangesinEarth’stiltandorbitresultincyclesofclimatechangesuchasIceAges.

ClarificationStatement:● Examplesofthecausesofclimatechangedifferbytimescale:largevolcaniceruptionandoceancirculationover1–10years;changesinhumanactivity,oceancirculation,andsolaroutputovertenstohundredsofyears;changestoEarth’sorbitandtheorientationofitsaxisovertenstohundredsofthousandsofyears;andlong-termchangesinatmosphericcompositionovertenstohundredsofmillionsofyears.

StateAssessmentBoundary:● Changesinclimatewillbelimitedtochangesinsurfacetemperatures,precipitationpatterns,glacialicevolumes,sealevels,andbiospheredistributioninstateassessment.

February HS-ESS2-5.DescribehowthechemicalandphysicalpropertiesofwaterareimportantinmechanicalandchemicalmechanismsthataffectEarthmaterialsandsurfaceprocesses.

ClarificationStatements:● Examplesofmechanicalmechanismsinvolvingwaterincludestreamtransportationanddeposition,erosionusingvariationsinsoilmoisturecontent,andfrostwedgingbytheexpansionofwaterasitfreezes.

Examplesofchemicalmechanismsinvolvingwaterincludechemicalweatheringandrecrystallization(basedonsolubilityofdifferentmaterials)andmeltgeneration(basedonwaterloweringthemeltingtemperatureofmostsolids).

March HS-ESS2-6.Useamodeltodescribecyclingofcarbonthroughtheocean,atmosphere,soil,andbiosphereandhowincreasesincarbondioxideconcentrationsduetohumanactivityhaveresultedinatmosphericandclimatechanges.

HS-ESS3-1.Constructanexplanationbasedonevidenceforhowtheavailabilityofkeynaturalresourcesandchangesduetovariationsinclimatehaveinfluencedhumanactivity.

ClarificationStatements:● Examplesofkeynaturalresourcesincludeaccesstofreshwater(suchasrivers,lakes,andgroundwater),regionsoffertilesoils(suchasriverdeltas),highconcentrationsofmineralsandfossilfuels,andbioticresources(suchasfisheriesandforests).

Examplesofchangesduetovariationsinclimateincludechangestosealevelandregionalpatternsoftemperatureandprecipitation.

EvidencefromtheEarth:ForensicGeologyandCriminalInvestigationbyRaymondC.Murray.2004MountainPressPublishingCompany.

May(Early) HS-ESS3-2.Evaluatecompetingdesignsolutionsforminimizingimpactsofdevelopingandusingenergyandmineralresources,andconservingandrecyclingthoseresources,basedoneconomic,social,andenvironmentalcost-benefitratios.*

ClarificationStatement:● Examplesincludedevelopingbestpracticesforagriculturalsoiluse,mining(formetals,coal,tarsands,andoilshales),andpumping(forpetroleumandnaturalgas).

May(Late) HS-ESS3-3.Illustraterelationshipsamongmanagementofnaturalresources,thesustainabilityofhumanpopulations,andbiodiversity.

ClarificationStatements:● Examplesoffactorsrelatedtothemanagementofnaturalresourcesincludecostsofresourceextractionandwastemanagement,percapitaconsumption,andthedevelopmentofnewtechnologies.

● Examplesoffactorsrelatedtohumansustainabilityincludeagriculturalefficiency,levelsofconservation,andurbanplanning.

Examplesoffactorsrelatedtobiodiversityincludehabitatuseandfragmentation,andlandandresourceconservation.

June HS-ESS3-5.AnalyzeresultsfromglobalclimatemodelstodescribehowforecastsaremadeofthecurrentrateofglobalorregionalclimatechangeandassociatedfutureimpactstoEarthsystems.

ClarificationStatement:Climatemodeloutputsincludebothclimatechanges(suchasprecipitationandtemperature)andassociatedimpacts(suchasonsealevel,glacialicevolumes,andatmosphereandoceancomposition).

