science & technology/engineering curriculum map … by simple observable properties such as...
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Science & Technology/Engineering Curriculum Map
Grades Pre-Kindergarten to 12
March, 2017
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The Bi-County Collaborative Science and Technology Curriculum Map is based on the Next Generation Science Standards. The alignment and design was researched and completed by members of the Curriculum Development Team including:
Laurie Sullivan David Kieffner
Gregory Brillon Suzanne Prall
Lauren Masseur Julie Lambert
Kristin Boni Pamela Ludwig
Arlene Grubert Julie O’Connor
Nancy Regan
Table of Contents
Pages Pages
Pre Kindergarten 3 to 4 Grade 6 26 to 30
Kindergarten 5 to 6 Grade 7 31 to 35
Grade 1 7 to 9 Grade 8 36 to 40
Grade 2 10 to 12
High School Biology 41 to 47
Grade 3 13 to 16
High School Earth and Space Science 48 to 51
Grade 4 17 to 20
High School Physics 52 to 56
Grade 5 21 to 25
High School Engineering and Technology 57 to 60
High School Chemistry 61 to 65
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From the 2016 Massachusetts Science and Technology/Engineering Curriculum Framework
Qualities of Science and Technology/Engineering Education for All Students Student engagement with science and technology/engineering is a critical emphasis that can only be achieved through quality curriculum and instruction. The standards attend to relevance, rigor, and coherence, each of which has a corresponding implication for curriculum and instruction:
● Emphasis in STE Standards Implication for Curriculum and Instruction ● Relevance: Organized around core explanatory ideas that explain the world around us The goal of
teaching focuses on students analyzing and explaining phenomena and experience ● Rigor: Central role for science and engineering practices with concepts Inquiry- and design-based
learning involves regular engagement with practices to build, use, and apply knowledge ● Coherence: Ideas and practices build over time and among disciplines Teaching involves building a
coherent storyline over time and among disciplines (p. 3)
Index of Next Generation Terms and Meanings
Clarification statements
Supplies examples or additional clarification to the standards
State assessment boundary statements
State assessment boundary statements are meant to specify limits to state assessment.
Design problem An articulation of a problem to be solved or a thing to be improved that addresses a personal, communal, or societal need. Engaging in or addressing a design problem results in a product (a physical thing or a process).
Local Describes an area relevant to what is being studied, generally a local community or small region (e.g., an area of a state). Does not have to be near where the student lives, although that can be the area under study. A local area can also be, for example, a place in Costa Rica if the topic of study is a rain forest, or a place in the Arctic if that is being studied
Regional Generally refers to a statewide or multistate perspective relative to what is being studied or, if on another continent, approximately a country or small set of countries that constitute a regional scope.
Material Properties
Different properties of materials are specified and used throughout the standards.
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The STE standards are presented using a consistent structure:
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Pre-KindergartenScienceMap
ProgramDescription:Pre-Kstudentsfocusonexperiencingandmakingobservationsoftheworldaroundthem.Theyarebeginningtolearnabouttheirownenvironmentastheyobserveplantsandanimals,theMoonandtheSun,andthedailyweather.Theyexperiencetheirworldthroughtheirsensesandbodypartsandbegintorecognizethatanimalsalsousetheirsensesandbodypartstomeettheirbasicneeds.Theyinvestigatepitchandvolume,shadowandlight,liquidsandsolids,andhowthingsmove.Theysortmaterialsbysimpleobservablepropertiessuchastextureandcolor.Theysharetheirunderstandingoftheseconceptsthroughdiscussionastheydeveloptheirlanguageandquantitativeskills.Pre-Kstudentsbuildawarenessofthewidevarietyofnaturalphenomenaandprocessesintheworldaroundthem.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources
Kits/LiteratureSeptember ESS1.
Earth’sPlaceintheUniverse
PreK-ESS1-1(MA).DemonstrateawarenessthattheMooncanbeseeninthedaytimeandatnight,andofthedifferentapparentshapesoftheMoonoveramonth.
ClarificationStatement:•Thenamesofmoonphasesorsequencingofmoonphasesisnotexpected
PreK-ESS1-2(MA).ObserveanduseevidencetodescribethattheSunisindifferentplacesintheskyduringtheday
October-December
ESS2.Earth’sSystems
PreK-ESS2-1(MA).Raisequestionsandengageindiscussionsabouthowdifferenttypesoflocalenvironments(includingwater)providehomesfordifferentkindsoflivingthings.
PreK-ESS2-2(MA).Observeandclassifynon-livingmaterials,naturalandhumanmade,inthelocalenvironment.
PreK-ESS2-3(MA).Exploreanddescribedifferentplaceswaterisfoundinthelocalenvironment.
PreK-ESS2-4(MA).Usesimpleinstrumentstocollectandrecorddataonelementsofdailyweather,includingsunorclouds,wind,snoworrain,andhigherorlowertemperature.
ClarificationStatement:•Descriptionsoftheweathercanincludesunny,cloudy,rainy,warm,windy,andsnowy.
PreK-ESS2-5(MA).Describehowlocalweatherchangesfromdaytodayandovertheseasonsandrecognizepatternsinthosechanges.
PreK-ESS2-6(MA).Provideexamplesoftheimpactofweatheronlivingthings.
ClarificationStatement:•Makeconnectionsbetweentheweatherandwhattheywearandcandoandtheweatherandtheneedsofplantsandanimalsforwaterandshelter.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
January ESS3.EarthandHumanActivity
PreK-ESS3-1(MA).Engageindiscussionandraisequestionsusingexamplesaboutlocalresources(includingsoilandwater)humansusetomeettheirneeds.
PreK-ESS3-2(MA).Observeanddiscusstheimpactofpeople’sactivitiesonthelocalenvironment.
February PS1.MatterandItsInteractions
PreK-PS1-1(MA).Raisequestionsandinvestigatethedifferencesbetweenliquidsandsolidsanddevelopawarenessthataliquidcanbecomeasolidandviceversa.
PreK-PS1-2(MA).Investigatenaturalandhuman-madeobjectstodescribe,compare,sort,andclassifyobjectsbasedonobservablephysicalcharacteristics,uses,andwhethersomethingismanufacturedoroccursinnature.
PreK-PS1-3(MA).Differentiatebetweenthepropertiesofanobjectandthoseofthematerialofwhichitismade.
PreK-PS1-4(MA).Recognizethroughinvestigationthatphysicalobjectsandmaterialscanchangeunderdifferentcircumstances
ClarificationStatement:•Changesincludebuildinguporbreakingapart,mixing,dissolving,andchangingstate.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
March PS2.MotionandStability:ForcesandInteractions
PreK-PS2-1(MA).Usingevidence,discussideasaboutwhatismakingsomethingmovethewayitdoesandhowsomemovementscanbecontrolled
ClarificationStatement:•Examplesoffactorsinchildren’sconstructionplayincludeusingabroadfoundationwhenbuilding,consideringthestrengthofmaterials,andusingbalancedweightdistributioninablockbuilding.
PreK-PS2-2(MA).Throughexperience,developawarenessoffactorsthatinfluencewhetherthingsstandorfall.
PS4.WavesandTheirApplicationsinTechnologiesforInformationTransfer
PreK-PS4-1(MA).Investigatesoundsmadebydifferentobjectsandmaterialsanddiscussexplanationsaboutwhatiscausingthesounds.Throughplayandinvestigations,identifywaystomanipulatedifferentobjectsandmaterialsthatmakesoundtochangevolumeandpitch.
PreK-PS4-2(MA).Connectdailyexperiencesandinvestigationstodemonstratetherelationshipsbetweenthesizeandshapeofshadows,theobjectscreatingtheshadow,andthelightsource.
April-June LS1.FromMoleculestoOrganisms:StructuresandProcesses
PreK-LS1-1(MA).Compare,usingdescriptionsanddrawings,theexternalbodypartsofanimals(includinghumans)andplantsandexplainfunctionsofsomeoftheobservablebodyparts.
ClarificationStatement:•Examplescanincludecomparisonofhumansandhorses:humanshavetwolegsandhorsesfour,butbothuselegstomove.
PreK-LS1-2(MA).Explainthatmostanimalshavefivesensestheyusetogatherinformationabouttheworldaroundthem.
PreK-LS1-3(MA).Usetheirfivesensesintheirexplorationandplaytogatherinformation.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
April-June(cont.)
LS2.Ecosystems:Interactions,Energy,andDynamics
PreK-LS2-1(MA).Useevidencefromanimalsandplantstodefineseveralcharacteristicsoflivingthingsthatdistinguishthemfromnonlivingthings.
ClarificationStatements:•Basicneedsincludewater,food,air,shelter,and,formostplants,light.•Examplesofevidencecanincludesquirrelsgatheringnutsforthewinterandplantsgrowinginthepresenceofsunandwater.•Thelocalenvironmentincludestheareaaroundthestudent’sschool,home,oradjacentcommunity.
PreK-LS2-2(MA).Usingevidencefromthelocalenvironment,explainhowfamiliarplantsandanimalsmeettheirneedswheretheylive.
PreK-LS2-3(MA).Giveexamplesfromthelocalenvironmentofhowanimalsandplantsaredependentononeanothertomeettheirbasicneeds.
LS3.VariationofTraits
PreK-LS3-1(MA).Useobservationstoexplainthatyoungplantsandanimalsarelikebutnotexactlyliketheirparents.
ClarificationStatement:•Examplesofobservationsincludepuppiesthatlooksimilarbutnotexactlythesameastheirparents.
PreK-LS3-2(MA).Useobservationstorecognizedifferencesandsimilaritiesamongthemselvesandtheirfriends.
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KindergartenScienceMap
ProgramDescription:Kindergartenstudentsbuildonearlyexperiencesobservingtheworldaroundthemastheycontinuetomakeobservationsthataremorequantitativeinnatureandhelpthemidentifywhysomechangesoccur.Studentsbegintolearntousetheseobservationsasevidencetosupportaclaimthroughgrowinglanguageskills.Theylearnthatallanimalsandplantsneedfood,water,andairtogrowandthriveandthatthefundamentaldifferencebetweenplantsandanimalsisaplant’sabilitytomakeitsownfood.Studentsbuildtheirquantitativeknowledgeoftemperatureinrelationtotheweatheranditseffectondifferentkindsofmaterials.Theyobservethattheamountofsunlightshiningonasurfacecausesatemperaturechangeandtheydesignastructuretoreducethewarmingeffectsofsunlight.Theyinvestigatemotionsofobjectsbychangingthestrengthanddirectionofpushesandpulls.Theyprovideexamplesofplantsandanimalsthatcanchangetheirenvironmentthroughtheirinteractionswithit.Inkindergartenscience,studentsbegintoidentifyreasonsforchangesinsomecommonphenomena.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources
Kits/LiteratureSeptember-December
ESS2.Earth’sSystems
K-ESS2-1.Useandsharequantitativeobservationsoflocalweatherconditionstodescribepatternsovertime.
