High School Science Next Gen Standards

Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis

Use a model to illustrate cellular division (mitosis) and differentiation.

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Use a model to illustrate that aerobic cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

Use models to illustrate how human reproduction and development maintains continuity of life.

Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect carrying capacity of ecosystems at different scales.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring

Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, (3) mutations caused by environmental factors and/or (4) genetic engineering

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence

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

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

HS. Weather and Climate

HS. Space Systems

HS. Earth's Systems

HS. History of the Earth

Crosscutting Concepts

Energy and Matter

The total amount of energy and matter in closed systems is conserved. (HSESS2-6)

Energy drives the cycling of matter within and between systems. (HS-ESS2- 3)

Structure and Function

The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. (HS-ESS2-5)

Stability and Change

Much of science deals with constructing explanations of how things change and how they remain stable. (HS-ESS2-7)

Feedback (negative or positive) can stabilize or destabilize a system. (HSESS2-2)

Interdependence of Science, Engineering, and Technology

Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. (HS-ESS2-3)

Influence of Engineering, Technology, and Science on Society and the Natural World

New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. (HS-ESS2-2)

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes (HS-ESS2-2)

Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior. (HS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions

(NYSED) Residual heat from Earth’s formation and the radioactive decay of unstable isotopes in Earth’s interior continually generate energy that is absorbed by Earth’s mantle and crust, driving mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. (HS-ESS2-3)

(NYSED) Minerals are the building blocks of igneous, metamorphic, and sedimentary rocks and can be identified using physical and chemical characteristics. These rock types are evidence of stages of constant recycling of Earth material by surface processes and convection currents in the mantle. (HS-ESS2-3)

ESS2.C: The Roles of Water in Earth’s Surface Processes

The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5)

ESS2.D: Weather and Climate

The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. (HS-ESS2-2)

Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7)

Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6)

ESS2.E: Biogeology

The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual coevolution of Earth’s surface and the life that exists on it. (HS-ESS2-7)

PS4.A: Wave Properties

Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. (secondary to HS-ESS2-3)

Science and Engineering Practices

Developing and Using Models

Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-ESS2-3),(HS-ESS2-6)

Planning and Carrying Out Investigations

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-ESS2-5)

Analyzing and Interpreting Data

Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-ESS2-2)

Engaging in Argument from Evidence

Construct an oral and written argument or counterarguments based on data and evidence. (HS-ESS2-7)

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based on empirical evidence. (HSESS2-3)

Science disciplines share common rules of evidence used to evaluate explanations about natural systems. (HS-ESS2-3) Science includes the process of coordinating patterns of evidence with current theory. (HS-ESS2-3)

Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion in the Sun’s core to release energy that eventually reaches Earth in the form of radiation.

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

Communicate scientific ideas about the way stars, over their life cycle, produce elements.

Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.

Performance Expectations

Performance Expectations

Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth’s systems.

Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.

Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.

Performance Expectations

Performance Expectations

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Crosscutting Concepts

Patterns

Empirical evidence is needed to identify patterns. (HS-ESS1-5)

Stability and Change

Much of science deals with constructing explanations of how things change and how they remain stable. (HS-ESS1-6)

Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HSESS2-1)

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. (HS-ESS1-5)

Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history. (HS-ESS1-6)

ESS2.A: Earth Materials and Systems

Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) (Note: This Disciplinary Core Idea is also addressed by HS-ESS2-2)

ESS2.B: Plate Tectonics and Large-Scale System Interactions

Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. (ESS2.B Grade 8 GBE) (secondary to HS-ESS1-5),(HS-ESS2-1)

Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust. (ESS2.B Grade 8 GBE) (HS-ESS2-1)

PS1.C: Nuclear Processes

(NYSED) Spontaneous radioactive decay follows a characteristic exponential decay law allowing an element’s half-life to be used for radiometric dating of rocks and other materials. (secondary to HS-ESS1- 5),(secondary to HS-ESS1-6)

Science and Engineering Practices

Developing and Using Models

Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-ESS2-1)

Constructing Explanations and Designing Solutions

Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. (HS-ESS1-6)

Engaging in Argument from Evidence

Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. (HS-ESS1- 5)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (HS-ESS1- 6)

Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory. (HS-ESS1-6)

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-ESS1-7)

Scale, Proportion, and Quantity

The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. (HS-ESS1-1)

Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). (HS-ESS1-4)

Energy and Matter

Energy cannot be created or destroyed– only moved between one place and another place, between objects and/or fields, or between systems. (HS-ESS1- 2)

In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. (HS-ESS1-3)

Interdependence of Science, Engineering, and Technology

Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. (HS-ESS1- 2),(HS-ESS1-4)

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. (HS-ESS1-2)

Science assumes the universe is a vast single system in which basic laws are consistent. (HS-ESS1-2)

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. (HS-ESS1-1)

The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. (HS-ESS1-2),(HS-ESS1-3)

The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe. (HS-ESS1- 2)

Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. (HS-ESS1-2),(HSESS1-3)

ESS1.B: Earth and the Solar System

Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. (HS-ESS1-4)

(NYSED) Earth and celestial phenomena can be described by principles of relative motion and perspective. (HS-ESS1-7)

PS3.D: Energy in Chemical Processes and Everyday Life

Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (secondary to HS-ESS1-1)

PS4.B: Electromagnetic Radiation

Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities. (secondarytoHS-ESS1-2)

Science and Engineering Practices

Developing and Using Models

Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-ESS1-1)

Using Mathematics and Computational Thinking

Use mathematical or computational representations of phenomena to describe explanations. (HS-ESS1-4)

Constructing Explanations and Designing Solutions

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-ESS1-2),(HS-ESS1-7)

Obtaining, Evaluating, and Communicating Information

Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-ESS1-3)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (HS-ESS1-2)

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-ESS2-8)

Empirical evidence is needed to identify patterns. (HS-ESS2-8)

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-ESS2- 4)

Stability and Change

Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HSESS3-5)

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS-ESS2-4)

ESS2.A: Earth Materials and Systems

The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4)

ESS2.D: Weather and Climate

The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. (HS-ESS2-4),(secondary to HS-ESS2-2)

Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-4)

(NYSED) Concepts of density and heat energy can be used to explain observations of weather patterns (HSESS2-8).

ESS3.D: Global Climate Change

Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)

Science and Engineering Practices

Developing and Using Models

Use a model to provide mechanistic accounts of phenomena. (HS-ESS2-4)

Analyzing and Interpreting Data

Analyze data using tools, technologies and/or models (e.g., computational or mathematical) in order to make valid and reliable scientific claims or determine optimal design solution. (HS-ESS3-5)

Obtaining, Evaluating, and Communicating Information

Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-ESS2-8)

Scientific Investigations Use a Variety of Methods

Science investigations use diverse methods and do not always use the same set of procedures to obtain data. (HSESS3-5)

New technologies advance scientific knowledge. (HS-ESS3- 5)

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based on empirical evidence. (HSESS3-5)

Science arguments are strengthened by multiple lines of evidence supporting a single explanation. (HS-ESS2-4), (HSESS3-5)

Research to Build and Present Knowledge

Text Types and Purposes

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 11-12

Research to Build and Present Knowledge

Text Types and Purposes

Literacy Standards for Writing 6-12

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literacy in Science and Technical Subjects 11-12

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literacy in History/Social Studies 11-12

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the source as a whole.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Interpret words and phrases, including disciplinary language, as they are developed in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze in detail how a complex primary source (text, image, map, graphic, etc.) is structured, including how key sentences, paragraphs, and larger portions of the source contribute to the whole.

Evaluate authors' points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc. attending to the precise details of the source, and attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Determine the key ideas or conclusions of a source; summarize complex concepts, processes, or information presented in a source by paraphrasing in precise and accurate terms.

Analyze how and why scientific ideas and reasoning are developed and modified over the course of a text, source, argument, etc.; analyze/evaluate the results and conclusions based on explanations in the text.

Determine the meaning of symbols, key terms, and other content-specific words and phrases as they are used in scientific or technical sources.

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Evaluate the data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Compare and contrast findings presented in a source to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Write arguments focused on discipline-specific content.

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims objectively and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish, develop, and maintain a formal style and appropriate tone while attending to the norms and conventions of the academic discipline, purpose, and audience for which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the respective discipline.

Introduce a topic and organize complex ideas, concepts, and information so that the progression creates a unified whole.

Analyze a topic thoroughly by selecting the most significant and relevant facts, data, extended definitions, concrete details, citations, or other information and examples appropriate to the audience's knowledge of the topic.

Use appropriate and varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, content-specific vocabulary, and discipline-specific writing practices to reflect the complexity of the topic and to convey a style appropriate to the discipline, context, and audience.