HighSchoolPhysics

Programdescription:Inthiscourse,whichcorrelateswiththeMAframeworks,topicspresentedinclude:Newton’sLaws(MotionandForces),MomentumandEnergy,Heat,Waves,Light,andElectromagnetism.Presentationisdesignedformulti-modalitiesandencouragescooperativelearningtechniques,experimentation,scientificwriting,conductingformalandinformalobservation,organization,problemsolving,anduseoftoolsandtechnologyformeasurementpurposes.StrongemphasisisplaceduponpreparationforStateMandatedTesting.Timeline Disciplinary

Kit/LiteratureSeptember PS1.Matterand

ItsInteractionsHS-PS1-8.Developamodeltoillustratetheenergyreleasedorabsorbedduringtheprocessesoffission,fusion,andradioactivedecay.

ClarificationStatements:● Examplesofmodelsincludesimplequalitativemodels,suchaspicturesordiagrams.

● Typesofradioactivedecayincludealpha,beta,andgamma.

StateAssessmentBoundary:● Quantitativecalculationsofenergyreleasedorabsorbedarenotexpectedinstateassessment.

ArchimedesandtheDoorofSciencebyJeanneBendick.1995BethlehemBooks;Revisededition(August1,1995).

October(Early) PS2.MotionandStability:ForcesandInteractions

HS-PS2-1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotionisamathematicalmodeldescribingchangeinmotion(theacceleration)ofobjectswhenactedonbyanetforce.

ClarificationStatements:● Examplesofdatacouldincludetablesorgraphsofpositionorvelocityasafunctionoftimeforobjectssubjecttoanetunbalancedforce,suchasafallingobject,anobjectrollingdownaramp,andamovingobjectbeingpulledbyaconstantforce.

● Forcescanincludecontactforces,includingfriction,andforcesactingatadistance,suchasgravityandmagneticforces.

StateAssessmentBoundary:● Variableforcesarenotexpectedinstateassessment.

IsaacNewton:GiantsofSciencebyKathleenKrull.2005PuffinBooks;Reprintedition.FossKit:ForceandMotionInvestigation3:ComparingSpeedsInvestigation4:RepresentingMotionInvestigation5:AccelerationInvestigation6:ForceInvestigation7:GravityFossKit:ForceandMotionInvestigation8:Momentum

October(Late) HS-PS2-2.Usemathematicalrepresentationstoshowthatthetotalmomentumofasystemofinteractingobjectsisconservedwhenthereisnonetforceonthesystem.

ClarificationStatement:Emphasisisonthequalitativemeaningoftheconservationofmomentumandthequantitativeunderstandingoftheconservationoflinearmomentumininteractionsinvolvingelasticandinelasticcollisionsbetweentwoobjectsinonedimension.

Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKit/Literature

November PS2.MotionandStability:ForcesandInteractions

HS-PS2-3.Applyscientificprinciplesofmotionandmomentumtodesign,evaluate,andrefineadevicethatminimizestheforceonamacroscopicobjectduringacollision.*

ClarificationStatement:● Bothqualitativeevaluationsandalgebraicmanipulationsmaybeused.

December HS-PS2-4.UsemathematicalrepresentationsofNewton’slawofgravitationandCoulomb’slawtobothqualitativelyandquantitativelydescribeandpredicttheeffectsofgravitationalandelectrostaticforcesbetweenobjects.

ClarificationStatement:● Emphasisisontherelativechangeswhendistance,massorcharge,orbotharechanged.

StateAssessmentBoundaries:● Stateassessmentwillbelimitedtosystemswithtwoobjects.

● Permittivityoffreespaceisnotexpectedinstateassessment.

January

HS-PS2-5.Provideevidencethatanelectriccurrentcanproduceamagneticfieldandthatachangingmagneticfieldcanproduceanelectriccurrent.

ClarificationStatement:● Examplesofevidencecanincludemovementofamagneticcompasswhenplacedinthevicinityofacurrent-carryingwire,andamagnetpassingthroughacoilthatturnsonthelightofaFaradayflashlight.

StateAssessmentBoundary:● Explanationsofmotorsorgeneratorsarenotexpectedinstateassessment.