ClarificationStatements:•Examplesofquantitativeobservationscouldincludenumbersofsunny,windy,andrainydaysinamonth,andrelativetemperature.•Quantitativeobservationsshouldbelimitedtowholenumbers.
K-ESS2-2.Constructanargumentsupportedbyevidenceforhowplantsandanimals(includinghumans)canchangetheenvironment.
ClarificationStatement:•Examplesofplantsandanimalschangingtheirenvironmentcouldincludeasquirreldiggingholesinthegroundandtreerootsthatbreakconcrete.
K-ESS3-2.Obtainanduseinformationaboutweatherforecastingtopreparefor,andrespondto,differenttypesoflocalweather.
K-ESS3-3.Communicatesolutionstoreducetheamountofnaturalresourcesanindividualuses
ClarificationStatement:•Examplesofsolutionscouldincludereusingpapertoreducethenumberoftreescutdownandrecyclingcansandbottlestoreducetheamountofplasticormetalused.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
January-March
PS1.MatterandItsInteractions
K-PS1-1(MA).Investigateandcommunicatetheideathatdifferentkindsofmaterialscanbesolidorliquiddependingontemperature.
ClarificationStatements:•Materialschosenmustexhibitsolidandliquidstatesinareasonabletemperaturerangeforkindergartenstudents(e.g.,0–80°F),suchaswater,crayons,orgluesticks.•Onlyaqualitativedescriptionoftemperature,suchashot,warm,andcool,isexpected.
Properties(K-1)
PS2.MotionandStability:Forcesandinteractions
K-PS2-1.Comparetheeffectsofdifferentstrengthsordifferentdirectionsofpushesandpullsonthemotionofanobject.PS3.Energy
ClarificationStatements:•Examplesofpushesorpullscouldincludeastringattachedtoanobjectbeingpulled,apersonpushinganobject,apersonstoppingarollingball,andtwoobjectscollidingandpushingoneachother.•Comparisonsshouldbeondifferentrelativestrengthsordifferentdirections,notbothatthesametime.•Non-contactpushesorpullssuchasthoseproducedbymagnetsarenotexpected.[K-PS2-2fromNGSSisnotincluded.]
K-PS3-1.MakeobservationstodeterminethatsunlightwarmsmaterialsonEarth’ssurface.
ClarificationStatements:•ExamplesofmaterialsonEarth’ssurfacecouldincludesand,soil,rocks,andwater.•Measuresoftemperatureshouldbelimitedtorelativemeasuressuchaswarmer/cooler.K-PS3-2.Usetoolsandmaterialstodesignandbuildamodelofastructurethatwillreducethewarmingeffectofsunlightonanarea.*
April-June LS1.FromMoleculestoOrganisms:StructuresandProcesses
K-LS1-1.Observeandcommunicatethatanimals(includinghumans)andplantsneedfood,water,andairtosurvive.Animalsgetfoodfromplantsorotheranimals.Plantsmaketheirownfoodandneedlighttoliveandgrow.
ObservinganAquarium(K-1)
K-LS1-2(MA).Recognizethatallplantsandanimalsgrowandchangeovertime
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Grade1ScienceMapProgramdescription:Theperformanceexpectationsinfirstgradehelpstudentsformulateanswerstoquestionssuchas:“Whathappenswhenmaterialsvibrate?Whathappenswhenthereisnolight?Whataresomewaysplantsandanimalsmeettheirneedssothattheycansurviveandgrow?Howareparentsandtheirchildrensimilaranddifferent?Whatobjectsareintheskyandhowdotheyseemtomove?”Studentsareexpectedtodevelopunderstandingoftherelationshipbetweensoundandvibratingmaterialsaswellasbetweentheavailabilityoflightandabilitytoseeobjects.Studentsarealsoexpectedtodevelopunderstandingofhowplantsandanimalsusetheirexternalpartstohelpthemsurvive,grow,andmeettheirneedsaswellashowbehaviorsofparentsandoffspringhelptheoffspringsurvive.Studentsareabletoobserve,describe,andpredictsomepatternsofthemovementofobjectsinthesky.Inthefirstgradeperformanceexpectations,studentsareexpectedtodemonstrategrade-appropriateproficiencyinplanningandcarryingoutinvestigations,analyzingandinterpretingdata,constructingexplanationsanddesigningsolutions,andobtaining,evaluating,andcommunicatinginformation.Studentsareexpectedtousethesepracticestodemonstrateunderstandingofthecoreideas.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources
Kits/LiteratureSeptember-December
ESS1.Earth’sPlaceintheUniverse
1-ESS1-1.UseobservationsoftheSun,Moon,andstarstodescribethateachappearstoriseinonepartofthesky,appearstomoveacrossthesky,andappearstoset.
ClarificationStatement:•Examplesofseasonalchangestotheenvironmentcanincludefoliagechanges,birdmigration,anddifferencesinamountofinsectactivity.
SolarSystem(3-4)
1-ESS1-2.Analyzeprovideddatatoidentifyrelationshipsamongseasonalpatternsofchange,includingrelativesunriseandsunsettimechanges,seasonaltemperatureandrainfallorsnowfallpatterns,andseasonalchangestotheenvironment.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
January-March
PS4.WavesandTheirApplicationsinTechnologiesforInformationTransfer
1-PS4-1.Demonstratethatvibratingmaterialscanmakesoundandthatsoundcanmakematerialsvibrate.
ClarificationStatements:•Examplesofvibratingmaterialsthatmakesoundcouldincludetuningforks,astretchedstringorrubberband,andadrumhead.•Examplesofhowsoundcanmakematerialsvibratecouldincludeholdingapieceofpapernearaspeakermakingsoundandholdinganobjectnearavibratingtuningfork•Effectscanincludesomeoralllightpassingthrough,creationofashadow,andredirectinglight.•Quantitativemeasuresarenotexpected.
1-PS4-3.Conductaninvestigationtodeterminetheeffectofplacingmaterialsthatallowlighttopassthroughthem,allowonlysomelightthroughthem,blockallthelight,orredirectlightwhenputinthepathofabeamoflight.1-PS4-4.Usetoolsandmaterialstodesignandbuildadevicethatuseslightorsoundtosendasignaloveradistance.*
ETS1.EngineeringDesign
1.K-2-ETS1-1.Askquestions,makeobservations,andgatherinformationaboutasituationpeoplewanttochangethatcanbesolvedbydevelopingorimprovinganobjectortool.
ClarificationStatements:•Examplesofdevicescouldincludealightsourcetosendsignals,papercupandstring“telephones,”andapatternofdrumbeats.•Technologicaldetailsforhowcommunicationdevicesworkarenotexpected.
1.K-2-ETS1-2.Generatemultiplesolutionstoadesignproblemandmakeadrawing(plan)torepresentoneormoreofthesolutions.*
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
April-June LS1.FromMoleculestoOrganisms:StructuresandProcesses
1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.
ClarificationStatement:•Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis
ObservinganAquarium(K-1);ClassroomPlants(2-3);SoilHabitats(2-3)
1-LS1-2.Obtaininformationtocomparewaysinwhichthebehaviorofdifferentanimalparentsandtheiroffspringhelptheoffspringtosurvive.
ClarificationStatement:•Examplesofbehaviorscouldincludethesignalsthatoffspringmake(suchascrying,cheeping,andothervocalizations)andtheresponsesoftheparents(suchasfeeding,comforting,andprotectingtheoffspring).
1-LS3-1.Useinformationfromobservations(first-handandfrommedia)toidentifysimilaritiesanddifferencesamongindividualplantsoranimalsofthesamekind.undergometamorphosis,orhybridsarenotexpected.
1.K-2-ETS1-1.Askquestions,makeobservations,andgatherinformationaboutasituationpeoplewanttochangethatcanbesolvedbydevelopingorimprovinganobjectortool.
ETS1.EngineeringDesign
1.K-2-ETS1-2.Generatemultiplesolutionstoadesignproblemandmakeadrawing(plan)torepresentoneormoreofthesolutions.*
ClarificationStatements:•Examplesofobservationscouldincludethatleavesfromthesamekindofplantarethesameshapebutcandifferinsize.•Inheritance
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Grade2ScienceMapProgramdescription:Theperformanceexpectationsinsecondgradehelpstudentsformulateanswerstoquestionssuchas:“Howdoeslandchangeandwhataresomethingsthatcauseittochange?Whatarethedifferentkindsoflandandbodiesofwater?Howarematerialssimilaranddifferentfromoneanother,andhowdothepropertiesofthematerialsrelatetotheiruse?Whatdoplantsneedtogrow?Howmanytypesoflivingthingsliveinaplace?”Studentsareexpectedtodevelopanunderstandingofwhatplantsneedtogrowandhowplantsdependonanimalsforseeddispersalandpollination.Studentsarealsoexpectedtocomparethediversityoflifeindifferenthabitats.Inthesecondgradeperformanceexpectations,studentsareexpectedtodemonstrategradeappropriateproficiencyindevelopingandusingmodels,planningandcarryingoutinvestigations,analyzingandinterpretingdata,constructingexplanationsanddesigningsolutions,engaginginargumentfromevidence,andobtaining,evaluating,andcommunicatinginformation.Studentsareexpectedtousethesepracticestodemonstrateunderstandingofthecoreideas.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources
Kits/Literature
September-November
ESS2.Earth’sSystems
2-ESS2-1.Investigateandcomparetheeffectivenessofmultiplesolutionsdesignedtosloworpreventwindorwaterfromchangingtheshapeoftheland.
ClarificationStatements:● Solutionstobecomparedcouldincludedifferent
designsofdikesandwindbreakstoholdbackwindandwater,anddifferentdesignsforusingshrubs,grass,andtreestoholdbacktheland.
● Solutionscanbegeneratedorprovided.
SoilScience(2-3);
EarthMovements(3-4)
2-ESS2-2.Maptheshapesandtypesoflandformsandbodiesofwaterinanarea.
ClarificationStatements:● Examplesoftypesoflandformscanincludehills,
valleys,riverbanks,anddunes.● Examplesofwaterbodiescanincludestreams,
ponds,bays,andrivers.● Quantitativescalinginmodelsorcontourmappingis
notexpected.2-ESS2-3.Useexamplesobtainedfrominformationalsourcestoexplainthatwaterisfoundintheocean,riversandstreams,lakesandponds,andmaybesolidorliquid.
ClarificationStatement:● Examplesoftypesoflandformscanincludehills,
valleys,riverbanks,anddunes.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
December-February
LS2.Ecosystems:Interactions,Energy,andDynamics
2-ESS2-4(MA).ObservehowblowingwindandflowingwatercanmoveEarthmaterialsfromoneplacetoanotherandchangetheshapeofalandform.