Establish, develop, and maintain a formal style and appropriate tone while attending to the norms and conventions of the academic discipline, purpose, and audience for which they are writing.

Write narratives to understand an event or topic, appropriate to discipline-specific norms, conventions, and tasks.

Write responses to texts and to events (past and present), ideas, and theories that include personal, cultural, and thematic connections.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question), analyze a topic, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience as well as by applying discipline-specific criteria used in the social sciences or sciences; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Draw evidence from informational texts to support analysis, reflection, and research.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to understand an event or topic, using effective techniques, well-chosen details, and well-structured sequences.

Develop personal, cultural, textual, and thematic connections within and across genres through responses to texts and personal experiences.

Conduct short as well as more sustained research based on focused questions to demonstrate understanding of the subject under investigation.

Gather relevant information from multiple sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Research to Build and Present Knowledge

Text Types and Purposes

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 9-10

Research to Build and Present Knowledge

Text Types and Purposes

Literacy Standards for Writing 6-12

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literacy in Science and Technical Subjects 9-10

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literacy in History/Social Studies 9-10

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the time and place of publication, origin, authorship, etc.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop within a text.

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, economic, or geographic aspects of history/social studies.

Describe how a text presents information (e.g., sequentially, comparatively, causally, visually, and graphically).

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integrate and evaluate visual and technical information (e.g., in research data, charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Analyze the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Compare and contrast treatments of the same topic in several primary and secondary sources.

Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc. attending to the precise details of the source. Understand and follow a detailed set of directions.

Determine the key ideas or conclusions of a source; trace the source's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the source.

Analyze how and why scientific ideas and reasoning are developed and modified over the course of a text, source, argument, etc.

Determine the meaning of symbols, key terms, and other content-specific words and phrases as they are used in scientific or technical sources; describe how the inclusion of charts, graphs, diagrams, data influence conclusion(s).

Describe how the text structures information or ideas into categories or hierarchies, including how the major sections contribute to the whole and to an understanding of the topic.

Describe purpose and/or point of view when an author is presenting information, describing a procedure, discussing an experiment, etc.

Translate scientific or technical information expressed as written text into visual form (e.g., a table or chart), and translate information expressed visually or mathematically (e.g., in an equation) into words.

Assess the extent to which the reasoning and evidence in a source support the author's claim or a recommendation for solving a scientific or technical problem.

Compare and contrast findings presented in a source to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Write arguments focused on discipline-specific content.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims objectively, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and appropriate tone while attending to the norms and conventions of the academic discipline, purpose, and audience for which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Write informative/explanatory text focused on discipline-specific content.

Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions.

Develop the topic with well-chosen, relevant, and sufficient facts, data, extended definitions, concrete details, citations, or other information and examples appropriate to the audience's knowledge of the topic.

Use appropriate and varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

Use precise language and content-specific vocabulary to reflect the complexity of the topic and to convey a style appropriate to the discipline, context, and audience.

Establish and maintain a formal style and appropriate tone while attending to the norms and conventions of the academic discipline, purpose, and audience for which they are writing.

Write narratives to understand and event or topic, appropriate to discipline-specific norms, conventions, and tasks.

Write responses to texts and to events (past and present), ideas, and theories that include personal, cultural, and thematic connections.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question), analyze a topic, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question and the accuracy of each source by applying discipline-specific criteria ; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from informational texts to support analysis, reflection, and research.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to understand an event or topic, using effective techniques, well-chosen details, and well-structured sequences.

Develop personal, cultural, textual, and thematic connections within and across genres through responses to texts and personal experiences.

Conduct short as well as more sustained research based on focused questions to demonstrate understanding of the subject under investigation.

Gather relevant information from multiple sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

develop job skills (e.g., communication, effective time management, problem solving, and leadership).

understand the concept of entrepreneurship as it exists in today's economy

analyze abilities and interests in relation to careers, set long-term career goals, and develop a plan for progressing toward their goals

understand the basics of an individual/family budget and plan to obtain, use, and protect money and assets

analyze a wide range of factors related to managing personal resources to balance obligations to work, family, and self

Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources.

identify a variety of career opportunities associated with sports and fitness and understand the qualifications, educational requirements, and job responsibilities of those careers.

recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community

recognize their role as concerned and discriminating consumers of physical activities programs and understand the importance of physical activity as a resource for everyone regardless of age or ability

Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

demonstrate advocacy skills in promoting individual, family and community health.

use technology and the media to promote positive health messages

demonstrate the ability to access community health services for self and others

analyze how cultural beliefs influence health behaviors and the use of health products and services

demonstrate how to evaluate health information, products and services for validity and reliability

Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.

Students will understand and be able to manage their personal and community resources.

apply basic rules of health and safety to a variety of home and work place situations.

understand essential requirements for selecting and maintaining a home

apply housing principles (e.g., design and safety) to meet the needs of family members of all ages and abilities

understand the stages of child development and apply this knowledge to activities designed to enrich the physical, social, mental, and emotional development of a young child

Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.

understand the physical, social, and emotional benefits of physical activity and can demonstrate leadership and problem solving through participation in organized games or activities.

create a positive climate for group activities by assuming a variety of roles

accept physical activity as an important part of life. Selfrenewal, productivity as a worker, energy for family activities, fitness, weight control, stress management, and reduction in health-care costs are understood as benefits of physical activity

demonstrate responsible personal and social behavior while engaged in physical activities

know the potential safety hazards associated with a wide variety of games and activities and are able to prevent and respond to accidents

Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

recognize how individual behavior affects the quality of the environment.

evaluate personal and social skills which contribute to health and safety of self and others

recognize hazardous conditions in the home, school, work place, and community and propose solutions to eliminate or reduce them

Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them.

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

take reasoned action toward reaching personal health goals.

identify ways to meet basic needs of all family members

adjust their own diet to accommodate changing levels of activity or to meet their nutritional needs throughout the life cycle

apply knowledge of food choices and menus to plan a balanced diet, use new technologies to plan and prepare nutritious meals for a variety of dietary needs

Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

demonstrate competence in leading and participating in group activities.

follow a program that relates to wellness, including weight control and stress management

know the components of personal wellness (nutrition and weight control, disease prevention, stress management, safety, and physical fitness), establish a personal profile with fitness/wellness goals, and engage in appropriate activities to improve or sustain their fitness

use the basic principles of skill analysis to improve previously acquired skills and to continue to learn new skills and activities

make physical activity an important part of their life and recognize such consequent benefits as self-renewal, greater productivity as a worker, more energy for family activities, and reduction in health care costs

establish and maintain a high level of skilled performance, demonstrate mastery of fundamental movement forms and skills that can contribute to daily living tasks, and analyze skill activities

demonstrate proficiency in selected complex physical activities (games, sports, exercises) that provide conditioning for each fitness area

Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

evaluate how the multiple influences which affect health decisions and behaviors can be altered.

apply prevention and risk reduction strategies which can delay the onset or reduce the risk of potential health problems into adulthood

demonstrate the necessary knowledge and skills to promote healthy development into adulthood

understand human growth and development throughout the life cycle

Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Engineering Design

Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4)

Human Impacts on Earth Systems ▪ The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3)

Human Sustainability

Weather and Climate

Earth's Systems

History of Earth

Space Systems

Natural Selection and Evolution

Inheritance and Variation of Traits

Interdependent Relationships in Ecosystems

Matter and Energy in Organisms and Ecosystems

Structure and Function

Waves and Electromagnetic Radiation

Energy

Forces and Interactions

Chemical Reactions

Structure and Properties of Matter

The Universe and Its Stars  ▪ Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. (HS-ESS1-2),(HS- ESS1-3)

The Universe and Its Stars ▪ The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. (HS-ESS1-2) (HS-ESS1-3)

The Universe and Its Stars ▪ The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe. (HS-ESS1- 2)

The Universe and Its Stars ▪ The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. (HS-ESS1-1)

Earth and the Solar System ▪ Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS-ESS2-4)

(NYSED) Earth and celestial phenomena can be described by principles of relative motion and perspective. (HS-ESS1-7)

Earth and the Solar System ▪ Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. (HS-ESS1-4)

The History of Planet Earth ▪ Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history. (HS-ESS1-6)

The History of Planet Earth ▪ Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. (HS-ESS1-5)

Earth Materials and Systems ▪ The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4)

Earth Materials and Systems ▪ Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior. (HS-ESS2-3)

Earth Materials and Systems ▪ Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes (HS-ESS2-2)

Earth Materials and Systems ▪ Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) (Note: This Disciplinary Core Idea is also addressed by HS-ESS2-2)

Plate Tectonics and Large-Scale System Interactions ▪ (NYSED) Minerals are the building blocks of igneous, metamorphic, and sedimentary rocks and can be identified using physical and chemical characteristics. These rock types are evidence of stages of constant recycling of Earth material by surface processes and convection currents in the mantle. (HS-ESS2-3)

Plate Tectonics and Large-Scale System Interactions ▪ (NYSED) Residual heat from Earth’s formation and the radioactive decay of unstable isotopes in Earth’s interior continually generate energy that is absorbed by Earth’s mantle and crust, driving mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. (HS-ESS2-3)

Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust. (ESS2.B Grade 8 GBE) (HS-ESS2-1)

Plate Tectonics and Large-Scale System Interactions ▪ Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. (ESS2.B Grade 8 GBE) (secondary to HS-ESS1-5),(HS-ESS2-1)

The Roles of Water in Earth’s Surface Processes -The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5)

Weather and Climate ▪ Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3- 6)

Weather and Climate ▪ (NYSED) Concepts of density and heat energy can be used to explain observations of weather patterns (HS- ESS2-8).