FossKit:ElectronicsInvestigation1:CircuitsInvestigation2:Resistors1Investigation3:VoltageInvestigation4:ElectronicDissectionInvestigation5:Resistors2Investigation6:DiodesInvestigation7:CapacitorsInvestigation8:Transistors

February HS-PS2-9(MA).Evaluatesimpleseriesandparallelcircuitstopredictchangestovoltage,current,orresistancewhensimplechangesaremadetoacircuit.

ClarificationStatements:● Predictionsofchangescanberepresentednumerically,graphically,oralgebraicallyusingOhm’slaw.

● Simplechangestoacircuitmayincludeaddingacomponent,changingtheresistanceofaload,andaddingaparallelpath,incircuitswithbatteriesandcommonloads.

● Simplecircuitscanberepresentedinschematicdiagrams.

StateAssessmentBoundary:● Useofmeasurementdevicesandpredictionsofchangesinpowerarenotexpectedinstateassessment.

FossKit:ElectronicsInvestigation1:CircuitsInvestigation2:Resistors1Investigation3:VoltageInvestigation4:ElectronicDissectionInvestigation5:Resistors2Investigation6:DiodesInvestigation7:CapacitorsInvestigation8:Transistors(focusonInv8)

March(Early)

HS-PS2-10(MA).Usefree-bodyforcediagrams,algebraicexpressions,andNewton’slawsofmotiontopredictchangestovelocityandaccelerationforanobjectmovinginonedimensioninvarioussituations.

ClarificationStatements:● Predictionsofchangesinmotioncanbemadenumerically,graphically,andalgebraicallyusingbasicequationsforvelocity,constantacceleration,andNewton’sfirstandsecondlaws.

● Forcescanincludecontactforces,includingfriction,andforcesactingatadistance,suchasgravityandmagneticforces.

FossKit:ForceandMotionInvestigation2:Speed

March(Late)

PS3.Energy HS-PS3-1.Usealgebraicexpressionsandtheprincipleofenergyconservationtocalculatethechangeinenergyofonecomponentofasystemwhenthechangeinenergyoftheothercomponent(s)ofthesystem,aswellasthetotalenergyofthesystemincludinganyenergyenteringorleavingthesystem,isknown.Identifyanytransformationsfromoneformofenergytoanother,includingthermal,kinetic,gravitational,magnetic,orelectricalenergy,inthesystem.

ClarificationStatement:● Systemsshouldbelimitedtotwoorthreecomponentsandtothermalenergy;kineticenergy;ortheenergiesingravitational,magnetic,orelectricfields.

April(Early) HS-PS3-2.Developanduseamodeltoillustratethatenergyatthemacroscopicscalecanbeaccountedforaseithermotionsofparticlesandobjectsorenergystoredinfields.

ClarificationStatements:● Examplesofphenomenaatthemacroscopicscalecouldincludeevaporationandcondensation,theconversionofkineticenergytothermalenergy,thegravitationalpotentialenergystoredduetopositionofanobjectabovetheearth,andthestoredenergy(electricalpotential)ofachargedobject’spositionwithinanelectricalfield.

● Examplesofmodelscouldincludediagrams,drawings,descriptions,andcomputersimulations.

April(Late) PS3.Energy HS-PS3-3.Designandevaluateadevicethatworkswithingivenconstraintstoconvertoneformofenergyintoanotherformofenergy.*

ClarificationStatements:● Emphasisisonbothqualitativeandquantitativeevaluationsofdevices.

● ExamplesofdevicescouldincludeRubeGoldbergdevices,windturbines,solarcells,solarovens,andgenerators.

● Examplesofconstraintscouldincludeuseofrenewableenergyformsandefficiency.

StateAssessmentBoundary:● Quantitativeevaluationswillbelimitedtototaloutputforagiveninputinstateassessment.

LeonardodaVinci:GiantsofSciencebyKathleenKrull.2008PuffinBooks.

May(Early)

HS-PS3-4a.Provideevidencethatwhentwoobjectsofdifferenttemperatureareinthermalcontactwithinaclosedsystem,thetransferofthermalenergyfromhigher-temperatureobjectstolower-temperatureobjectsresultsinthermalequilibrium,oramoreuniformenergydistributionamongtheobjectsandthattemperaturechangesnecessarytoachievethermalequilibriumdependonthespecificheatvaluesofthetwosubstances.