ClarificationStatement:•Animalsneedfood,water,air,shelter,andfavorabletemperature;plantsneedsufficientlight,water,minerals,favorabletemperature,andanimalsorothermechanismstodisperseseeds.
March-April LS4.BiologicalEvolution:UnityandDiversity
2-LS2-3(MA).Developandusemodelstocomparehowplantsandanimalsdependontheirsurroundingsandotherlivingthingstomeettheirneedsintheplacestheylive.
ClarificationStatements:•Examplesofareastocomparecanincludetemperateforest,desert,tropicalrainforest,grassland,arctic,andaquatic.•Specificanimalandplantnamesinspecificareasarenotexpected.
ClassroomPlants(2-3);
SoilHabitats(2-3);
Plant&AnimalLifeCycles(3-4)
A
nimalLi
2-LS4-1.Usetexts,media,orlocalenvironmentstoobserveandcompare(a)differentkindsoflivingthingsinanarea,and(b)differencesinthekindsoflivingthingslivingindifferenttypesofareas.
PS1.MatterandItsInteractions
2-PS1-1.Describeandclassifydifferentkindsofmaterialsbyobservablepropertiesofcolor,flexibility,hardness,texture,andabsorbency.
ClarificationStatements:•Examplesofpropertiescouldinclude,color,flexibility,hardness,texture,andabsorbency.•Datashouldfocusonqualitativeandrelativeobservations.
Properties(K-1)
2-PS1-2.Testdifferentmaterialsandanalyzethedataobtainedtodeterminewhichmaterialshavethepropertiesthatarebestsuitedforanintendedpurpose.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
March-April(cont.)
PS1.MatterandItsInteractions
(cont.)
2-PS1-3.Analyzeavarietyofevidencetoconcludethatwhenachunkofmaterialiscutorbrokenintopieces,eachpieceisstillthesamematerialand,howeversmalleachpieceis,hasweight.Showthatthematerialpropertiesofasmallsetofpiecesdonotchangewhenthepiecesareusedtobuildlargerobjects.
2-PS1-4.Constructanargumentwithevidencethatsomechangestomaterialscausedbyheatingorcoolingcanbereversedandsomecannot.
·
ClarificationStatements:•Materialsshouldbepuresubstancesormicroscopicmixturesthatappearcontiguousatobservablescales.•Examplesofpiecescouldincludeblocks,buildingbricks,andotherassortedsmallobjects.
PS3.Energy
2-PS3-1(MA).Designandconductanexperimenttoshowtheeffectsoffrictionontherelativetemperatureandspeedofobjectsthatrubagainsteachother.
ClarificationStatements:•Examplesofreversiblechangescouldincludematerialssuchaswaterandbutteratdifferenttemperatures.•Examplesofirreversiblechangescouldincludecookinganegg,freezingaplantleaf,andburningpaper.•Examplescouldincludeanobjectslidingonroughorsmoothsurfaces.•Observationsoftemperatureandspeedshouldbequalitative.
May-JuneTechnology/Engineering
2.K-2-ETS1-3.Analyzedatafromtestsoftwoobjectsdesignedtosolvethesamedesignproblemtocomparethestrengthsandweaknessesofhoweachobjectperforms.
ClarificationStatements:•Datacanincludeobservationsandbeeitherqualitativeorquantitative.
•Examplescanincludehowdifferentobjectsinsulatecoldwaterorhowdifferenttypesofgrocerybagsperform.
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Grade3ScienceMapProgramDescription:Grade3studentsdevelopandsharpentheirskillsatobtaining,recordingandcharting,andanalyzingdatainordertostudytheirenvironment.Theyusethesepracticestostudytheinteractionsbetweenhumansandearthsystems,humansandtheenvironment,andhumansandthedesignedworld.Theylearnthattheseentitiesnotonlyinteractbutinfluencebehaviors,reactions,andtraitsoforganisms.Grade3studentsanalyzeweatherpatternsandconsiderhumans’influenceandopportunitytoimpactweather-relatedevents.Inlifesciencetheystudytheinteractionsbetweenandinfluenceoftheenvironmentandhumantraitsandcharacteristics.Theyusetheengineeringdesignprocesstoidentifyaproblemanddesignsolutionsthatenhancehumaninteractionswiththeirsurroundingsandtomeettheirneeds.Studentsconsidertheinteractionsandconsequentreactionsbetweenobjectsandforces,includingforcesthatarebalancedornot.Studentsreasonandprovideevidencetosupportargumentsfortheinfluenceofhumansonnatureandnatureonhumanexperience.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources
Kits/Literature
September-October ESS2.
Earth’sSystems
3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.
ClarificationStatement:•Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.StateAssessmentBoundary:•Anunderstandingofclimatechangeisnotexpectedinstateassessment.
WeatherInstruments(3-4);EarthMovements(3-4);SolarSystem(3-4)
3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.
November ESS3.EarthandHumanActivity
3-ESS3-1.Evaluatethemeritofadesignsolutionthatreducesthedamagecausedbyweather.*
ClarificationStatement:•Examplesofdesignsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod
December-February
LS1.FromMoleculestoOrganisms:StructuresandProcesses
3-LS1-1.Usesimplegraphicalrepresentationstoshowthatdifferenttypesoforganismshaveuniqueanddiverselifecycles.Describethatallorganismshavebirth,growth,reproduction,anddeathincommonbutthereareavarietyofwaysinwhichthesehappen.
ClarificationStatements:•Examplescanincludedifferentwaysplantsandanimalsbegin(e.g.,sproutfromaseed,bornfromanegg),grow(e.g.,increaseinsizeandweight,produceanewpart),reproduce(e.g.,developseeds,rootrunners,mateandlayeggsthathatch),anddie(e.g.,lengthoflife).•Plantlifecyclesshouldfocusonthoseoffloweringplants.•Describingvariationinorganismlifecyclesshouldfocusoncomparisonsofthegeneralstagesofeach,notspecifics.
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Timeline Disciplinarycoreidea Standard
ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
December-February
LS2.Ecosystems:InteractionsEnergy,andDynamics
[3-LS2-1fromNGSSisnotincluded.) StateAssessmentBoundary:•Detaileddescriptionsofanyoneorganism’scycle,thedifferencesof“completemetamorphosis”and“incompletemetamorphosis,”ordetailsofhumanreproductionarenotexpectedinstateassessment.
Plant&AnimalLifeCycles(3-4);ClassroomPlants(2-3)
LS3.Heredity:InheritanceandVariationofTraits
3-LS3-1.Provideevidence,includingthroughtheanalysisofdata,thatplantsandanimalshavetraitsinheritedfromparentsandthatvariationofthesetraitsexistinagroupofsimilarorganisms.
ClarificationStatements:•Examplesofinheritedtraitsthatvarycanincludethecoloroffur,shapeofleaves,lengthoflegs,andsizeofflowers.•Focusshouldbeonnon-humanexamples.StateAssessmentBoundary•Geneticmechanismsofinheritanceorpredictionoftraitsarenotexpectedinstateassessment.
3-LS3-2.Distinguishbetweeninheritedcharacteristicsandthosecharacteristicsthatresultfromadirectinteractionwiththeenvironment.Giveexamplesofcharacteristicsoflivingorganismsthatareinfluencedbybothinheritanceandtheenvironment.
ClarificationStatements:•Examplesoftheenvironmentaffectingacharacteristiccouldincludenormallytallplantsstuntedbecausetheyweregrownwithinsufficientwaterorlight,alizardmissingatailduetoapredator,andapetdogbecomingoverweightbecauseitisgiventoomuchfoodandlittleexercise.•Focusshouldbeonnon-humanexamples.
LS4.BiologicalEvolution:UnityandDiversity
3-LS4-1.Usefossilstodescribetypesoforganismsandtheirenvironmentsthatexistedlongagoandcomparethosetolivingorganismsandtheirenvironments.RecognizethatmostkindsofplantsandanimalsthatoncelivedonEartharenolongerfoundanywhere.
ClarificationStatement:•Comparisonsshouldfocusonphysicalorobservablefeatures.StateAssessmentBoundary:•Identificationofspecificfossilsorspecificpresent-dayplantsandanimals,dynamicprocesses,orgeneticsarenotexpectedinstateassessment.
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Timeline Disciplinarycoreidea Standard
ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
December-February
LS4.BiologicalEvolution:UnityandDiversity(cont.)
3-LS4-2.Useevidencetoconstructanexplanationforhowthevariationsincharacteristicsamongindividualswithinthesamespeciesmayprovideadvantagestotheseindividualsintheirsurvivalandreproduction.
ClarificationStatements:•Examplescanincluderosebushesofthesamespecies,onewithslightlylongerthornsthantheotherwhichmaypreventitspredationbydeer,andcolorvariationwithinaspeciesthatmayprovideadvantagessooneorganismmaybemorelikelytosurviveandthereforemorelikelytoproduceoffspring.•Examplesofevidencecouldincludeneedsandcharacteristicsoftheorganismsandhabitatsinvolved.
3-LS4-3.Constructanargumentwithevidencethatinaparticularenvironmentsomeorganismscansurvivewell,somesurvivelesswell,andsomecannotsurvive.
ClarificationStatement:•Examplesofevidencecouldincludeneedsandcharacteristicsofthedifferentorganisms(species)andhabitatsinvolved.
3-LS4-4.Analyzeandinterpretgivendataaboutchangesinahabitatanddescribehowthechangesmayaffecttheabilityoforganismsthatliveinthathabitattosurviveandreproduce.
ClarificationStatements:•Changesshouldincludechangestolandforms,distributionofwater,climate,andavailabilityofresources.•Changesinthehabitatcouldrangeintimefromaseasontoadecade.•Whileitisunderstoodthatecologicalchangesarecomplex,thefocusshouldbeonasinglechangetothehabitat.StateAssessmentBoundary:•Detailsofreproductionarenotexpectedinstateassessment.
3-LS4-5(MA).Provideevidencetosupportaclaimthatthesurvivalofapopulationisdependentuponreproduction.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
March-April
PS2.MotionandStability:ForcesandInteractions
3-PS2-1.Provideevidencetoexplaintheeffectofmultipleforces,includingfriction,onanobject.Includebalancedforcesthatdonotchangethemotionoftheobjectandunbalancedforcesthatdochangethemotionoftheobject.
ClarificationStatements:•Descriptionsofforcemagnitudeshouldbequalitativeandrelative.•Forceduetogravityisappropriatebutonlyasaforcethatpullsobjectsdown.StateAssessmentBoundaries:•Quantitativeforcemagnitudeisnotexpectedinstateassessment.•Stateassessmentwillbelimitedtoonevariableatatime:number,size,ordirectionofforces.
Magnets(3-4)
3-PS2-3.Conductaninvestigationtodeterminethenatureoftheforcesbetweentwomagnetsbasedontheirorientationsanddistancerelativetoeachother.