Weather and Climate - Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-4)

Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6)

Weather and Climate ▪ Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7)

Weather and Climate ▪ The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. (HS-ESS2-4),(secondary to HS-ESS2-2)

Weather and Climate ▪ The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. (HS-ESS2-2)

Biogeology ▪ The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co- evolution of Earth’s surface and the life that exists on it. (HS-ESS2-7)

Natural Resources ▪ All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2)

Natural Resources ▪ Resource availability has guided the development of human society. (HS-ESS3-1)

Natural Hazards ▪ Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations. (HS-ESS3-1)

Global Climate Change ▪ Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (HS- ESS3-6)

Global Climate Change Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)

Defining and Delimiting Engineering Problems - Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. (HS- ETS1-1)

Defining and Delimiting Engineering Problems ▪ Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (HS-ETS1-1)

Developing Possible Solutions - Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (HS-ETS1-4)

Developing Possible Solutions ▪ When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3)

Developing Possible Solutions ▪ When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-ESS3-2),(secondary to HS-ESS3-4)

Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade- offs) may be needed. (HS-ETS1-2)

Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion in the Sun's core to release energy that eventually reaches Earth in the form of radiation.

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

Communicate scientific ideas about the way stars, over their life cycle, produce elements.

Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.

Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.

Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to Earth's systems.

Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.

Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Construct an argument based on evidence about the coevolution of Earth's systems and life on Earth.

Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis

Use a model to illustrate cellular division (mitosis) and differentiation.

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Use a model to illustrate that aerobic cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

Use models to illustrate how human reproduction and development maintains continuity of life.

Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect carrying capacity of ecosystems at different scales.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems.

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Develop a model to illustrate the role of various processes in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce.

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, (3) mutations caused by environmental factors and/or (4) genetic engineering.

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

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

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Use evidence to support claims regarding the formation, properties and behaviors of solutions at bulk scales.

Plan and conduct an investigation to compare properties and behaviors of acids and bases.

Use evidence to illustrate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

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

Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.

Analyze data to support the claim that Newton's Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Analyze data to support the claim that Ohm's Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.

Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.

Evaluate questions about the advantages of using a digital transmission and storage of information.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one model is more useful than the other.

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

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

Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.

Nuclear Processes ▪ (NYSED) Spontaneous radioactive decay follows a characteristic exponential decay law allowing an element’s half-life to be used for radiometric dating of rocks and other materials. (secondary to HS-ESS1- 5),(secondary to HS-ESS1-6)

Energy in Chemical Processes and Everyday Life ▪ Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (secondary to HS-ESS1-1)

Wave Properties ▪ Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. (secondary to HS-ESS2-3)

Electromagnetic Radiation ▪ Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities. (secondary to HS-ESS1-2)

Digital Citizenship

Digital Use

Digital Literacy

Response

Safeguards

Risks

Cybersecurity

Networks and the Internet

Hardware and Software

Networks and Systems Design

Algorithms and Programming

Abstraction and Decomposition

Data Analysis and Visualization

Modeling and Simulation

Computational Thinking

Career Paths

Accessibility

Ethics

Society

IMPACTS OF COMPUTING

Create a simple digital model that makes predictions of outcomes.

Collect and evaluate data from multiple sources for use in a computational artifact.

Refine and visualize complex data sets to tell different stories with the same data set.

Implement a program using a combination of student-defined and third-party functions to organize the computation.

Modify a function or procedure in a program to perform its computation in a different way over the same inputs, while preserving the result of the overall program.

Demonstrate how at least two classic algorithms work, and analyze the trade-offs related to two or more algorithms for completing the same task.

Design or remix a program that utilizes a data structure to maintain changes to related pieces of data.

Develop a program that effectively uses control structures in order to create a computer program for practical intent, personal expression, or to address a societal issue.

Systematically test and refine programs using a range of test cases, based on anticipating common errors and user behavior.

Determine the types of personal and organizational information and digital resources that an individual may have access to that need to be protected.

Describe physical, digital, and behavioral safeguards that can be employed to protect the confidentiality, integrity, and accessibility of information.

Explain specific trade-offs when selecting and implementing security recommendations.

Evaluate applications of cryptographic methods.

Recommend multiple actions to take prior and in response to various types of digital security breaches.

Type proficiently on a keyboard.

Communicate and work collaboratively with others using digital tools to support individual learning and contribute to the learning of others.

Independently select advanced digital tools and resources to create, revise, and publish complex digital artifacts or collection of artifacts.

Transfer knowledge of technology in order to use new and emerging technologies on multiple platforms.

Actively manage digital presence and footprint to reflect an understanding of the permanence and potential consequences of actions in online spaces.

Design and implement strategies that support safety and security of digital information, personal identity, property, and physical and mental health when operating in the digital world.

Evaluate the impact of computing technologies on equity, access, and influence in a global society.

Debate laws and regulations that impact the development and use of computing technologies and digital information.

Debate issues of ethics related to real-world computing technologies.

Assess personal and societal trade-offs related to computing technologies and data privacy.

Describe ways that complex computer systems can be designed for inclusivity and to mitigate unintended consequences.

Create accessible computational artifacts that meet standard compliance requirements or otherwise meet the needs of users with disabilities.

Investigate the use of computer science in multiple fields.

Design a solution to a problem that utilizes embedded systems to automatically gather input from the environment.

Explain the levels of interaction existing between the application software, system software, and hardware of a computing system.

Develop and communicate multistep troubleshooting strategies others can use to identify and fix problems with computing devices and their components.

Describe the components and design characteristics that allow data and information to be moved, stored, and referenced over the internet.

Describe how emerging technologies are impacting networks and how they are used.

Natural Selection and Evolution

Inheritance and Variation of Traits

Interdependent Relationships in Ecosystems

Matter and Energy in Organisms and Ecosystems

Structure and Function

Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. [Clarification Statement: Emphasis should be on how the DNA code is transcribed and translated in the synthesis of proteins. Types of proteins involved in performing life functions include enzymes, structural proteins, cell receptors, hormones, and antibodies.] [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the detailed biochemistry of protein synthesis.]

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism’s system level such as nutrient uptake, water delivery, immune response, and organism response to stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.]

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]

Use a model to illustrate cellular division (mitosis) and differentiation. [Clarification Statement: Emphasis should be on the outcomes of mitotic division and cell differentiation on growth and development of complex organisms and possible implications for abnormal cell division (cancer) and stem cell research.] [Assessment Boundary: Assessment does not include specific gene control mechanisms or recalling the specific steps of mitosis.]

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.]

Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements such as nitrogen, sulfur, and phosphorus to form amino acids and other carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations for the synthesis of lipids, starches, proteins, and nucleic acids.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of structural and molecular formulas for macromolecules.]

Use a model to illustrate that aerobic cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of aerobic cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in aerobic cellular respiration.]

Use models to illustrate how human reproduction and development maintains continuity of life. [Clarification Statement: Emphasis is on structures and function of human reproductive systems, interactions with other human body systems, embryonic development, and influences of environmental factors on development.] [Assessment Boundary: Assessment does not include the details of hormonal regulation or stages of embryonic development.]

Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.]

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations could include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.]

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration and photosynthesis within ecosystems.] [Assessment Boundary: Assessment does not include the specific chemical processes of aerobic respiration, anaerobic respiration, and photosynthesis.]

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model such as a pyramid of biomass/energy to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]

Develop a model to illustrate the role of various processes in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations, diagrams, and mathematical models of the carbon cycle (photosynthesis, respiration, decomposition, and combustion).] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.]

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. [Clarification Statement: Examples of changes in ecosystem conditions could include ecological succession, modest biological or physical changes, such as moderate hunting or seasonal floods; and extreme changes, such as volcanic eruption or sea level rise.]