ClarificationStatement:● Energychangesshouldbedescribedbothquantitativelyinasinglephase(Q=mc∆T)andconceptuallyeitherinasinglephaseorduringaphasechange.

May(Late) HS-PS3-5.Developanduseamodelofmagneticorelectricfieldstoillustratetheforcesandchangesinenergybetweentwomagneticallyorelectricallychargedobjectschangingrelativepositioninamagneticorelectricfield,respectively.

ClarificationStatements:● Emphasisisonthechangeinforceandenergyasobjectsmoverelativetoeachother.

● Examplesofmodelscouldincludedrawings,diagrams,andtexts,suchasdrawingsofwhathappenswhentwochargesofoppositepolarityareneareachother.

June(Early) HS-PS4-3.Evaluatetheclaims,evidence,andreasoningbehindtheideathatelectromagneticradiationcanbedescribedbyeitherawavemodeloraparticlemodel,andthatforsomesituationsinvolvingresonance,interference,diffraction,refraction,orthephotoelectriceffect,onemodelismoreusefulthantheother.

ClarificationStatement:● Emphasisisonqualitativereasoningandcomparisonsofthetwomodels.

StateAssessmentBoundary:● Calculationsofenergylevelsorresonantfrequenciesarenotexpectedinstateassessment.

June(Late) PS4.WavesandTheirApplicationsinTechnologiesforInformationTransfers

HS-PS4-5.Communicatetechnicalinformationabouthowsometechnologicaldevicesusetheprinciplesofwavebehaviorandwaveinteractionswithmattertotransmitandcaptureinformationandenergy.*

ClarificationStatements:● Emphasisisonqualitativeinformationanddescriptions.

● Examplesoftechnologicaldevicescouldincludesolarcellscapturinglightandconvertingittoelectricity,medicalimaging,andcommunicationstechnology.

● Examplesofprinciplesofwavebehaviorincluderesonance,photoelectriceffect,andconstructiveanddestructiveinterference.

StateAssessmentBoundary:● Bandtheoryisnotexpectedinstateassessment.

HighSchoolEngineeringandTechnology

Programdescription:Inthiscourse,whichcorrelateswiththeMAframeworks,topicsforsurveyandstudyinclude:FundamentalsofEngineeringandDesign,TechnologyTodayandTomorrow,Communication,EnergyandPower,Manufacturing,Construction,Transportation,andBiomedicaltechnologies.Presentationisdesignedformulti-modalitiesandencouragescooperativelearningtechniques,experimentation,scientificwriting,conductingformalandinformalobservation,organization,problemsolving,anduseoftoolsandtechnologyformeasurementpurposes.StrongemphasisisplaceduponpreparationforStateMandatedTesting.Timeline Disciplinary

coreideaStandard ClarificationStatement/Assessment

BoundaryAdditionalResourcesKit/Literature

September(Early)

HS-ETS1-1.Analyzeamajorglobalchallengetospecifyadesignproblemthatcanbeimproved.Determinenecessaryqualitativeandquantitativecriteriaandconstraintsforsolutions,includinganyrequirementssetbysociety.*

ClarificationStatement:● Examplesofsocietalrequirementscanincluderiskmitigation,aesthetics,ethicalconsiderations,andlong-termmaintenancecosts.

PhysicsoftheFuture:HowScienceWillShapeHumanDestinyandOurDailyLivesbytheYear2100(Unabridged)byMichioKaku.2012Anchor.