ClarificationStatements:•Focusshouldbeonforcesproducedbymagneticobjectsthatareeasilymanipulated.
3-PS2-4.Defineasimpledesignproblemthatcanbesolvedbyusinginteractionsbetweenmagnets.*[3-PS2-2fromNGSSisnotincluded.
ClarificationStatement:•Examplesofproblemscouldincludeconstructingalatchtokeepadoorshutandcreatingadevicetokeeptwomovingobjectsfromtouchingeachother.
May-June
ETS1.EngineeringDesign
3.3-5-ETS1-1.Defineasimpledesignproblemthatreflectsaneedorawant.Includecriteriaforsuccessandconstraintsonmaterials,time,orcostthatapotentialsolutionmustmeet.*
ClarificationStatement:•Examplesofdesignproblemscanincludeadaptingaswitchonatoyforchildrenwhohaveamotorcoordinationdisability,designingawaytoclearorcollectdebrisortrashfromastormdrain,orcreatingsafemoveableplaygroundequipmentforanewrecessgame.
3.3-5-ETS1-2.Generateseveralpossiblesolutionstoagivendesignproblem.Compareeachsolutionbasedonhowwelleachislikelytomeetthecriteriaandconstraintsofthedesignproblem.*
3.3-5-ETS1-4(MA).Gatherinformationusingvariousinformationalresourcesonpossiblesolutionstoadesignproblem.Presentdifferentrepresentationsofadesignsolution.*[3-5-ETS1-3and3-5-ETS1-5(MA)arefoundingrade4.]
ClarificationStatements:•Examplesofinformationalresourcescanincludebooks,videos,andwebsites.•Examplesofrepresentationscanincludegraphicorganizers,sketches,models,andprototypes.
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Grade4ScienceMapProgramdescription:Theperformanceexpectationsinfourthgradehelpstudentsformulateanswerstoquestionssuchas:“Whatarewavesandwhataresomethingstheycando?Howcanwater,ice,windandvegetationchangetheland?WhatpatternsofEarth’sfeaturescanbedeterminedwiththeuseofmaps?Howdointernalandexternalstructuressupportthesurvival,growth,behavior,andreproductionofplantsandanimals?Whatisenergyandhowisitrelatedtomotion?Howisenergytransferred?Howcanenergybeusedtosolveaproblem?”Fourthgradersareexpectedtodevelopanunderstandingthatplantsandanimalshaveinternalandexternalstructuresthatfunctiontosupportsurvival,growth,behavior,andreproduction.Studentsareexpectedtodevelopanunderstandingthatenergycanbetransferredfromplacetoplacebysound,light,heat,andelectriccurrentsorfromobjecttoobjectthroughcollisions.Inthefourthgradeperformanceexpectations,studentsareexpectedtodemonstrategrade-appropriateproficiencyinaskingquestions,developingandusingmodels,planningandcarryingoutinvestigations,analyzingandinterpretingdata,constructingexplanationsanddesigningsolutions,engaginginargumentfromevidence,andobtaining,evaluating,andcommunicatinginformation.Studentsareexpectedtousethesepracticestodemonstrateunderstandingofthecoreideas.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources
Kits/Literature
September-October
ESS1.Earth’sPlaceintheUniverse
4-ESS1-1.Useevidencefromagivenlandscapethatincludessimplelandformsandrocklayerstosupportaclaimabouttheroleoferosionordepositionintheformationofthelandscapeoverlongperiodsoftime.
ClarificationStatements:•Examplesofevidenceandclaimscouldincluderocklayerswithshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromdepositiononlandtodepositioninwaterovertime;andacanyonwithrocklayersinthewallsandariverinthebottom,indicatingthatarivererodedtherockovertime.•Examplesofsimplelandformscanincludevalleys,hills,mountains,plains,andcanyons.•Focusshouldbeonrelativetime.StateAssessmentBoundary:•Specificdetailsofthemechanismsofrockformationorspecificrockformationsandlayersarenotexpectedinstateassessment
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
November-January
ESS2.Earth’sSystems
4-ESS2-1.Makeobservationsandcollectdatatoprovideevidencethatrocks,soils,andsedimentsarebrokenintosmallerpiecesthroughmechanicalweatheringandmovedaroundthrougherosion.
ClarificationStatements:• Mechanical weathering processes can include frostwedging,abrasion,andtreerootwedging.•Erosioncanincludemovementbyblowingwind,flowingwater,andmovingice.StateAssessmentBoundary:•Chemicalprocessesarenotexpectedinstateassessment.
4-ESS2-2.AnalyzeandinterpretmapsofEarth’smountainranges,deepoceantrenches,volcanoes,andearthquakeepicenterstodescribepatternsofthesefeaturesandtheirlocationsrelativetoboundariesbetweencontinentsandoceans.
ESS3.EarthandHumanActivity
4-ESS3-1.Obtaininformationtodescribethatenergyandfuelshumansusearederivedfromnaturalresourcesandthatsomeenergyandfuelsourcesarerenewableandsomearenot.
ClarificationStatements:•Examplesofrenewableenergyresourcescouldincludewindenergy,waterbehinddams,tides,andsunlight.•Non-renewableenergyresourcesarefossilfuelsandnuclearmaterials.
4-ESS3-2.Evaluatedifferentsolutionstoreducetheimpactsofanaturaleventsuchasanearthquake,blizzard,orfloodonhumans.*
ClarificationStatement:•Examplesofsolutionscouldincludeanearthquake-resistantbuildingoraconstructedwetlandtomitigateflooding
February-March
LS1.FromMoleculestoOrganisms:StructuresandProcesses
4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[4-LS1-2fromNGSSisnotincluded.]
ClarificationStatements:•Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.•Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.StateAssessmentBoundary:•Stateassessmentwillbelimitedtomacroscopicstructures.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
April-May
PS3.Energy
4-PS3-1.Useevidencetoconstructanexplanationrelatingthespeedofanobjecttotheenergyofthatobject.
StateAssessmentBoundaries:•Stateassessmentwillbelimitedtoanalysisofkineticenergy.•Accountingformass,quantitativemeasuresofchangesinthespeedofanobject,oranypreciseorquantitativedefinitionofenergyisnotexpectedinstateassessment.
4-PS3-2.Makeobservationstoshowthatenergycanbetransferredfromplacetoplacebysound,light,heat,andelectriccurrents.
ClarificationStatement:•Evidenceofenergybeingtransferredcanincludevibrationsfeltasmalldistancefromasource,asolar-poweredtoythatmoveswhenplacedindirectlight,warmingametalobjectononeendandtolightabulb.StateAssessmentBoundary:•Quantitativemeasurementsofenergyarenotexpectedinstateassessmenttoobservetheotherendgettingwarm,andawirecarryingelectricenergyfromabattery.
4-PS3-3.Askquestionsandpredictoutcomesaboutthechangesinenergythatoccurwhenobjectscollide.
ClarificationStatement:•Changesinenergycanincludeachangeintheobject’smotion,position,andthegenerationofheatand/orsound.StateAssessmentBoundary:•Analysisofforcesorquantitativemeasurementsofenergyarenotexpectedinstateassessment.
4-PS3-4.Applyscientificprinciplesofenergyandmotiontotestandrefineadevicethatconvertskineticenergytoelectricalenergyorusesstoredenergytocausemotionorproducelightorsound.*
ClarificationStatement:•Sourcesofstoredenergycanincludewaterinabucketoraweightsuspendedataheight,andabattery.
4-PS4-1.Developamodelofasimplemechanicalwave(includingsound)tocommunicatethatwaves(a)areregularpatternsofmotionalongwhichenergytravelsand(b)cancauseobjectstomove
ClarificationStatement:•Examplesofmodelscouldincludediagrams,analogies,andphysicalmodels.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
April-May(cont.)
PS4.WavesandTheirApplicationsinTechnologiesforInformationTransfer
4-PS4-2.Developamodeltodescribethatlightmustreflectoffanobjectandentertheeyefortheobjecttobeseen.
StateAssessmentBoundary:•Interferenceeffects,electromagneticwaves,ornon-periodicwavesarenotexpectedinstateassessment.
June
4-PS4-3.Developandcomparemultiplewaystotransferinformationthroughencoding,sending,receiving,anddecodingapattern.*
StateAssessmentBoundary:•Specificcolorsreflectedandseen,thecellularmechanismsofvision,anglesofincidenceandreflection,orhowtheretinaworksarenotexpectedinstateassessment.ClarificationStatement:•Examplesofsolutionscouldincludedrumssendingcodedinformationthroughsoundwaves,usingagridof1sand0srepresentingblackandwhitetosendinformationaboutapicture,andusingMorsecodetosendtext.
ETS1.EngineeringDesign
4.3-5-ETS1-3.Planandcarryouttestsofoneormoredesignfeaturesofagivenmodelorprototypeinwhichvariablesarecontrolledandfailurepointsareconsideredtoidentifywhichfeaturesneedtobeimproved.Applytheresultsofteststoredesignamodelorprototype.*
ClarificationStatement:•Examplesofdesignfeaturescanincludematerials,size,shape,andweight.
4.3-5-ETS1-5(MA).Evaluaterelevantdesignfeaturesthatmustbeconsideredinbuildingamodelorprototypeofasolutiontoagivendesignproblem.*[3-5-ETS1-1,3-5-ETS1-2,and3-5-ETS1-4(MA)arefoundingrade3.]
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Grade5ScienceMap
Programdescription:Grade5studentsmodel,provideevidencetosupportarguments,andobtainanddisplaydataaboutrelationshipsandinteractionsamongobservablecomponentsofdifferentsystems.Bystudyingsystems,grade5studentslearnthatobjectsandorganismsdonotexistinisolationandthatanimals,plantsandtheirenvironmentsareconnectedto,interactwith,andareinfluencedbyeachother.TheystudytherelationshipsbetweenEarthandothernearbyobjectsinthesolarsystemandtheimpactofthoserelationshipsonpatternsofeventsasseenfromEarth.TheylearnabouttherelationshipamongelementsofEarth’ssystemsthroughthecyclingofwaterandhumanpracticesandprocesseswithEarth’sresources.Theyalsolearnabouttheconnectionsandrelationshipsamongplantsandanimals,andtheecosystemswithinwhichtheylive,toshowhowmatterandenergyarecycledthroughthese(buildingonthethemeofgrade4).Anabilitytodescribe,analyze,andmodelconnectionsandrelationshipsofobservablecomponentsofdifferentsystemsiskeytounderstandingthenaturalanddesignedworld.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources
Kits/Literature
September-October ESS1.Earth’s
PlaceintheUniverse
5-ESS1-1.Useobservations,firsthandandfromvariousmedia,toarguethattheSunisastarthatappearslargerandbrighterthanotherstarsbecauseitisclosertoEarth.