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities could include urbanization, building dams, and dissemination of invasive species. Examples of solutions could include simulations, product development, technological innovations, and/or legislation.]

Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. [Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.]

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Clarification Statement: Emphasis should be on the distinction between coding and non-coding regions of DNA.]

Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, (3) mutations caused by environmental factors and/or (4) genetic engineering. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs including the relevant processes in meiosis and advances in biotechnology.] [Assessment Boundary: Assessment does not include recalling the specific details of the phases of meiosis or the biochemical mechanisms of the specific phases in the process.]

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.]

Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.]

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]

Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.]

Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, introduction of invasive species, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]

HS. Chemical Reactions

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HSPS1-2),(HS-PS1-5),(HS-PS1-11)

Energy and Matter

The total amount of energy and matter in closed systems is conserved. (HS-PS1 7),(HS-PS1-12)

Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS-PS1- 4),(HS-PS1-12)

Stability and Change

Much of science deals with constructing explanations of how things change and how they remain stable. (HS-PS1-6)

Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes the universe is a vast single system in which basic laws are consistent. (HS-PS1-7)

Disciplinary Core Ideas

ETS1.C: Optimizing the Design Solution

Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (secondary to HS-PS1-6)

PS1.A: Structure and Properties of Matter

The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HSPS1-2) (Note: This Disciplinary Core Idea is also addressed by HS-PS1-1.)

A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. (HS-PS1-4)

PS1.B: Chemical Reactions

The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. (HS-PS1-2),(HS-PS1- 7)

(NYSED) Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of particles and the rearrangements of particles into new substances, with consequent changes in the sum of all bond energies in the set of substances that are matched by changes in energy. (HS-PS1-4),(HS-PS1-5)

(NYSED) In many situations, a dynamic and condition dependent balance between a reaction and the reverse reaction determines the numbers of all types of particles present. (HSPS1-6)

(NYSED) Acids and bases play an important role in the daily lives of humans and other organisms (e.g. agricultural applications, environmental impacts (acid rain), animal and plant physiology). (HS-PS1-11)

(NYSED) Oxidation-reduction reactions are the prevailing source of power for many of today’s modern conveniences. (HS-PS1-12)

Science and Engineering Practices

Developing and Using Models

Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-PS1-4)

Planning and Carrying Out Investigations

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS1-11)

Select appropriate tools to collect, record, analyze, and evaluate data. (HS-PS1-11)

Using Mathematics and Computational Thinking

Use mathematical representations of phenomena to support claims. (HS-PS1-7)

Constructing Explanations and Designing Solutions

Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. (HS-PS1-5)

Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-PS1-2)

Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-PS1-6)

Engaging in Argument from Evidence

Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. (HS-PS1-12)

Plan and conduct an investigation to compare properties and behaviors of acids and bases.

Use evidence to illustrate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

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

Performance Expectations

HS. Earth's Systems

Crosscutting Concepts

Energy and Matter

The total amount of energy and matter in closed systems is conserved. (HSESS2-6)

Energy drives the cycling of matter within and between systems. (HS-ESS2- 3)

Structure and Function

The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. (HS-ESS2-5)

Stability and Change

Much of science deals with constructing explanations of how things change and how they remain stable. (HS-ESS2-7)

Feedback (negative or positive) can stabilize or destabilize a system. (HSESS2-2)

Interdependence of Science, Engineering, and Technology

Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. (HS-ESS2-3)

Influence of Engineering, Technology, and Science on Society and the Natural World

New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. (HS-ESS2-2)

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes (HS-ESS2-2)

Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior. (HS-ESS2-3)

ESS2.B: Plate Tectonics and Large-Scale System Interactions

(NYSED) Residual heat from Earth’s formation and the radioactive decay of unstable isotopes in Earth’s interior continually generate energy that is absorbed by Earth’s mantle and crust, driving mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. (HS-ESS2-3)

(NYSED) Minerals are the building blocks of igneous, metamorphic, and sedimentary rocks and can be identified using physical and chemical characteristics. These rock types are evidence of stages of constant recycling of Earth material by surface processes and convection currents in the mantle. (HS-ESS2-3)

ESS2.C: The Roles of Water in Earth’s Surface Processes

The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5)

ESS2.D: Weather and Climate

The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. (HS-ESS2-2)

Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7)

Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6)

ESS2.E: Biogeology

The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual coevolution of Earth’s surface and the life that exists on it. (HS-ESS2-7)

PS4.A: Wave Properties

Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. (secondary to HS-ESS2-3)

Science and Engineering Practices

Developing and Using Models

Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-ESS2-3),(HS-ESS2-6)

Planning and Carrying Out Investigations

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-ESS2-5)

Analyzing and Interpreting Data

Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-ESS2-2)

Engaging in Argument from Evidence

Construct an oral and written argument or counterarguments based on data and evidence. (HS-ESS2-7)

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based on empirical evidence. (HSESS2-3)

Science disciplines share common rules of evidence used to evaluate explanations about natural systems. (HS-ESS2-3) Science includes the process of coordinating patterns of evidence with current theory. (HS-ESS2-3)

Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth’s systems.

Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.

Performance Expectations

Energy

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS3-6)

Mathematical representations can be used to identify certain patterns. (HS-PS3-6)

Cause and Effect

Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. (HS-PS3-5)

Systems and System Models

When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. (HS-PS3-4)

Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. (HS-PS3-1)

Energy and Matter

Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS-PS3-3)

Energy can be transferred between one place and another place, between objects and/or fields, or between systems. (HS-PS3-2),(HSPS3-6)

Influence of Science, Engineering, and Technology on Society and the Natural World

Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks. (HSPS3-3)

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes the universe is a vast single system in which basic laws are consistent. (HS-PS3-1)

Disciplinary Core Ideas

PS3.A: Definitions of Energy

Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. (HS-PS3-1),(HS-PS3-2)

At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. (HS- PS3-2) (HS-PS3-3)

These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. (HSPS3-2)

PS3.B: Conservation of Energy and Energy Transfer

Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. (HS-PS3-1)

Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. (HS-PS3- 1)

The availability of energy limits what can occur in any system. (HS-PS3-1)

Uncontrolled systems always evolve toward more stable states— that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down). (HSPS3-4)

(NYSED) Energy exists in many forms, and when these forms change, energy is conserved. (HS-PS3-1),(HS-PS3-3),(HS-PS3-4)

(NYSED) Electrical power and energy can be determined for electric circuits. (HS-PS3-6)

PS3.C: Relationship Between Energy and Forces

When two objects interacting through a field change relative position, the energy stored in the field is changed. (HS-PS3-5)

Science and Engineering Practices

Developing and Using Models

Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-PS3-2),(HS-PS3-5)

Planning and Carrying Out Investigations

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS3-4)

Analyzing and Interpreting Data

Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-PS3-6)

Using Mathematics and Computational Thinking

Create a computational model or simulation of a phenomenon, designed device, process, or system. (HSPS3-1)

Constructing Explanations and Designing Solutions

Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, studentgenerated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-PS3-3)

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.

Performance Expectations

HS. Engineering Design

Crosscutting Concepts

Systems and System Models

Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows— within and between systems at different scales. (HS-ETS1-4)

Influence of Science, Engineering, and Technology on Society and the Natural World

New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. (HS-ETS1-1) (HSETS1-3)

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (HS-ETS1-1)

Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. (HSETS1-1)

ETS1.B: Developing Possible Solutions

When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3)

Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (HS-ETS1-4)

ETS1.C: Optimizing the Design Solution

Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (HS-ETS1-2)

Science and Engineering Practices

Asking Questions and Defining Problems

Analyze complex real-world problems by specifying criteria and constraints for successful solutions. (HS-ETS1-1)

Using Mathematics and Computational Thinking

Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems. (HS-ETS1-4)

Constructing Explanations and Designing Solutions

Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-ETS1-2)

Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-ETS1-3)

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Performance Expectations

HS. Forces and Interactions

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS2-4)

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-PS2- 1),(HSPS2-5)

Systems can be designed to cause a desired effect. (HSPS2-3)

Systems and System Models

When investigating or describing a system, the boundaries and initial conditions of the system need to be defined. (HS-PS2-2)

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2- 3)

ETS1.C: Optimizing the Design Solution

Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade- offs) may be needed. (secondary to HS-PS2-3)

PS2.A: Forces and Motion

Newton’s second law accurately predicts changes in the motion of macroscopic objects. (HS-PS2-1)

Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. (HS-PS2-2)

If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. (HS-PS2-2),(HS-PS2-3)

PS2.B: Types of Interactions

Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. (HS-PS2-4)

Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (HS-PS2-4),(HS-PS2-5)

Science and Engineering Practices

Planning and Carrying Out Investigations

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS2-5)

Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. ▪ Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS- PS2-1)

Using Mathematics and Computational Thinking

Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4)

Constructing Explanations and Designing Solutions

Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS-PS2-3)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Theories and laws provide explanations in science. (HS-PS2- 1),(HS-PS2-4)

Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

Performance Expectations

HS. History of the Earth

Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

Performance Expectations

Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

Crosscutting Concepts

Patterns

Empirical evidence is needed to identify patterns. (HS-ESS1-5)

Stability and Change

Much of science deals with constructing explanations of how things change and how they remain stable. (HS-ESS1-6)

Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HSESS2-1)

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. (HS-ESS1-5)

Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history. (HS-ESS1-6)

ESS2.A: Earth Materials and Systems

Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) (Note: This Disciplinary Core Idea is also addressed by HS-ESS2-2)

ESS2.B: Plate Tectonics and Large-Scale System Interactions

Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. (ESS2.B Grade 8 GBE) (secondary to HS-ESS1-5),(HS-ESS2-1)

Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust. (ESS2.B Grade 8 GBE) (HS-ESS2-1)

PS1.C: Nuclear Processes

(NYSED) Spontaneous radioactive decay follows a characteristic exponential decay law allowing an element’s half-life to be used for radiometric dating of rocks and other materials. (secondary to HS-ESS1- 5),(secondary to HS-ESS1-6)

Science and Engineering Practices

Developing and Using Models

Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-ESS2-1)

Constructing Explanations and Designing Solutions

Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. (HS-ESS1-6)

Engaging in Argument from Evidence

Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. (HS-ESS1- 5)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (HS-ESS1- 6)

Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory. (HS-ESS1-6)

HS. Human Sustainability

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Performance Expectations

Crosscutting Concepts

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-ESS3-1)

Systems and System Models

When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. (HS-ESS3-6)

Stability and change

Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HSESS3-3)

Feedback (negative or positive) can stabilize or destabilize a system. (HS-ESS3-4)

Influence of Engineering, Technology, and Science on Society and the Natural World

Modern civilization depends on major technological systems. (HS-ESS3-1),(HS-ESS3-3)

Engineers continuously modify these systems to increase benefits while decreasing costs and risks. (HS-ESS3-2),(HS-ESS3-4)

New technologies can have deep impacts on society and the environment, including some that were not anticipated. (HS-ESS3-3)

Analysis of costs and benefits is a critical aspect of decisions about technology. (HS-ESS3-2)

Science is a Human Endeavor

Scientific knowledge is a result of human endeavors, imagination, and creativity. (HS-ESS3-3)

Science Addresses Questions About the Natural and Material World

Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions. (HS-ESS3-2)

Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge. (HS-ESS3-2)

Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues. (HS-ESS3-2)

Disciplinary Core Ideas

ESS2.D: Weather and Climate

Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3- 6)

ESS3.A: Natural Resources

Resource availability has guided the development of human society. (HS-ESS3-1)

All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2)

ESS3.B: Natural Hazards

Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations. (HS-ESS3-1)

ESS3.C: Human Impacts on Earth Systems

The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3)

Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4)

ESS3.D: Global Climate Change

Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (HSESS3-6)

ETS1.B. Developing Possible Solutions

When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-ESS3-2),(secondary to HS-ESS3-4)

Science and Engineering Practices

Using Mathematics and Computational Thinking

Create a computational model or simulation of a phenomenon, designed device, process, or system. (HS-ESS3-3)

Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations. (HS-ESS3-6)

Constructing Explanations and Designing Solutions

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HSESS3-1)

Design or refine a solution to a complex real-world problem, based on scientific knowledge, studentgenerated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-ESS3-4)

Engaging in Argument from Evidence

Evaluate competing design solutions to a realworld problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). (HS-ESS3-2)

HS. Inheritance and Variation of Traits

Crosscutting Concepts

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-LS3- 1),(HS-LS3-2)

Scale, Proportion, and Quantity

Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). (HS-LS3-3)

Systems and System Models

Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows—within and between systems at different scales. (HS-LS1- 4),(HS-LS1-8)

Science is a Human Endeavor

Technological advances have influenced the progress of science and science has influenced advances in technology. (HS-LS3-2),(HS-LS3- 3),(New NYSED PE)

Science and engineering are influenced by society and society is influenced by science and engineering. (HS-LS3-2), (HS-LS3-3),(HS-LS1-8)

Disciplinary Core Ideas

LS1.A: Structure and Function

All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. (secondary to HS-LS3-1) (Note: Disciplinary Core Idea is also addressed by HS-LS1-1.)

(NYSED) The structures and functions of the human female reproductive system produce gametes in ovaries, allow for internal fertilization, support the internal development of the embryo and fetus in the uterus, and provide essential materials through the placenta, and nutrition through milk for the newborn. The structures and functions of the human male reproductive system produce gametes in testes and make possible the delivery of these gametes for fertilization. (HS-LS1-8)

LS1.B: Growth and Development of Organisms

In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4)

(NYSED) The continuity of life is sustained through reproduction and development. Human development, birth, and aging should be viewed as a predictable pattern of events influenced by factors such as gene expression, hormones, and the environment. (HS-LS1- 8)

LS3.A: Inheritance of Traits

Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1)

LS3.B: Variation of Traits

In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. (HS-LS3-2)

(NYSED) Environmental factors can cause mutations in genes. Only mutations in sex cells can be inherited. (HS-LS3-2)

(NYSED) Advances in biotechnology have allowed organisms to be modified genetically. (HS-LS3-2)

Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3)

Science and Engineering Practices

Asking Questions and Defining Problems

Ask questions that arise from examining models or a theory to clarify relationships. (HS-LS3-1)

Developing and Using Models

Use a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-LS1-4),(HS-LS1-8)

Analyzing and Interpreting Data

Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (HS-LS3-3)

Engaging in Argument from Evidence

Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and studentgenerated evidence. (HS-LS3-2)

Performance Expectations

HS-LS1-4. Use a model to illustrate cellular division (mitosis) and differentiation.

HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, (3) mutations caused by environmental factors and/or (4) genetic engineering.

HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

HS-LS1-8. Use models to illustrate how human reproduction and development maintains continuity of life.

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-LS2- 7),(HS-LS2-8)

HS. Interdependent Relationships in Ecosystems

Crosscutting Concepts

Cause and Effect

Scale, Proportion, and Quantity

The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. (HSLS2-1)

Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale. (HS-LS2-2)

Stability and Change

Much of science deals with constructing explanations of how things change and how they remain stable. (HS-LS2-6),(HS-LS2-7)

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HSLS2-7)

LS2.A: Interdependent Relationships in Ecosystems

Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HSLS2-1),(HS-LS2-2)

(NYSED) Carrying capacity results from the availability of biotic and abiotic factors and from challenges such as predation, competition, and disease. (HS-LS2-1),(HSLS2-2)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6)

Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7)

LS2.D: Social Interactions and Group Behavior

Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8)

LS4.D: Biodiversity and Humans

Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).(secondarytoHS-LS2-7)

Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7)

Science and Engineering Practices

Using Mathematics and Computational Thinking

Use mathematical and/or computational representations of phenomena or design solutions to support explanations. (HS-LS2-1)

Use mathematical representations of phenomena or design solutions to support and revise explanations. (HS-LS2-2)

Create or revise a simulation of a phenomenon, designed device, process, or system. (HS-LS2-7)

Constructing Explanations and Designing Solutions

Design, evaluate, and refine a solution to a complex realworld problem, based on scientific knowledge, studentgenerated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-LS2-7)

Engaging in Argument from Evidence

Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. (HS-LS2-6)

Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. (HS-LS2-8)

Scientific Knowledge is Open to Revision in Light of New Evidence

Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. (HS-LS2-2)

Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation. (HS-LS2-6),(HS-LS2-8)

Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect carrying capacity of ecosystems at different scales.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Performance Expectations

HS. Natural Selection and Evolution

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

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

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Performance Expectations

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HSLS4-1),(HS-LS4-3)

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HSLS4-2),(HS-LS4-4),(HS-LS4-5)

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. (HS-LS4-1),(HSLS4-4)

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1)

LS4.B: Natural Selection

Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3)

The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3)

LS4.C: Adaptation

Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2)

Natural selection leads to adaptation that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4)

Adaptation also means that the distribution of traits in a population can change when conditions change. (HS-LS4-3)

Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. (HS-LS4-5)

Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost. (HS-LS4-5)

Science and Engineering Practices

Analyzing and Interpreting Data

Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (HS-LS4-3)

Constructing Explanations and Designing Solutions

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS4-2),(HS-LS4-4)

Engaging in Argument from Evidence

Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. (HS-LS4-5)

Obtaining, Evaluating, and Communicating

Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-LS4-1)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (HS-LS4-1)

HS. Structure and Function

Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis

Performance Expectations

Crosscutting Concepts

Systems and System Models

Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows—within and between systems at different scales. (HS-LS1-2)

Structure and Function

Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. (HS-LS1-1)

Stability and Change

Feedback (negative or positive) can stabilize or destabilize a system. (HSLS1-3)

Disciplinary Core Ideas

Structure and Function

Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1)

All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS3-1.)

Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2)

Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3)

(NYSED) Disease is a failure of homeostasis. Organisms have a variety of mechanisms to prevent and combat disease. Technological advances including vaccinations and antibiotics have contributed to the prevention and treatment of disease. (HS-LS1-2),(HS-LS1-3)

Science and Engineering Practices

Developing and Using Models

Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-LS1-2)

Planning and Carrying Out Investigations

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-LS1-3)

Constructing Explanations and Designing Solutions

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HSLS1-1)

Scientific Investigations Use a Variety of Methods

Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. (HS-LS1-3)

HS. Structure and Properties of Matter

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Use evidence to support claims regarding the formation, properties and behaviors of solutions at bulk scales.

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.

Performance Expectations

Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS1-1),(HS-PS1-3),(HS-PS1-10)

Mathematical representations can be used to identify certain patterns. (HS-PS1-9)

Energy and Matter

In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. (HSPS1-8)

Structure and Function

Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. (HSPS2-6)

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS-PS1-1)

The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HS-PS1-1)

The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.(HS-PS1-3),(secondary toHS-PS2-6)

(NYSED) The concept of an ideal gas is a model to explain behavior of gases. A real gas is most like an ideal gas when the real gas is at low pressure and high temperature. (HS-PS1-9)

(NYSED) Solutions possess characteristic properties that can be described qualitatively and quantitatively. (HS-PS1- 10)

PS1.C: Nuclear Processes

Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process. (HS-PS1- 8)

PS2.B: Types of Interactions

Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (secondary to HS-PS1- 1),(secondary to HS-PS1-3),(HS-PS2-6).

Science and Engineering Practices

Developing and Using Models

Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-PS1-8)

Use a model to predict the relationships between systems or between components of a system. (HS-PS1-1)

Planning and Carrying Out Investigations

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS1-3)

Analyzing and Interpreting Data

Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-PS1-9)

Engaging in Argument from Evidence

Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. (HS-PS1-10)

Obtaining, Evaluating, and Communicating Information

Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6)

HS. Waves and Electromagnetic Radiation

Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.

Evaluate questions about the advantages of using a digital transmission and storage of information.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one model is more useful than the other

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. [

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

Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.

Performance Expectations

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS4-6)

Mathematical representations can be used to identify certain patterns. (HSPS4-6)

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-PS4- 1)

Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. (HS-PS4-4)

Systems can be designed to cause a desired effect. (HS-PS4-5)

Systems and System Models

Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows—within and between systems at different scales. (HS-PS4-3)

Stability and Chance

Systems can be designed for greater or lesser stability. (HS-PS4-2)

Interdependence of Science, Engineering, and Technology

Science and engineering complement each other in the cycle known as research and development (R&D). (HS- PS4-5)

Influence of Engineering, Technology, and Science on Society and the Natural World

Modern civilization depends on major technological systems. (HSPS4-2),(HS- PS4-5)

Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks. (HSPS4-2)

Disciplinary Core Ideas

PS3.D: Energy

Solar cells are human-made devices that likewise capture the sun’s energy and produce electrical energy. (secondary to HS-PS4-5)

PS4.A: Wave Properties

The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. (HS-PS4-1)

Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. (HS-PS4-2),(HSPS4-5)

[From the 3–5 grade band endpoints] Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.) (HS-PS4-3)

(NYSED) The location and size of an image are related to the location and size of an object for a plane mirror. The location and size of an image (real or virtual) are related to the location and size of an object and the focal distance for convex and concave mirrors. (HSPS4-6)

(NYSED) The location and size of an image (real or virtual) are related to the location and size of an object and the focal distance for biconvex and biconcave lenses. (HS-PS4-6)

PS4.B: Electromagnetic Radiation

Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features. (HS-PS4-3)

When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells. (HS-PS4-4)

Photoelectric materials emit electrons when they absorb light of a high-enough frequency. (HS-PS4-5)

PS4.C: Information Technologies and Instrumentation

Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. (HS-PS4-5)

Science and Engineering Practices

Asking Questions and Defining Problems

Evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. (HS- PS4-2)

Using Mathematics and Computational Thinking

Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations. (HS-PS4-1),(HS-PS4-6)

Engaging in Argument from Evidence

Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. (HS-PS4-3)

Obtaining, Evaluating, and Communicating Information

Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible. (HS-PS4-4)

Communicate technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS4-5)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (HS-PS4-3)

HS. Weather and Climate

Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.

Performance Expectations

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-ESS2-8)

Empirical evidence is needed to identify patterns. (HS-ESS2-8)

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-ESS2- 4)

Stability and Change

Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HSESS3-5)

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS-ESS2-4)

ESS2.A: Earth Materials and Systems

The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4)

ESS2.D: Weather and Climate

The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. (HS-ESS2-4),(secondary to HS-ESS2-2)

Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-4)

(NYSED) Concepts of density and heat energy can be used to explain observations of weather patterns (HSESS2-8).

ESS3.D: Global Climate Change

Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)

Science and Engineering Practices

Developing and Using Models

Use a model to provide mechanistic accounts of phenomena. (HS-ESS2-4)

Analyzing and Interpreting Data

Analyze data using tools, technologies and/or models (e.g., computational or mathematical) in order to make valid and reliable scientific claims or determine optimal design solution. (HS-ESS3-5)

Obtaining, Evaluating, and Communicating Information

Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-ESS2-8)

Scientific Investigations Use a Variety of Methods

Science investigations use diverse methods and do not always use the same set of procedures to obtain data. (HSESS3-5)

New technologies advance scientific knowledge. (HS-ESS3- 5)

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based on empirical evidence. (HSESS3-5)

Science arguments are strengthened by multiple lines of evidence supporting a single explanation. (HS-ESS2-4), (HSESS3-5)

Engineering Design HS-ETS1-4

Engineering Design HS-ETS1-3

Engineering Design HS-ETS1-2

Engineering Design HS-ETS1-1

Matter and Energy in Organisms and Ecosystems HS-LS1-5

Waves and Electromagnetic Radiation HS-PS4-4

Energy HS-PS3-5

Energy HS-PS3-1

Chemical Reactions HS-PS1-12 (NYSED)

Chemical Reactions HS-PS1-11 (NYSED)

Chemical Reactions HS-PS1-7

Chemical Reactions HS-PS1-6

Chemical Reactions HS-PS1-5

Chemical Reactions HS-PS1-4

Chemical Reactions HS-PS1-2

Structure and Properties of Matter HS-PS1-10 (NYSED)

Structure and Properties of Matter HS-PS1-9 (NYSED)

Structure and Properties of Matter HS-PS1-8

Structure and Properties of Matter HS-PS1-3

Structure and Properties of Matter HS-PS1-1

Given a major global challenge, identify the criteria or constraint for the given solution that best accounts for societal needs or wants.

Given a major global challenge, describe the qualitative or quantitative criteria or constraint for the given solution that best accounts for societal needs or wants.

Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies that account for societal needs and wants.

Identify the solution, from those provided, that addresses a smaller, more manageable real world problem.

Given a complex real world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering.

Given a complex real world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

For a complex real world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each sub problem.

Identify the solution from those provided, to a complex real-world problem based on given criteria and/or constraints.

Describe a solution to a complex real-world problem based on given criteria and constraints.

Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, aesthetics, as well as possible social, cultural, or environmental impacts.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Evaluate a solution to a complex real-world problem based on prioritized criteria by generating a prioritized list of criteria and trade offs that account for a range of multiple constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Explain how these solutions affect society and the environment.

Identify the impact of a given solution to a complex real-world problem.

Given data (from a computer simulation), identify the impact of a proposed solution to a complex real-world problem, or the impact on an interaction within or between two systems relevant to the problem.

Given data (from a computer simulation), describe the impact of proposed solutions to a complex real-world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem.

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem

Use a computer simulation to model the impact of proposed solutions to related complex real-world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Use a model/information to identify how the process of photosynthesis transforms light energy into stored chemical energy.

Use a model/information demonstrating photosynthesis to identify energy and matter components.

Use a model to describe how the process of photosynthesis conserves energy and/or matter.