September(Late)

HS-ETS1-2.Breakacomplexreal-worldproblemintosmaller,moremanageableproblemsthateachcanbesolvedusingscientificandengineeringprinciples.*

October(Early)

HS-ETS1-3.Evaluateasolutiontoacomplexreal-worldproblembasedonprioritizedcriteriaandtrade-offsthataccountforarangeofconstraints,includingcost,safety,reliability,aesthetics,andmaintenance,aswellassocial,cultural,andenvironmentalimpacts.*

October(Late)

HS-ETS1-4.Useacomputersimulationtomodeltheimpactofaproposedsolutiontoacomplexreal-worldproblemthathasnumerouscriteriaandconstraintsontheinteractionswithinandbetweensystemsrelevanttotheproblem.*

November(Early)

HS-ETS1-5(MA).Planaprototypeordesignsolutionusingorthographicprojectionsandisometricdrawings,usingproperscalesandproportions.*

November(Late)

HS-ETS1-6(MA).Documentandpresentsolutionsthatincludespecifications,performanceresults,successesandremainingissues,andlimitations.*

Standard ClarificationStatement/AssessmentBoundary

AdditionalResourcesKit/Literature

December(Early)

ETS2.Materials,Tools,andManufacturing

HS-ETS2-1(MA).Determinethebestapplicationofmanufacturingprocessestocreatepartsofdesiredshape,size,andfinishbasedonavailableresourcesandsafety.

ClarificationStatement:● Examplesofprocessescanincludeforming(moldingofplastics,castingofmetals,shaping,rolling,forging,andstamping),machining(cuttingandmilling),conditioning(thermal,mechanical,andchemicalprocesses),andfinishing.

StateAssessmentBoundary:● Specificmanufacturingmachinesarenotexpectedinstateassessment.

December(Late)

HS-ETS2-2(MA).Explainhowcomputersandrobotscanbeusedatdifferentstagesofamanufacturingsystem,typicallyforjobsthatarerepetitive,verysmall,orverydangerous.

ClarificationStatement:● Examplesofstagesincludedesign,testing,production,andqualitycontrol.

January(Early)

HS-ETS2-3(MA).Comparethecostsandbenefitsofcustomversusmassproductionbasedonqualitiesofthedesiredproduct,thecostofeachunittoproduce,andthenumberofunitsneeded.

January(Late)

HS-ETS2-4(MA).Explainhowmanufacturingprocessestransformmaterialpropertiestomeetaspecifiedpurposeorfunction.Recognizethatnewmaterialscanbesynthesizedthroughchemicalandphysicalprocessesthataredesignedtomanipulatematerialpropertiestomeetadesiredperformancecondition.

ClarificationStatement:● Examplesofmaterialpropertiescanincluderesistancetoforce,density,hardness,andelasticity.

February(Early)

ETS3.TechnologicalSystems

HS-ETS3-1(MA).Modelatechnologicalsysteminwhichtheoutputofonesubsystembecomestheinputtoothersubsystems.

February(Late)

HS-ETS3-2(MA).Useamodeltoexplainhowinformationtransmittedviadigitalandanalogsignalstravelsthroughthefollowingmedia:electricalwire,opticalfiber,air,andspace.Analyzeacommunicationproblemanddeterminethebestmodeofdeliveryforthecommunication(s).

March(Early)

ETS4.EnergyandPowerTechnologies

HS-ETS3-3(MA).Explaintheimportanceofconsideringbothliveloadsanddeadloadswhenconstructingstructures.Calculatetheresultantforce(s)foracombinationofliveloadsanddeadloadsforvarioussituations.

ClarificationStatements:● Examplesofstructurescanincludebuildings,decks,andbridges.

● Examplesofloadsandforcesincludeliveload,deadload,totalload,tension,sheer,compression,andtorsion.

March(Late)

HS-ETS3-4(MA).Useamodeltoillustratehowtheforcesoftension,compression,torsion,andshearaffecttheperformanceofastructure.Analyzesituationsthatinvolvetheseforcesandjustifytheselectionofmaterialsforthegivensituationbasedontheirproperties.

ClarificationStatements:● Examplesofstructuresincludebridges,houses,andskyscrapers.

● Examplesofmaterialpropertiescanincludeelasticity,plasticity,thermalconductivity,density,andresistancetoforce.

April(Early)

HS-ETS3-5(MA).Analyzehowthedesignofabuildingisinfluencedbythermalconditionssuchaswind,solarangle,andtemperature.Giveexamplesofhowconduction,convection,andradiationareconsideredintheselectionofmaterialsforbuildingsandinthedesignofaheatingsystem.