StateAssessmentBoundary:•Otherfactorsthataffectapparentbrightness(suchasstellarmasses,age,orstage)arenotexpectedinstateassessment.
5-ESS1-2.UseamodeltocommunicateEarth’srelationshiptotheSun,Moon,andotherstarsthatexplain(a)whypeopleonEarthexperiencedayandnight,(b)patternsindailychangesinlengthanddirectionofshadowsoveraday,and(c)changesintheapparentpositionoftheSun,Moon,andstarsatdifferenttimesduringaday,overamonth,andoverayear.
ClarificationStatement:•ModelsshouldillustratethattheEarth,Sun,andMoonarespheres;includeorbitsoftheEartharoundtheSunandoftheMoonaroundEarth;anddemonstrateEarth’srotationaboutitsaxis.StateAssessmentBoundary:•Causesoflunarphasesorseasons,oruseofEarth’stiltarenotexpectedinstateassessment.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
November-December ESS2.Earth’s
Systems
5-ESS2-1.Useamodeltodescribethecyclingofwaterthroughawatershedthroughevaporation,precipitation,absorption,surfacerunoff,andcondensation.
StateAssessmentBoundary:•Transpirationorexplanationsofmechanismsthatdrivethecyclearenotexpectedinstateassessment.
5-ESS2-2.Describeandgraphtherelativeamountsofsaltwaterintheocean;freshwaterinlakes,rivers,andgroundwater;andfreshwaterfrozeninglaciersandpolaricecapstoprovideevidenceabouttheavailabilityoffreshwaterinEarth’sbiosphere.
StateAssessmentBoundary:•Inclusionoftheatmosphereisnotexpectedinstateassessment.
ESS3.EarthandHumanActivity
5-ESS3-1.ObtainandcombineinformationaboutwayscommunitiesreducehumanimpactontheEarth’sresourcesandenvironmentbychanginganagricultural,industrial,orcommunitypracticeorprocess.
ClarificationStatement:•Examplesofchangedpracticesorprocessesincludetreatingsewage,reducingtheamountsofmaterialsused,capturingpollutingemissionsfromfactoriesorpowerplants,andpreventingrunofffromagriculturalactivities.
5-ESS3-2(MA).Testasimplesystemdesignedtofilterparticulatesoutofwaterandproposeonechangetothedesigntoimproveit.
StateAssessmentBoundary:•Climatechangeorsocialscienceaspectsofpracticessuchasregulationorpolicyarenotexpectedinstateassessment.
LS1.FromMoleculestoOrganisms:StructuresandProcesses
5-LS1-1.(MA).Asktestablequestionsabouttheprocessbywhichplantsuseair,water,andenergyfromsunlighttoproducesugarsandplantmaterialsneededforgrowthandreproduction.
·
StateAssessmentBoundary:•Thechemicalformulaormoleculardetailsabouttheprocessofphotosynthesisarenotexpectedinstateassessment.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
January
LS2.Ecosystems:Interactions,Energy,andDynamics
5-LS2-1.Developamodeltodescribethemovementofmatteramongproducers,consumers,decomposers,andtheair,water,andsoilintheenvironmentto(a)showthatplantsproducesugarsandplantmaterials,(b)showthatanimalscaneatplantsand/orotheranimalsforfood,and(c)showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.
ClarificationStatement:•Emphasisisonmattermovingthroughouttheecosystem.StateAssessmentBoundary:•Molecularexplanations,ordistinctionsamongprimary,secondary,andtertiaryconsumers,arenotexpectedinstateassessment.
5-LS2-2(MA).Compareatleasttwodesignsforacompostertodeterminewhichismostlikelytoencouragedecompositionofmaterials.
ClarificationStatement:•Measuresorevidenceofdecompositionshouldbeonqualitativedescriptionsorcomparisons.
5-LS2-1.Developamodeltodescribethemovementofmatteramongproducers,consumers,decomposers,andtheair,water,andsoilintheenvironmentto(a)showthatplantsproducesugarsandplantmaterials,(b)showthatanimalscaneatplantsand/orotheranimalsforfood,and(c)showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.
ClarificationStatement:•Emphasisisonmattermovingthroughouttheecosystem.StateAssessmentBoundary:•Molecularexplanations,ordistinctionsamongprimary,secondary,andtertiaryconsumers,arenotexpectedinstateassessment.
February
LS2.Ecosystems:Interactions,Energy,andDynamics
5-LS2-2(MA).Compareatleasttwodesignsforacompostertodeterminewhichismostlikelytoencouragedecompositionofmaterials.*
ClarificationStatement:•Measuresorevidenceofdecompositionshouldbeonqualitativedescriptionsorcomparisons.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
March-April
PS1.MatterandItsInteractions
5-PS1-1.Useaparticlemodelofmattertoexplaincommonphenomenainvolvinggases,andphasechangesbetweengasandliquidandbetweenliquidandsolid.
ClarificationStatement:•Examplesofcommonphenomenathemodelshouldbeabletodescribeincludeaddingairtoexpandaballoon,compressingairinasyringe,andevaporatingwaterfromasaltwatersolution.StateAssessmentBoundary:•Atomic-scalemechanismsofevaporationandcondensationordefiningunseenparticlesarenotexpectedinstateassessment.
5-PS1-2.Measureandgraphtheweights(masses)ofsubstancesbeforeandafterareactionorphasechangetoprovideevidencethatregardlessofthetypeofchangethatoccurswhenheating,cooling,orcombiningsubstances,thetotalweight(mass)ofmatterisconserved.
ClarificationStatement:•Assumethatreactionswithanygasproductionareconductedinaclosedsystem.StateAssessmentBoundary:•Distinguishingmassandweightisnotexpectedinstateassessment.
5-PS1-3.Makeobservationsandmeasurementsofsubstancestodescribecharacteristicpropertiesofeach,includingcolor,hardness,reflectivity,electricalconductivity,thermalconductivity,responsetomagneticforces,andsolubility.
5-PS1-4.Conductanexperimenttodeterminewhetherthemixingoftwoormoresubstancesresultsinnewsubstanceswithnewproperties(achemicalreaction)ornot(amixture).
ClarificationStatements:•Emphasisisondescribinghoweachsubstancehasauniquesetofproperties.•Examplesofsubstancescouldincludebakingsodaandotherpowders,metals,minerals,andliquids.StateAssessmentBoundary:•Density,distinguishingmassandweight,orspecifictestsorproceduresarenotexpectedinstateassessment.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKits/Literature
May
PS2.MotionandStability:ForcesandInteractions
5-PS2-1.SupportanargumentwithevidencethatthegravitationalforceexertedbyEarthonobjectsisdirectedtowardEarth’scenter.
StateAssessmentBoundary:•Mathematicalrepresentationsofgravitationalforcearenotexpectedinstateassessment.
June
PS3.Energy
5-PS3-1.Useamodeltodescribethatthefoodanimalsdigest(a)containsenergythatwasonceenergyfromtheSun,and(b)providesenergyandnutrientsforlifeprocesses,includingbodyrepair,growth,motion,bodywarmth,andreproduction.
ClarificationStatement:•Examplesofmodelscouldincludediagramsandflowcharts.StateAssessmentBoundary:•Detailsofcellularrespiration,ATP,ormoleculardetailsoftheprocessofphotosynthesisorrespirationarenotexpectedinstateassessment
ETS3.TechnologicalSystems
5.3-5-ETS3-1(MA).Useinformationaltexttoprovideexamplesofimprovementstoexistingtechnologies(innovations)andthedevelopmentofnewtechnologies(inventions).Recognizethattechnologyisanymodificationofthenaturalordesignedworlddonetofulfillhumanneedsorwants.
5.3-5-ETS3-2(MA).Usesketchesordrawingstoshowhoweachpartofaproductordevicerelatestootherpartsintheproductordevice.*
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Grade6Science-Earth,Life,andPhysical
ProgramDescription-TheintegrationofEarthandspace,life,andphysicalscienceswithtechnology/engineeringgivesgrade6studentsrelevantandengagingopportunitieswithnaturalphenomenaanddesignproblemsthathighlighttherelationshipofstructureandfunctionintheworldaroundthem.Studentsrelatestructureandfunctionthroughanalyzingthemacro-andmicroscopicworld,suchasEarthfeaturesandprocesses,theroleofcellsandanatomyinsupportinglivingorganisms,andpropertiesofmaterialsandwaves.Studentsusemodelsandprovideevidencetomakeclaimsandexplanationsaboutstructure-functionrelationshipsindifferentSTEdomains.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources–
Kits/LiteratureSeptember
ESS1.Earth’sPlaceintheUniverse
6.MS-ESS1-1a.DevelopanduseamodeloftheEarth-Sun-MoonsystemtoexplainthecausesoflunarphasesandeclipsesoftheSunandMoon.
ClarificationStatement:● Examplesofmodelscanbephysical,graphical,orconceptual
andshouldemphasizerelativepositionsanddistances
DeltaScienceModules:Earth,Moon,andSun
October 6.MS-ESS1-5(MA).UsegraphicaldisplaystoillustratethatEarthanditssolarsystemareoneofmanyintheMilkyWaygalaxy,whichisoneofbillionsofgalaxiesintheuniverse.
ClarificationStatement:● Graphicaldisplayscanincludemaps,charts,graphs,anddata
tables.
November ESS2.Earth’sSystems
6.MS-ESS2-3.Analyzeandinterpretmapsshowingthedistributionoffossilsandrocks,continentalshapes,andseafloorstructurestoprovideevidencethatEarth’splateshavemovedgreatdistances,collided,andspreadapart.
ClarificationStatement:● Mapsmayshowsimilaritiesofrockandfossiltypeson
differentcontinents,theshapesofthecontinents(includingcontinentalshelves),andthelocationsofoceanstructures(suchasridges,fracturezones,andtrenches),similartoWegener’svisuals.
StateAssessmentBoundary:● Mechanismsforplatemotionorpaleomagneticanomaliesin
oceanicandcontinentalcrustarenotexpectedinstateassessment.
DeltaScienceModules:Earth’sProcesses
December
LS1.MoleculestoOrganisms:StructuresandProcesses
6.MS-LS1-1.Provideevidencethatallorganisms(unicellularandmulticellular)aremadeofcells.
ClarificationStatement:● Evidencecanbedrawnfrommultipletypesoforganisms,such
asplants,animals,andbacteria
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
January LS1.MoleculestoOrganisms:StructuresandProcesses(cont.)
6.MS-LS1-2.Developanduseamodeltodescribehowpartsofcellscontributetothecellularfunctionsofobtainingfood,water,andothernutrientsfromitsenvironment,disposingofwastes,andprovidingenergyforcellularprocesses.