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Create a model, given input and output of matter and energy, to demonstrate how photosynthesis transforms light energy into stored chemical energy.

Use the periodic table as a model to identify the patterns of electrons in the outermost energy level of atoms or relative properties of the elements within a group or period.

Use the periodic table as a model to identify the patterns of electrons in the outermost energy level of atoms and the relative properties of elements within a group or period.

Use the periodic table as a model to describe the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Use the periodic table as a model to construct a representation of chemical behavior using relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Use data/information to identify a relationship between the formation, property, and/or behavior of one or more solutions.

Construct and/or use a mathematical representation as evidence to determine the quantities required to form or describe a solution.

Use data/information that provides evidence to make and/or support a claim that identifies relationships between the formation, properties and/or behaviors of solutions at bulk scales.

Use evidence to support claims regarding the formation, properties and behaviors of solutions at bulk scales

Evaluate the validity of claims, evidence, and/or reasoning of currently accepted explanations regarding formation, properties and behaviors of solutions at bulk scales.

Given an investigation plan or provided information, select appropriate tools and/or materials that could be used to identify a property or behavior of an acid or base.

Given the results of an investigation or provided information, calculate a quantity or make a claim to identify a property and/or behavior of an acid or base.

Given a plan, conduct an investigation or given the results of an investigation or provided information, compare the properties and/or behaviors of acids and/or bases.

Plan and conduct an investigation to compare properties and behaviors of acids and bases.

Plan and conduct multiple investigations to compare, explain, and predict properties and behaviors of acids and bases.

Use provided information to identify a reaction or a component(s) in a model that illustrates the transfer of electrons within a system.

Use or provide evidence to demonstrate that some chemical reactions involve the transfer of electrons within a system.

Use a model (e.g. electrochemical cell) or information that provides evidence to make a claim or support the argument that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.

Use evidence to illustrate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.

Evaluate claims and analyze evidence to communicate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.

Given possible reaction outcomes, identify the outcome of a simple chemical reaction using the outermost electron states of atoms, trends in the periodic table, or knowledge of the patterns of chemical properties.

Predict the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and/or knowledge of the patterns of chemical properties.

Construct or revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and/or knowledge of the patterns of chemical properties.

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Construct, revise, and evaluate explanations for the outcome of simple chemical reactions based on the predictable behavior of reactants, the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Use data from an investigation or provided information to identify a pattern in bulk scale properties of substances as it relates to the relative strength of electrical forces between particles.

Given a plan, conduct an investigation or given the results of an investigation or provided information, make a claim that compares the relative strength of electrical forces between particles of substances at the bulk scale.

Given a plan, conduct an investigation or given the results of an investigation or provided information, describe patterns of the relative strength of electrical forces between particles, based on structures, and/or the resulting properties at bulk scale.

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

Plan and conduct multiple investigations to gather and evaluate evidence that compares the structure of substances at the bulk scale to explain the strength of electrical forces between particles.

Use a model/information to identify the changes in energy in a chemical reaction system.

Use a model to describe the release or absorption of energy from a chemical reaction system.

Develop and/or use a model to describe the energy associated with the formation and/or the breaking of a bond(s) between atoms.

Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

Develop and critique models to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

Use provided information to identify the evidence for how the rate of a physical or chemical change is affected when conditions are varied.

Predict and/or describe how the rate of a physical or chemical change is affected when conditions are varied.

Use data/information that provides evidence to predict and explain how the rate of a physical or chemical change is affected when conditions are varied.

Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.

Construct explanations and design solutions, using student-generated evidence, that apply scientific principles to explain how the rate of chemical changes are affected when conditions are varied.

Use information provided to identify a change in the experimental conditions that would modify the amount of products or reactants at equilibrium.

Identify a modification to the design or to the experimental conditions of a chemical system and/or describe the effect on the products and/or reactants at equilibrium.

Explain how a change in the design of a chemical system and/or experimental conditions would affect the amount of products and/or reactants at equilibrium.

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

Optimize the design of a chemical system by explaining how multiple changes to experimental conditions will increase the amounts of products in a system at equilibrium.

Use information provided to identify mathematical representations that demonstrate atoms and/or mass are conserved during a chemical reaction.

Use or complete a mathematical representation to demonstrate that atoms and/or mass are conserved during a chemical reaction.

Construct a mathematical representation and/or calculate a quantity (e.g. # of particles, volume of a gas, etc.), using the relationship that atoms and/or mass are conserved during a chemical reaction.

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

Create and revise mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Use information to identify a particulate level structure or function of a designed material.

Use information to describe how the particulate-level structure of designed material(s) supports its function.

Use scientific or technical information to explain how the particulate-level structure is important to the functioning of designed material(s).

Communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.

Compare, integrate, and evaluate scientific and technical information about the structure and function of various designed materials at the particulate-level to optimize the functionality of a product.

Use data/information to identify the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant.

Given data, construct a mathematical representation and/or calculate the value of an unknown variable in the combined gas law when the molar quantity is held constant.

Use data/information that provides evidence to make and/or support a claim about the relationship between two variables in the combined gas law when the third variable and molar quantity are held constant.

Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.

Plan and conduct an investigation to gather and analyze data that validates the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.

Use mathematical representation or information provided to identify energy change(s) in one or more components of a system.

Use a mathematical representation, data or a given model to predict and/or describe the energy transfer of a component of a system.

Use a given computational model or mathematical representation to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Create and revise a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Use a model/information of two objects interacting to identify the forces between objects or the changes in energy of the objects due to the interaction.

Use a model of two objects interacting to describe and/or show the forces between objects or the changes in energy of the objects due to the interaction.

Develop a model of two objects interacting and illustrate the forces between objects or the changes in energy of the objects due to the interaction.

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Develop and identify the limitations of a model of two objects interacting through electric or magnetic fields to explain the effect of the forces between objects, and describe the changes in energy of the objects due to the interaction.

Based on evidence, identify the frequency, wavelength, relative energy, or effect on matter of electromagnetic radiation when one of these is provided.

Use information that provides evidence to support a claim that describes the effects of different frequencies, relative energies, and/or wavelengths of electromagnetic radiation when absorbed by matter.

Make and support a claim, using scientific and/or technical information, that describes the effects of a frequency and/or wavelength of electromagnetic radiation when absorbed by matter.

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

Gather and evaluate a variety of valid and reliable sources to formulate a claim on the effects that different frequencies of electromagnetic radiation have when absorbed by matter, citing qualitative evidence with scientific reasoning.

Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

The Earth and celestial phenomena can be described by principles of relative motion and perspective.

Explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and annual traverse of the constellations.

Most objects in the solar system are in regular and predictable motion. • These motions explain such phenomena as the day, the year, seasons, phases of the moon, eclipses, and tides. • Gravity influences the motions of celestial objects. The force of gravity between two objects in the universe depends on their masses and the distance between them.

Nine planets move around the Sun in nearly circular orbits. • The orbit of each planet is an ellipse with the Sun located at one of the foci. • Earth is orbited by one moon and many artificial satellites.

Earth’s coordinate system of latitude and longitude, with the equator and prime meridian as reference lines, is based upon Earth’s rotation and our observation of the Sun and stars.

Earth rotates on an imaginary axis at a rate of 15 degrees per hour. To people on Earth, this turning of the planet makes it seem as though the Sun, the moon, and the stars are moving around Earth once a day. Rotation provides a basis for our system of local time; meridians of longitude are the basis for time zones.

The Foucault pendulum and the Coriolis effect provide evidence of Earth’s rotation.

Earth’s changing position with regard to the Sun and the moon has noticeable effects. • Earth revolves around the Sun with its rotational axis tilted at 23.5 degrees to a line perpendicular to the plane of its orbit, with the North Pole aligned with Polaris. • During Earth’s one-year period of revolution, the tilt of its axis results in changes in the angle of incidence of the Sun’s rays at a given latitude; these changes cause varia- tion in the heating of the surface. This produces seasonal variation in weather.

Seasonal changes in the apparent positions of constellations provide evidence of Earth’s revolution.

The Sun’s apparent path through the sky varies with latitude and season.

Approximately 70 percent of Earth’s surface is covered by a relatively thin layer of water, which responds to the gravitational attraction of the moon and the Sun with a daily cycle of high and low tides.

The universe is vast and estimated to be over ten billion years old. The current the- ory is that the universe was created from an explosion called the Big Bang. Evidence for this theory includes: • cosmic background radiation • a red-shift (the Doppler effect) in the light from very distant galaxies.