April(Late)

HS-ETS3-6(MA).Useinformationaltexttoillustratehowavehicleordevicecanbemodifiedtoproduceachangeinlift,drag,friction,thrust,andweight.

ClarificationStatements:● Examplesofvehiclescanincludecars,boats,airplanes,androckets.

● ConsiderationsofliftrequireconsiderationofBernoulli’sprinciple.

May(Early)

HS-ETS4-1(MA).Researchanddescribevariouswaysthathumansuseenergyandpowersystemstoharnessresourcestoaccomplishtaskseffectivelyandefficiently.

ClarificationStatement:● Examplesofenergyandpowersystemscanincludefluidsystemssuchashydraulicsandpneumatics,thermalsystemssuchasheatingandcooling,andelectricalsystemssuchaselectronicdevicesandresidentialwiring.

May(Late)

HS-ETS4-2(MA).Useamodeltoexplaindifferencesbetweenopenfluidsystemsandclosedfluidsystems.Determinewhenitismoreorlessappropriatetouseonetypeofsysteminsteadoftheother.

ClarificationStatements:● Examplesofopensystemscanincludeirrigation,forcedhotairsystems,andaircompressors.

● Examplesofclosedsystemscanincludeforcedhotwatersystemsandhydraulicbrakes.

June(Early)

HS-ETS4-3(MA).Explainhowdifferencesandsimilaritiesbetweenhydraulicandpneumaticsystemsleadtodifferentapplicationsofeachintechnologies.

June(Late)

HS-ETS4-4(MA).Calculateanddescribetheabilityofahydraulicsystemtomultiplydistance,multiplyforce,andeffectdirectionalchange.

ClarificationStatement:● Emphasisisontheratioofpistonsizes(cross-sectionalarea)asrepresentedinPascal’slaw.

June(Late)

HS-ETS4-5(MA).Explainhowamachineconvertsenergy,throughmechanicalmeans,todowork.Collectandanalyzedatatodeterminetheefficiencyofsimpleandcomplexmachines.

HighSchoolChemistry

ProgramDescription-Inthiscourse,whichcorrelateswiththeMAframeworks,topicspresentedinclude:Atomicstructure,Measurement,StructureofMatter,Elements,Compounds,Reactions,Acids,Bases,pH,Oxidation-ReductionReactions,EnergyandChemicalReactions,UnitConversion,Formulas,Equations,andModernAtomicTheory.Presentationisdesignedformulti-modalitiesandencouragescooperativelearningtechniques,experimentation,scientificwriting,conductingformalandinformalobservation,organization,problemsolving,andlightlabwork.StrongemphasisisplaceduponpreparationforStateMandatedTesting.Timeline Disciplinary

coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature

September PS1.MatterandItsInteractions

HS-PS1-1.Usetheperiodictableasamodeltopredicttherelativepropertiesofmaingroupelements,includingionizationenergyandrelativesizesofatomsandions,basedonthepatternsofelectronsintheoutermostenergylevelofeachelement.Usethepatternsofvalenceelectronconfigurations,corecharge,andCoulomb’slawtoexplainandpredictgeneraltrendsinionizationenergies,relativesizesofatomsandions,andreactivityofpureelements.

ClarificationStatement:● Sizeofionsshouldberelevantonlyforpredictingstrengthofionicbonding.

StateAssessmentBoundary:● Stateassessmentwillbelimitedtomaingroup(sandpblock)elements.

PeriodicTales:TheCuriousLivesoftheElementsbyHughAldersey-Williams.2011Viking.

October(Early)

HS-PS1-2.Usetheperiodictablemodeltopredictanddesignsimplereactionsthatresultintwomainclassesofbinarycompounds,ionicandmolecular.Developanexplanationbasedongivenobservationaldataandtheelectronegativitymodelabouttherelativestrengthsofionicorcovalentbonds.

ClarificationStatements:● Simplereactionsincludesynthesis(combination),decomposition,singledisplacement,doubledisplacement,andcombustion.

● PredictionsofreactantsandproductscanberepresentedusingLewisdotstructures,chemicalformulas,orphysicalmodels.