ClarificationStatement:● Partsofplantandanimalcellsinclude(a)thenucleus,which
containsacell’sgeneticmaterialandregulatesitsactivities;(b)chloroplasts,whichproducenecessaryfood(sugar)andoxygenthroughphotosynthesis(inplants);(c)mitochondria,whichreleaseenergyfromfoodthroughcellularrespiration;(d)vacuoles,whichstorematerials,includingwater,nutrients,andwaste;(e)thecellmembrane,whichisaselectivebarrierthatenablesnutrientstoenterthecellandwastestobeexpelled;and(f)thecellwall,whichprovidesstructuralsupport(inplants).
StateAssessmentBoundary:● Specificbiochemicalstepsorchemicalprocesses,theroleof
ATP,activetransportprocessesinvolvingthecellmembrane,oridentifyingorcomparingdifferenttypesofcellsarenotexpectedinstateassessment.
February 6.MS-LS1-3.Constructanargumentsupportedbyevidencethatthebodysystemsinteracttocarryoutessentialfunctionsoflife.
ClarificationStatements:● Emphasisisonthefunctionsandinteractionsofthebody
systems,notspecificbodypartsororgans.•Anargumentshouldconveythatdifferenttypesofcellscanjointogethertoformspecializedtissues,whichinturnmayformorgansthatworktogetherasbodysystems.
● Bodysystemstobeincludedarethecirculatory,digestive,respiratory,excretory,muscular/skeletal,andnervoussystems.
● Essentialfunctionsoflifeincludeobtainingfoodandothernutrients(water,oxygen,minerals),releasingenergyfromfood,removingwastes,respondingtostimuli,maintaininginternalconditions,andgrowing/developing.
● Anexampleofinteractingsystemscouldincludetherespiratorysystemtakinginoxygenfromtheenvironmentwhichthecirculatorysystemdeliverstocellsforcellularrespiration,orthedigestivesystemtakinginnutrientswhichthecirculatorysystemtransportstocellsaroundthebody.
StateAssessmentBoundaries:● Themechanismofonebodysystemindependentofothersor
thebiochemicalprocessesinvolvedinbodysystemsarenotexpectedinstateassessment.
● Describingthefunctionorcomparingdifferenttypesofcells,tissues,ororgansarenotexpectedinstateassessment.
DeltaScienceModules:YouandYourBody
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
March(Early)
LS4.BiologicalEvolution:UnityandDiversity
6.MS-LS4-1.Analyzeandinterpretevidencefromthefossilrecordtodescribeorganismsandtheirenvironment,extinctions,andchangestolifeformsthroughoutthehistoryofEarth.
ClarificationStatement:● Examplesofevidenceincludesetsoffossilsthatindicatea
specifictypeofenvironment,anatomicalstructuresthatindicatethefunctionofanorganismintheenvironment,andfossilizedtracksthatindicatebehavioroforganisms.
StateAssessmentBoundary:● Namesofindividualspecies,geologicalerasinthefossil
record,ormechanismsforextinctionorspeciationarenotexpectedinstateassessment.
March(Late)
6.MS-LS4-2.Constructanargumentusinganatomicalstructurestosupportevolutionaryrelationshipsamongandbetweenfossilorganismsandmodernorganisms.
ClarificationStatement:● Evolutionaryrelationshipsinclude(a)someorganismshave
similartraitswithsimilarfunctionsbecausetheywereinheritedfromacommonancestor,(b)someorganismshavesimilartraitsthatservesimilarfunctionsbecausetheyliveinsimilarenvironments,and(c)someorganismshavetraitsinheritedfromcommonancestorsthatnolongerservetheiroriginalfunctionbecausetheirenvironmentsaredifferentthantheirancestors’environments.
May PS1.MatterandItsInteractions
6.MS-PS1-7(MA).Useaparticulatemodelofmattertoexplainthatdensityistheamountofmatter(mass)inagivenvolume.Applyproportionalreasoningtodescribe,calculate,andcomparerelativedensitiesofdifferentmaterials.
DeltaScienceModules:MatterandChange
6.MS-PS1-8(MA).Conductanexperimenttoshowthatmanymaterialsaremixturesofpuresubstancesthatcanbeseparatedbyphysicalmeansintotheircomponentpuresubstances.
ClarificationStatement:● Examplesofcommonmixturesincludesaltwater,oilandvinegar,milk,andair.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
June PS2.MotionandStability:ForcesandInteractions
6.MS-PS2-4.Useevidencetosupporttheclaimthatgravitationalforcesbetweenobjectsareattractiveandareonlynoticeablewhenoneorbothoftheobjectshaveaverylargemass.
ClarificationStatements:● ExamplesofobjectswithverylargemassesincludetheSun,Earth,andotherplanets.
StateAssessmentBoundary:● Newton’slawofgravitationorKepler’slawsarenotexpectedinstateassessment.
DeltaScienceModules:Newton’sToyBox
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Grade6-Technology/Engineering
ProgramDescription-Standardsforgrades6through8integratealleightscienceandengineeringpractices.Students’understandingofandabilitywitheachpracticegetsmoredetailedandsophisticatedthroughmiddleschool.Forexample,bytheendofmiddleschool,studentscanidentifylimitationsofaparticularmodel,includinglimitationsofitsaccuracy,whatfeaturesareincluded(ornot),andlimitationsofwhatphenomenaoroutcomesitcanpredict.Studentscandevelopmodelsofvaryinglevelsofdetailandaccuracyandcanidentifywhenasituationcallsforaconceptualmodelwithlittledetailoraspecificmodelwithattentiontoaccuracy,suchasformakingpredictionsofparticularevents.
Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
September-June
ETS1.EngineeringDesign
6.MS-ETS1-5(MA).Createvisualrepresentationsofsolutionstoadesignproblem.Accuratelyinterpretandapplyscaleandproportiontovisualrepresentations.*
ClarificationStatements:● Examplesofvisualrepresentationscaninclude
sketches,scaleddrawings,andorthographicprojections.•Examplesofscalecaninclude¼ʺ=1ʹ0ʺand1cm=1m.
6.MS-ETS1-6(MA).Communicateadesignsolutiontoanintendeduser,includingdesignfeaturesandlimitationsofthesolution.
ClarificationStatement:● Examplesofintendeduserscanincludestudents,
parents,teachers,manufacturingpersonnel,engineers,andcustomers.
EST2.Materials,Tools,andManufacturing
6.MS-ETS2-1(MA).Analyzeandcomparepropertiesofmetals,plastics,wood,andceramics,includingflexibility,ductility,hardness,thermalconductivity,electricalconductivity,andmeltingpoint.
6.MS-ETS2-2(MA).Givenadesigntask,selectappropriatematerialsbasedonspecificpropertiesneededintheconstructionofasolution.*
ClarificationStatement:● Examplesofmaterialscanincludemetals,plastics,
wood,andceramics.
6.MS-ETS2-3(MA).Chooseandsafelyuseappropriatemeasuringtools,handtools,fasteners,andcommonhand-heldpowertoolsusedtoconstructaprototype.*
ClarificationStatements:● Examplesofmeasuringtoolsincludeatapemeasure,
ameterstick,andaruler.● Examplesofhandtoolsincludeahammer,a
screwdriver,awrench,andpliers.● Examplesoffastenersincludenails,screws,nutsand
bolts,staples,glue,andtape.● Examplesofcommonpowertoolsincludejigsaw,
drill,andsander.
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Grade7Science-Earth,Life,andPhysical
ProgramDescription-Studentsingrade7focusonsystemsandcyclesusingtheirunderstandingofstructuresandfunctions,connectionsandrelationshipsinsystems,andflowofmatterandenergydevelopedinearliergrades.Afocusonsystemsrequiresstudentstoapplyconceptsandskillsacrossdisciplines,sincemostnaturalanddesignedsystemsandcyclesarecomplexandinteractive.Theygainexperiencewithplatetectonics,interactionsofhumansandEarthprocesses,organismsystemstosupportandpropagatelife,ecosystemdynamics,motionandenergysystems,andkeytechnologicalsystemsusedbysociety.Throughgrade7,studentsbeginaprocessofmovingfromamoreconcretetoanabstractperspective,sincemanyofthesystemsandcyclesstudiedarenotdirectlyobservableorexperienced.Thisalsocreatesafoundationforexploringcauseandeffectrelationshipsinmoredepthingrade8.Grade7:EarthandSpaceSciences.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources–
Kits/LiteratureSeptember
ESS2.Earth’sSystems
7.MS-ESS2-2.ConstructanexplanationbasedonevidenceforhowEarth’ssurfacehaschangedoverscalesthatrangefromlocaltoglobalinsize.
ClarificationStatements:● Examplesofprocessesoccurringoverlarge,globalspatial
scalesincludeplatemotion,formationofmountainsandoceanbasins,andiceages.
● Examplesofchangesoccurringoversmall,localspatialscalesincludeearthquakesandseasonalweatheringanderosion.
DeltaScienceModules:Earth’sProcesses
October LS2.Ecosystems:Interactions,Energy,andDynamics
7.MS-LS2-1.Analyzeandinterpretdatatoprovideevidencefortheeffectsofperiodsofabundantandscarceresourcesonthegrowthoforganismsandthesizeofpopulationsinanecosystem.
November 7.MS-LS2-2.Describehowrelationshipsamongandbetweenorganismsinanecosystemcanbecompetitive,predatory,parasitic,andmutuallybeneficialandthattheseinteractionsarefoundacrossmultipleecosystems.
ClarificationStatement:● Emphasisisondescribingconsistentpatternsofinteractionsin
differentecosystemsintermsofrelationshipsamongandbetweenorganisms.
December 7.MS-LS2-3.Developamodeltodescribethatmatterandenergyaretransferredamonglivingandnonlivingpartsofanecosystemandthatbothmatterandenergyareconservedthroughtheseprocesses.
ClarificationStatements:● Cyclingofmattershouldincludetheroleofphotosynthesis,
cellularrespiration,anddecomposition,aswellastransferamongproducers,consumers(primary,secondary,andtertiary),anddecomposers.
● Modelsmayincludefoodwebsandfoodchains.StateAssessmentBoundary:
● Cyclingofspecificatoms(suchascarbonoroxygen),orthebiochemicalstepsofphotosynthesis,cellularrespiration,anddecompositionarenotexpectedinstateassessment.
DeltaScienceModules:MatterandChange
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
January(Early)
LS2.Ecosystems:Interactions,Energy,andDynamics(cont.)
7.MS-LS2-4.Analyzedatatoprovideevidencethatdisruptions(naturalorhuman-made)toanyphysicalorbiologicalcomponentofanecosystemcanleadtoshiftsinallitspopulations.
ClarificationStatement:● Focusshouldbeonecosystemcharacteristicsvaryingover
time,includingdisruptionssuchashurricanes,floods,wildfires,oilspills,andconstruction
January(Late)
7.MS-LS2-5.Evaluatecompetingdesignsolutionsforprotectinganecosystem.Discussbenefitsandlimitationsofeachdesign.*
ClarificationStatements:● Examplesofdesignsolutionscouldincludewater,land,and
speciesprotectionandthepreventionofsoilerosion.● Examplesofdesignsolutionconstraintscouldincludescientific,
economic,andsocialconsiderations.