Stars form when gravity causes clouds of molecules to contract until nuclear fusion of light elements into heavier ones occurs. Fusion releases great amounts of energy over millions of years. • The stars differ from each other in size, temperature, and age. • Our Sun is a medium-sized star within a spiral galaxy of stars known as the Milky Way. Our galaxy contains billions of stars, and the universe contains billions of such galaxies.

Our solar system formed about five billion years ago from a giant cloud of gas and debris. Gravity caused Earth and the other planets to become layered according to density differences in their materials. • The characteristics of the planets of the solar system are affected by each planet’s location in relationship to the Sun. • The terrestrial planets are small, rocky, and dense. The Jovian planets are large, gaseous, and of low density.

Asteroids, comets, and meteors are components of our solar system. • Impact events have been correlated with mass extinction and global climatic change. • Impact craters can be identified in Earth’s crust.

Earth’s early atmosphere formed as a result of the outgassing of water vapor, carbon dioxide, nitrogen, and lesser amounts of other gases from its interior.

Earth’s oceans formed as a result of precipitation over millions of years. The pres- ence of an early ocean is indicated by sedimentary rocks of marine origin, dating back about four billion years.

Earth has continuously been recycling water since the outgassing of water early in its history. This constant recirculation of water at and near Earth’s surface is described by the hydrologic (water) cycle. • Water is returned from the atmosphere to Earth’s surface by precipitation. Water returns to the atmosphere by evaporation or transpiration from plants. A portion of the precipitation becomes runoff over the land or infiltrates into the ground to become stored in the soil or groundwater below the water table. Soil capillarity influences these processes. • The amount of precipitation that seeps into the ground or runs off is influenced by climate, slope of the land, soil, rock type, vegetation, land use, and degree of saturation. • Porosity, permeability, and water retention affect runoff and infiltration.

The evolution of life caused dramatic changes in the composition of Earth’s atmosphere. Free oxygen did not form in the atmosphere until oxygen-producing organisms evolved.

The pattern of evolution of life-forms on Earth is at least partially preserved in the rock record. • Fossil evidence indicates that a wide variety of life-forms has existed in the past and that most of these forms have become extinct. • Human existence has been very brief compared to the expanse of geologic time.

Geologic history can be reconstructed by observing sequences of rock types and fossils to correlate bedrock at various locations.  • The characteristics of rocks indicate the processes by which they formed and the envi- ronments in which these processes took place. • Fossils preserved in rocks provide information about past environmental conditions. • Geologists have divided Earth history into time units based upon the fossil record. •Age relationships among bodies of rocks can be determined using principles of origi- nal horizontality, superposition, inclusions, cross-cutting relationships, contact meta- morphism, and unconformities. •The presence of volcanic ash layers, index fossils, and meteoritic debris can provide additional information. The regular rate of nuclear decay (half-life time period) of radioactive isotopes allows geologists to determine the absolute age of materials found in some rocks.

Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth’s plates.

Earth systems have internal and external sources of energy, both of which create heat.

The transfer of heat energy within the atmosphere, the hydrosphere, and Earth’s interior results in the formation of regions of different densities. These density differences result in motion.

Weather patterns become evident when weather variables are observed, measured, and recorded. These variables include air temperature, air pressure, moisture (relative humidity and dewpoint), precipitation (rain, snow, hail, sleet, etc.), wind speed and direction, and cloud cover.

Weather variables are measured using instruments such as thermometers, barometers, psychrometers, precipitation gauges, anemometers, and wind vanes.

Weather variables are interrelated. For example: • temperature and humidity affect air pressure and probability of precipitation • air pressure gradient controls wind velocity

Air temperature, dewpoint, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movement.

Weather variables can be represented in a variety of formats including radar and satellite images, weather maps (including station models, isobars, and fronts), atmos- pheric cross-sections, and computer models.

Atmospheric moisture, temperature and pressure distributions; jet streams, wind; air masses and frontal boundaries; and the movement of cyclonic systems and associ- ated tornadoes, thunderstorms, and hurricanes occur in observable patterns. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

Seasonal changes can be explained using concepts of density and heat energy. These changes include the shifting of global temperature zones, the shifting of planetary wind and ocean current patterns, the occurrence of monsoons, hurricanes, flooding, and severe weather.

Properties of Earth’s internal structure (crust, mantle, inner core, and outer core) can be inferred from the analysis of the behavior of seismic waves (including velocity and refraction). • Analysisofseismicwavesallowsthedeterminationofthelocationofearthquakeepicen- ters, and the measurement of earthquake magnitude; this analysis leads to the inference that Earth’s interior is composed of layers that differ in composition and states of matter.

The outward transfer of Earth’s internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising Earth’s surface.

The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and trans- form plate boundaries. These motions indicate Earth is a dynamic geologic system. • These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges. • Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid-ocean ridges. • Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamor- phism) at both subduction and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through down-warping of the crust.

Many of Earth’s surface features such as mid-ocean ridges/rifts, trenches/subduc- tion zones/island arcs, mountain ranges (folded, faulted, and volcanic), hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associated with plate motion and interaction.

Plate motions have resulted in global changes in geography, climate, and the pat- terns of organic evolution.

Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition.

Topographic maps represent landforms through the use of contour lines that are isolines connecting points of equal elevation. Gradients and profiles can be determined from changes in elevation over a given distance.

Climate variations, structure, and characteristics of bedrock influence the develop- ment of landscape features including mountains, plateaus, plains, valleys, ridges, escarpments, and stream drainage patterns.

Weathering is the physical and chemical breakdown of rocks at or near Earth’s sur- face. Soils are the result of weathering and biological activity over long periods of time.

Natural agents of erosion, generally driven by gravity, remove, transport, and deposit weathered rock particles. Each agent of erosion produces distinctive changes in the material that it transports and creates characteristic surface features and land- scapes. In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

The natural agents of erosion include: • Streams (running water): Gradient, discharge, and channel shape influence a stream’s velocity and the erosion and deposition of sediments. Sediments trans- ported by streams tend to become rounded as a result of abrasion. Stream fea- tures include V-shaped valleys, deltas, flood plains, and meanders. A watershed is the area drained by a stream and its tributaries. • Glaciers (moving ice): Glacial erosional processes include the formation of U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains. • Wave Action: Erosion and deposition cause changes in shoreline features, includ- ing beaches, sandbars, and barrier islands. Wave action rounds sediments as a result of abrasion. Waves approaching a shoreline move sand parallel to the shore within the zone of breaking waves. • Wind: Erosion of sediments by wind is most common in arid climates and along shorelines. Wind-generated features include dunes and sand-blasted bedrock. • Mass Movement: Earth materials move downslope under the influence of gravity.

Patterns of deposition result from a loss of energy within the transporting system and are influenced by the size, shape, and density of the transported particles. Sediment deposits may be sorted or unsorted.

Sediments of inorganic and organic origin often accumulate in depositional envi- ronments. Sedimentary rocks form when sediments are compacted and/or cemented after burial or as the result of chemical precipitation from seawater.

Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.

Insolation (solar radiation) heats Earth’s surface and atmosphere unequally due to variations in: • the intensity caused by differences in atmospheric transparency and angle of inci- dence which vary with time of day, latitude, and season • characteristics of the materials absorbing the energy such as color, texture, trans- parency, state of matter, and specific heat • duration, which varies with seasons and latitude.

The transfer of heat energy within the atmosphere, the hydrosphere, and Earth’s surface occurs as the result of radiation, convection, and conduction. • Heating of Earth’s surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing winds and ocean currents.

A location’s climate is influenced by latitude, proximity to large bodies of water, ocean currents, prevailing winds, vegetative cover, elevation, and mountain ranges.

Temperature and precipitation patterns are altered by: • natural events such as El Niño and volcanic eruptions • human influences including deforestation, urbanization, and the production of green- house gases such as carbon dioxide and methane.

Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

Minerals have physical properties determined by their chemical composition and crystal structure.• Minerals can be identified by well-defined physical and chemical properties, such as cleavage, fracture, color, density, hardness, streak, luster, crystal shape, and reaction with acid. •Chemical composition and physical properties determine how minerals are used by humans.

Minerals are formed inorganically by the process of crystallization as a result of specific environmental conditions. These include: • cooling and solidification of magma • precipitation from water caused by such processes as evaporation, chemical reactions, and temperature changes • rearrangement of atoms in existing minerals subjected to conditions of high temperature and pressure.

Rocks are usually composed of one or more minerals. • Rocks are classified by their origin, mineral content, and texture. • Conditions that existed when a rock formed can be inferred from the rock’s mineral content and texture. • The properties of rocks determine how they are used and also influence land usage by humans.

Describe current theories about the origin of the universe and solar system.