● Observationaldataincludethatbinaryionicsubstances(i.e.,substancesthathaveionicbonds),whenpure,arecrystallinesaltsatroomtemperature(commonexamplesincludeNaCl,KI,Fe2O3);andsubstancesthatareliquidsandgasesatroomtemperatureareusuallymadeofmoleculesthathavecovalentbonds(commonexamplesincludeCO2,N2,CH4,H2O,C8H18).

Molecules:TheElementsandtheArchitectureofEverythingbyTheodoreGray(Author),NickMann(Photographer).2014BlackDog&Leventhal.

October(Late)

HS-PS1-3.Citeevidencetorelatephysicalpropertiesofsubstancesatthebulkscaletospatialarrangements,movement,andstrengthofelectrostaticforcesamongions,smallmolecules,orregionsoflargemoleculesinthesubstances.Makeargumentstoaccountforhowcompositionalandstructuraldifferencesinmoleculesresultindifferenttypesofintermolecularorintramolecularinteractions.

ClarificationStatements:● Substancesincludebothpuresubstancesinsolid,liquid,gas,andnetworkedforms(suchasgraphite).

● Examplesofbulkpropertiesofsubstancestocompareincludemeltingpointandboilingpoint,density,andvaporpressure.

● Typesofintermolecularinteractionsincludedipole-dipole(includinghydrogenbonding),ion-dipole,anddispersionforces.

StateAssessmentBoundary:● CalculationsofvaporpressurebyRaoult’slaw,propertiesofheterogeneousmixtures,andnamesandbondinganglesinmoleculargeometriesarenotexpectedinstateassessment.

TheChemistryofAlchemy:FromDragon'sBloodtoDonkeyDung,HowChemistryWasForged

byCathyCobb(Author),MontyFetterolf(Author),HaroldGoldwhite(Author).2014PrometheusBooks.

November HS-PS1-4.Developamodeltoillustratetheenergytransferredduringanexothermicorendothermicchemicalreactionbasedonthebondenergydifferencebetweenbondsbroken(absorptionofenergy)andbondsformed(releaseofenergy).

ClarificationStatement:● Examplesofmodelsmayincludemolecular-leveldrawingsanddiagramsofreactionsorgraphsshowingtherelativeenergiesofreactantsandproducts.

StateAssessmentBoundary:● CalculationsusingHess’slawarenotexpectedinstateassessment.

January

HS-PS1-6.Designwaystocontroltheextentofareactionatequilibrium(relativeamountofproductstoreactants)byalteringvariousconditionsusingLeChatelier’sprinciple.Makeargumentsbasedonkineticmoleculartheorytoaccountforhowalteringconditionswouldaffecttheforwardandreverseratesofthereactionuntilanewequilibriumisestablished.*

ClarificationStatements:● Conditionsthatcanbealteredtoaffecttheextentofareactionincludetemperature,pressure,andconcentrationsofreactants.

● Conditionsthatcanbealteredtoaffecttheratesofareactionincludetemperature,pressure,concentrationsofreactants,agitation,particlesize,surfacearea,andadditionofacatalyst.

StateAssessmentBoundaries:● Calculationsofequilibriumconstantsorconcentrationsarenotexpectedinstateassessment.

● Stateassessmentwillbelimitedtosimplereactionsinwhichthereareonlytworeactantsandtospecifyingthechangeinonlyonevariableatatime.

February HS-PS1-7.Usemathematicalrepresentationsandprovideexperimentalevidencetosupporttheclaimthatatoms,andthereforemass,areconservedduringachemicalreaction.Usethemoleconceptandproportionalrelationshipstoevaluatethequantities(massesormoles)ofspecificreactantsneededinordertoobtainaspecificamountofproduct.

ClarificationStatements:● Mathematicalrepresentationsincludebalancedchemicalequationsthatrepresentthelawsofconservationofmassandconstantcomposition(definiteproportions),mass-to-massstoichiometry,andcalculationsofpercentyield.

● Evaluationsmayinvolvemass-to-massstoichiometryandatomeconomycomparisons,butonlyforsingle-stepreactionsthatdonotinvolvecomplexes.