February PS3.Energy
7.MS-PS3-1.Constructandinterpretdataandgraphstodescribetherelationshipsamongkineticenergy,mass,andspeedofanobject.
ClarificationStatements:● Examplescouldincluderidingabicycleatdifferentspeedsand
rollingdifferentsizedrocksdownhill.● Considerrelationshipsbetweenkineticenergyvs.massand
kineticenergyvs.speedseparatefromeachother;emphasisisonthedifferencebetweenthelinearandexponentialrelationships.
StateAssessmentBoundary:● Calculationormanipulationoftheformulaforkineticenergyis
notexpectedinthestateassessment.
DeltaScienceModules:Newton’sToyBox
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
March 7.MS-PS3-2.Developamodeltodescribetherelationshipbetweentherelativepositionsofobjectsinteractingatadistanceandtheirrelativepotentialenergyinthesystem.
ClarificationStatements:● Examplesofobjectswithinsystemsinteractingatvarying
distancescouldincludeEarthandeitherarollercoastercartatvaryingpositionsonahillorobjectsatvaryingheightsonshelves,changingthedirection/orientationofamagnet,andaballoonwithstaticelectricalchargebeingbroughtclosertoastreamofwater.
● Examplesofmodelscouldincluderepresentations,diagrams,pictures,andwrittendescriptionsofsystems.
StateAssessmentBoundaries:
● Stateassessmentwillbelimitedtoelectric,magnetic,andgravitationalinteractionsandtointeractionsoftwoobjectsatatime.
● Calculationsofpotentialenergyarenotexpectedinstateassessment.
DeltaScienceModules:Newton’sToyBox
April 7.MS-PS3-3.Applyscientificprinciplesofenergyandheattransfertodesign,construct,andtestadevicetominimizeormaximizethermalenergytransfer.*
ClarificationStatement:● Examplesofdevicescouldincludeaninsulatedbox,asolar
cooker,andavacuumflask.StateAssessmentBoundary:
● Accountingforspecificheatorcalculationsofthetotalamountofthermalenergytransferredisnotexpectedinstateassessment.
May 7.MS-PS3-4.Conductaninvestigationtodeterminetherelationshipsamongtheenergytransferred,howwellthetypeofmatterretainsorradiatesheat,themass,andthechangeintheaveragekineticenergyoftheparticlesasmeasuredbythetemperatureofthesample.
StateAssessmentBoundary:● Calculationsofspecificheatorthetotalamountofthermal
energytransferredarenotexpectedinstateassessment.
June 7.MS-PS3-6(MA).Useamodeltoexplainhowthermalenergyistransferredoutofhotterregionsorobjectsandintocolderonesbyconvection,conduction,andradiation.
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Grade7-Technology/Engineering
ProgramDescription-Standardsforgrades6through8integratealleightscienceandengineeringpractices.Students’understandingofandabilitywitheachpracticegetsmoredetailedandsophisticatedthroughmiddleschool.Forexample,bytheendofmiddleschool,studentscanidentifylimitationsofaparticularmodel,includinglimitationsofitsaccuracy,whatfeaturesareincluded(ornot),andlimitationsofwhatphenomenaoroutcomesitcanpredict.Studentscandevelopmodelsofvaryinglevelsofdetailandaccuracyandcanidentifywhenasituationcallsforaconceptualmodelwithlittledetailoraspecificmodelwithattentiontoaccuracy,suchasformakingpredictionsofparticularevents.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources–
Kits/LiteratureSeptember-June
ETS1.EngineeringDesign
7.MS-ETS1-2.Evaluatecompetingsolutionstoagivendesignproblemusingadecisionmatrixtodeterminehowwelleachmeetsthecriteriaandconstraintsoftheproblem.Useamodelofeachsolutiontoevaluatehowvariationsinoneormoredesignfeatures,includingsize,shape,weight,orcost,mayaffectthefunctionoreffectivenessofthesolution.*
7.MS-ETS1-4.Generateandanalyzedatafromiterativetestingandmodificationofaproposedobject,tool,orprocesstooptimizetheobject,tool,orprocessforitsintendedpurpose.*
7.MS-ETS1-7(MA).Constructaprototypeofasolutiontoagivendesignproblem.*
EST3.TechnologicalSystems
7.MS-ETS3-1(MA).Explainthefunctionofacommunicationsystemandtheroleofitscomponents,includingasource,encoder,transmitter,receiver,decoder,andstorage.
7.MS-ETS3-2(MA).Comparethebenefitsanddrawbacksofdifferentcommunicationsystems.
ClarificationStatements:● Examplesofcommunicationssystemscaninclude
radio,television,print,andInternet.● Examplesofbenefitsanddrawbackscaninclude
speedofcommunication,distanceorrange,numberofpeoplereached,audioonlyvs.audioandvisual,andone-wayvs.two-waycommunication.
●
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
September-June(cont.)
EST3.TechnologicalSystems(cont.)
7.MS-ETS3-3(MA).Researchandcommunicateinformationabouthowtransportationsystemsaredesignedtomovepeopleandgoodsusingavarietyofvehiclesanddevices.Identifyanddescribesubsystemsofatransportationvehicle,includingstructural,propulsion,guidance,suspension,andcontrolsubsystems.
ClarificationStatements:● Examplesofdesignelementsincludevehicleshapeto
maximizecargoorpassengercapacity,terminals,travellanes,andcommunications/controls.
● Examplesofvehiclescanincludeacar,sailboat,andsmallairplane
7.MS-ETS3-4(MA).Showhowthecomponentsofastructuralsystemworktogethertoserveastructuralfunction.Provideexamplesofphysicalstructuresandrelatetheirdesigntotheirintendeduse.
ClarificationStatements:● Examplesofcomponentsofastructuralsystemcould
includefoundation,decking,wall,androofing.•Explanationsoffunctionshouldincludeidentificationoflivevs.deadloadsandforcesoftension,torsion,compression,andshear.
● Examplesofusesincludecarryingloadsandforcesacrossaspan(suchasabridge),providinglivablespace(suchasahouseorofficebuilding),andprovidingspecificenvironmentalconditions(suchasagreenhouseorcoldstorage).
StateAssessmentBoundary:● Calculationsofmagnitudeordirectionofloadsor
forcesarenotexpectedinstateassessment.7.MS-ETS3-5(MA).Usetheconceptofsystemsengineeringtomodelinputs,processes,outputs,andfeedbackamongcomponentsofatransportation,structural,orcommunicationsystem.
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Grade8Science-Earth,Life,andPhysicalProgramDescription-Grade8studentsusemorerobustabstractthinkingskillstoexplaincausesofcomplexphenomenaandsystems.Manycausesarenotimmediatelyorphysicallyvisibletostudents.Anunderstandingofcauseandeffectofkeynaturalphenomenaanddesignedprocessesallowsstudentstoexplainpatternsandmakepredictionsaboutfutureevents.Ingrade8theseinclude,forexample,causesofseasonsandtides;causesofplatetectonicsandweatherorclimate;theroleofgeneticsinreproduction,heredity,andartificialselection;andhowatomsandmoleculesinteracttoexplainthesubstancesthatmakeuptheworldandhowmaterialschange.Beingabletoanalyzephenomenaforevidenceofcausesandprocessesthatoftencannotbeseen,andbeingabletoconceptualizeanddescribethose,isasignificantoutcomeforgrade8students.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources–
Kits/LiteratureSeptember
ESS1.Earth’sPlaceintheUniverse
8.MS-ESS1-1b.DevelopanduseamodeloftheEarth-Sunsystemtoexplainthecyclicalpatternofseasons,whichincludesEarth’stiltanddifferentialintensityofsunlightondifferentareasofEarthacrosstheyear.
ClarificationStatement:● Examplesofmodelscanbephysicalorgraphical.
DeltaScienceModules:Earth,Moon,andSun
October(Early)
8.MS-ESS1-2.Explaintheroleofgravityinoceantides,theorbitalmotionsofplanets,theirmoons,andasteroidsinthesolarsystem.
StateAssessmentBoundary:● Kepler’slawsoforbitalmotionortheapparent
retrogrademotionoftheplanetsasviewedfromEartharenotexpectedinstateassessment.
October(Late)
8.MS-ESS2-1.UseamodeltoillustratethatenergyfromEarth’sinteriordrivesconvectionthatcyclesEarth’scrust,leadingtomelting,crystallization,weathering,anddeformationoflargerockformations,includinggenerationofoceanseaflooratridges,submergenceofoceanseafloorattrenches,mountainbuilding,andactivevolcanicchains.
ClarificationStatement:● Theemphasisisonlarge-scalecyclingresultingfrom
platetectonics
DeltaScienceModules:Earth’sProcesses
November 8.MS-ESS2-6.Describehowinteractionsinvolvingtheoceanaffectweatherandclimateonaregionalscale,includingtheinfluenceoftheoceantemperatureasmediatedbyenergyinputfromtheSunandenergylossduetoevaporationorredistributionviaoceancurrents.
ClarificationStatement:● Aregionalscaleincludesastateormulti-state
perspective. StateAssessmentBoundary:
● KoppenClimateClassificationnamesarenotexpectedinstateassessment
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
December
LS1.FromMoleculestoOrganisms:StructuresandProcesses
8.MS-LS1-5.Constructanargumentbasedonevidenceforhowenvironmentalandgeneticfactorsinfluencethegrowthoforganisms.
ClarificationStatements:● Examplesofenvironmentalconditionscouldinclude
availabilityoffood,light,space,andwater.● Examplesofgeneticfactorscouldincludethegenes
responsibleforsizedifferencesindifferentbreedsofdogs,suchasGreatDanesandChihuahuas.
● Examplesofenvironmentalfactorscouldincludedroughtdecreasingplantgrowth,fertilizerincreasingplantgrowth,andfishgrowinglargerinlargepondsthantheydoinsmallponds.
● Examplesofbothgeneticandenvironmentalfactorscouldincludedifferentvarietiesofplantsgrowingatdifferentratesindifferentconditions.
StateAssessmentBoundary:● Methodsofreproduction,geneticmechanisms,
generegulation,biochemicalprocesses,ornaturalselectionarenotexpectedinstateassessment.
DeltaScienceModules:Earth’sProcesses
January LS3.Heredity:InheritanceandVariationofTraits
8.MS-LS3-2.Constructanargumentbasedonevidenceforhowasexualreproductionresultsinoffspringwithidenticalgeneticinformationandsexualreproductionresultsinoffspringwithgeneticvariation.Compareandcontrastadvantagesanddisadvantagesofasexualandsexualreproduction.