March(Early)

HS-PS1-9(MA).Relatethestrengthofanaqueousacidicorbasicsolutiontotheextentofanacidorbasereactingwithwaterasmeasuredbythehydroniumionconcentration(pH)ofthesolution.Makeargumentsabouttherelativestrengthsoftwoacidsorbaseswithsimilarstructureandcomposition.

ClarificationStatements:● ReactionsarelimitedtoArrheniusandBronsted-Lowryacid-basereactionpatternswithmonoproticacids.

● Comparisonsofrelativestrengthsofaqueousacidorbasesolutionsmadefromsimilaracidorbasesubstancesislimitedtoargumentsbasedonperiodicpropertiesofelements,theelectronegativitymodelofelectrondistribution,empiricaldipolemoments,andmoleculargeometry.Acidorbasestrengthcomparisonsarelimitedtohomologousseriesandshouldincludedilutionandevaporationofwater.

April(Early) HS-PS1-10(MA).Useanoxidation-reductionreactionmodeltopredictproductsofreactionsgiventhereactants,andtocommunicatethereactionmodelsusingarepresentationthatshowselectrontransfer(redox).Useoxidationnumberstoaccountforhowelectronsareredistributedinredoxprocessesusedindevicesthatgenerateelectricityorsystemsthatpreventcorrosion.*

ClarificationStatement:● Reactionsarelimitedtosimpleoxidation-reductionreactionsthatdonotrequirehydroniumorhydroxideionstobalancehalf-reactions.

April(Late) HS-PS1-11(MA).Designstrategiestoidentifyandseparatethecomponentsofamixturebasedonrelevantchemicalandphysicalproperties.

ClarificationStatements:● Emphasisisoncompositionalandstructuralfeaturesofcomponentsofthemixture.

● Strategiescanincludechromatography,distillation,centrifuging,andprecipitationreactions.

● Relevantchemicalandphysicalpropertiescanincludemeltingpoint,boilingpoint,conductivity,anddensity.

May(Early)

HS-PS2-6.Communicatescientificandtechnicalinformationaboutthemolecular-levelstructuresofpolymers,ioniccompounds,acidsandbases,andmetalstojustifywhytheseareusefulinthefunctioningofdesignedmaterials.*

ClarificationStatement:● Examplescouldincludecomparingmoleculeswithsimplemoleculargeometries;analyzinghowpharmaceuticalsaredesignedtointeractwithspecificreceptors;andconsideringwhyelectricallyconductivematerialsareoftenmadeofmetal,householdcleaningproductsoftencontainioniccompoundstomakematerialssolubleinwater,ormaterialsthatneedtobeflexiblebutdurablearemadeupofpolymers.

StateAssessmentBoundary:● Stateassessmentwillbelimitedtocomparingsubstancesofthesametypewithonecompositionalorstructuralfeaturedifferent.

May(Late) HS-PS2-7(MA).Constructamodeltoexplainhowionsdissolveinpolarsolvents(particularlywater).Analyzeandcomparesolubilityandconductivitydatatodeterminetheextenttowhichdifferentionicspeciesdissolve.

ClarificationStatement:● Dataforcomparisonshouldincludedifferentconcentrationsofsolutionswiththesameionicspecies,andsimilarionicspeciesdissolvedinthesameamountofwater.

June(Early) HS-PS2-8(MA).Usekineticmoleculartheorytocomparethestrengthsofelectrostaticforcesandtheprevalenceofinteractionsthatoccurbetweenmoleculesinsolids,liquids,andgases.Usethecombinedgaslawtodeterminechangesinpressure,volume,andtemperatureingases.

June(Late) PS3.Energy HS-PS3-4b.Provideevidencefrominformationaltextoravailabledatatoillustratethatthetransferofenergyduringachemicalreactioninaclosedsysteminvolveschangesinenergydispersal(enthalpychange)andheatcontent(entropychange)whileassumingtheoverallenergyinthesystemisconserved.

StateAssessmentBoundary:● CalculationsinvolvingGibbsfreeenergyarenotexpectedinstateassessment.

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