ClarificationStatements:● Examplesofanadvantageofsexualreproduction
canincludegeneticvariationwhentheenvironmentchangesoradiseaseisintroduced,whileexamplesofanadvantageofasexualreproductioncanincludenotusingenergytofindamateandfastreproductionrates.
● Examplesofadisadvantageofsexualreproductioncanincludeusingresourcestofindamate,whileadisadvantageinasexualreproductioncanbethelackofgeneticvariationwhentheenvironmentchangesoradiseaseisintroduced.
DeltaScienceModules:FromGenestoProteins
January(Late)
8.MS-LS3-3(MA).Communicatethroughwritingandindiagramsthatchromosomescontainmanydistinctgenesandthateachgeneholdstheinstructionsfortheproductionofspecificproteins,whichinturnaffectsthetraitsofanindividual.
StateAssessmentBoundary:● Specificchangesatthemolecularlevelor
mechanismsforproteinsynthesisarenotexpectedinstateassessment.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
February 8.MS-LS3-4(MA).Developanduseamodeltoshowthatsexuallyreproducingorganismshavetwoofeachchromosomeintheircellnuclei,andhencetwovariants(alleles)ofeachgenethatcanbethesameordifferentfromeachother,withonerandomassortmentofeachchromosomepasseddowntooffspringfrombothparents.
ClarificationStatement:● ExamplesofmodelscanincludePunnettsquares,
diagrams(e.g.,simplepedigrees),andsimulations.StateAssessmentBoundary:
● Stateassessmentwilllimitinheritancepatternstodominant-recessiveallelesonly.
DeltaScienceModules:FromGenestoProteins
March(Early)
LS4.BiologicalEvolution:UnityandDiversity
8.MS-LS4-4.Useamodeltodescribetheprocessofnaturalselection,inwhichgeneticvariationsofsometraitsinapopulationincreasesomeindividuals’likelihoodofsurvivingandreproducinginachangingenvironment.Provideevidencethatnaturalselectionoccursovermanygenerations.
ClarificationStatements:● Themodelshouldincludesimpleprobability
statementsandproportionalreasoning.● ExamplesofevidencecanincludeDarwin’sfinches,
necksofgiraffes,andpepperedmoths.StateAssessmentBoundary:
● Specificconditionsthatleadtonaturalselectionarenotexpectedinstateassessment.
DeltaScienceModules:FromGenestoProteins
March(Late)
PS1.MatterandItsInteractions
8.MS-PS1-1.Developamodeltodescribethat(a)atomscombineinamultitudeofwaystoproducepuresubstanceswhichmakeupallofthelivingandnonlivingthingsthatweencounter,(b)atomsformmoleculesandcompoundsthatrangeinsizefromtwotothousandsofatoms,and(c)mixturesarecomposedofdifferentproportionsofpuresubstances.
ClarificationStatement:● Examplesofmolecular-levelmodelscouldinclude
drawings,three-dimensionalballandstickstructures,andcomputerrepresentationsshowingdifferentmoleculeswithdifferenttypesofatoms.
StateAssessmentBoundary:
● Valenceelectronsandbondingenergy,theionicnatureofsubunitsofcomplexstructures,completedepictionsofallindividualatomsinacomplexmoleculeorextendedstructure,orcalculationsofproportionsinmixturesarenotexpectedinstateassessment.
DeltaScienceModules:MatterandChange
April 8.MS-PS1-2.Analyzeandinterpretdataonthepropertiesofsubstancesbeforeandafterthesubstancesinteracttodetermineifachemicalreactionhasoccurred.
ClarificationStatements:
● Examplesofreactionscouldincludeburningsugarorsteelwool,fatreactingwithsodiumhydroxide,andmixingzincwithHCl.
● Propertiesofsubstancesincludedensity,meltingpoint,boilingpoint,solubility,flammability,andodor.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
May
PS1.MatterandItsInteractions(cont.)
8.MS-PS1-4.Developamodelthatdescribesandpredictschangesinparticlemotion,relativespatialarrangement,temperature,andstateofapuresubstancewhenthermalenergyisaddedorremoved.
ClarificationStatements:
● Emphasisisonqualitativemolecular-levelmodelsofsolids,liquids,andgasestoshowthataddingorremovingthermalenergyincreasesordecreaseskineticenergyoftheparticlesuntilachangeofstateoccurs.
● Examplesofmodelscouldincludedrawingsanddiagrams.
● Examplesofpuresubstancescouldincludewater,carbondioxide,andhelium
DeltaScienceModules:MatterandChange
June 8.MS-PS1-5.Useamodeltoexplainthatatomsarerearrangedduringachemicalreactiontoformnewsubstanceswithnewproperties.Explainthattheatomspresentinthereactantsareallpresentintheproductsandthusthetotalnumberofatomsisconserved.
ClarificationStatement:
● Examplesofmodelscanincludephysicalmodelsordrawings,includingdigitalforms,thatrepresentatoms.
StateAssessmentBoundary:
● Useofatomicmasses,molecularweights,balancingsymbolicequations,orintermolecularforcesisnotexpectedinstateassessment.
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Grade8-Technology/Engineering
ProgramDescription-Standardsforgrades6through8integratealleightscienceandengineeringpractices.Students’understandingofandabilitywitheachpracticegetsmoredetailedandsophisticatedthroughmiddleschool.Forexample,bytheendofmiddleschool,studentscanidentifylimitationsofaparticularmodel,includinglimitationsofitsaccuracy,whatfeaturesareincluded(ornot),andlimitationsofwhatphenomenaoroutcomesitcanpredict.Studentscandevelopmodelsofvaryinglevelsofdetailandaccuracyandcanidentifywhenasituationcallsforaconceptualmodelwithlittledetailoraspecificmodelwithattentiontoaccuracy,suchasformakingpredictionsofparticularevents.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
September-June
ETS2.Materials,Tools,andManufacturing
8.MS-ETS2-5(MA).Presentinformationthatillustrateshowaproductcanbecreatedusingbasicprocessesinmanufacturingsystems,includingforming,separating,conditioning,assembling,finishing,qualitycontrol,andsafety.Comparetheadvantagesanddisadvantagesofhumanvs.computercontroloftheseprocesses.
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HighSchoolBiologyProgramdescription:Inthiscourse,whichcorrelateswiththeMAframeworks,topicspresentedinclude:CellularOrganization,CellularReproduction,ClassificationSystems/Taxonomy,HumanBodySystems/Processes,Genetics,Virology/Immunology,Ecology,OrganismBehavior,Evolution,andBiodiversity.Presentationisdesignedformulti-modalitiesandencouragescooperativelearningtechniques,experimentation,scientificwriting,conductingformalandinformalobservation,organization,problemsolving,andlightfieldwork.StrongemphasisisplaceduponpreparationforStateMandatedTesting.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources–
Kits/LiteratureSeptember(Early)
LS1.FromMoleculestoOrganisms:StructuresandProcesses
HS-LS1-1.ConstructamodeloftranscriptionandtranslationtoexplaintherolesofDNAandRNAthatcodeforproteinsthatregulateandcarryoutessentialfunctionsoflife.
ClarificationStatement● Proteinsthatregulateandcarryoutessentialfunctionsoflifeincludeenzymes(whichspeedupchemicalreactions),structuralproteins(whichprovidestructureandenablemovement),andhormonesandreceptors(whichsendandreceivesignals).
● Themodelshouldshowthedouble-strandedstructureofDNA,includinggenesaspartofDNA’stranscribedstrand,withcomplementarybasesonthenon-transcribedstrand.AssessmentBoundary
● Specificnamesofproteinsorspecificstepsoftranscriptionandtranslationarenotexpectedinstateassessment.
● Cellstructuresincludedintranscriptionandtranslationwillbelimitedtonucleus,nuclearmembrane,andribosomesforstateassessment.
FossKit:PopulationsandEcosystems
September(Late)
LS1.FromMoleculestoOrganisms:StructuresandProcesses
HS-LS1-2.Developanduseamodeltoillustratethekeyfunctionsofanimalbodysystems,including(a)fooddigestion,nutrientuptake,andtransportthroughthebody;(b)exchangeofoxygenandcarbondioxide;(c)removalofwastes;and(d)regulationofbodyprocesses.
ClarificationStatement● Emphasisisontheprimaryfunctionofthefollowingbodysystems(andstructures):digestive(mouth,stomach,smallintestine[villi],largeintestine,pancreas),respiratory(lungs[alveoli],diaphragm),circulatory(heart,veins,arteries,capillaries),excretory(kidneys,liver,skin),andnervous(neurons,brain,spinalcord).AssessmentBoundary
● Chemicalreactionsincells,detailsofparticularstructures(suchasthestructureoftheneuron),ortheidentificationofspecificproteinsincellsarenotexpectedinstateassessment.
FossKit:DiversityofLife
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
October(Early)
LS1.FromMoleculestoOrganisms:StructuresandProcesses
HS-LS1-3.Provideevidencethathomeostasismaintainsinternalbodyconditionsthroughbothbody-widefeedbackmechanismsandsmall-scalecellularprocesses.
ClarificationStatement● Feedbackmechanismsincludethepromotionofastimulusthroughpositivefeedback(e.g.,injuredtissuesreleasingchemicalsinbloodthatactivateplateletstofacilitatebloodclotting),andtheinhibitionofstimulusthroughnegativefeedback(e.g.,insulinreducinghighbloodglucosetonormallevels).
● Cellularprocessesinclude(a)passivetransportandactivetransportofmaterialsacrossthecellmembranetomaintainspecificconcentrationsofwaterandothernutrientsinthecelland(b)theroleoflysosomesinrecyclingwastes,macromolecules,andcellpartsintomonomers.AssessmentBoundary
● Interactionsatthemolecularlevel(forexample,howinsulinisproduced)arenotexpectedinstateassessment.
FossKit:HumanBrainandSenses
October(Late)
LS1.FromMoleculestoOrganisms:StructuresandProcesses
HS-LS1-4.Constructanexplanationusingevidenceforwhythecellcycleisnecessaryforthegrowth,maintenance,andrepairofmulticellularorganisms.Modelthemajoreventsofthecellcycle,including(a)cellgrowthandDNAreplication,(b)separationofchromosomes(mitosis),and(c)separationofcellcontents.
AssessmentBoundary● Specificgenecontrolmechanismsorspecificdetailsofeachevent(e.g.,phasesofmitosis)arenotexpectedinstateassessment.
FossKit:DiversityofLife
November(Early)
LS1.FromMoleculestoOrganisms:StructuresandProcesses
HS-LS1-5.Useamodeltoillustratehowphotosynthesisuseslightenergytotransformwaterandcarbondioxideintooxygenandchemicalenergystoredinthebondsofsugarsandothercarbohydrates.
ClarificationStatement● Emphasisisonillustratinginputsandoutputsofmatterandthetransferandtransformationofenergyinphotosynthesisbyplantsandotherphotosynthesizingorganisms.
● Examplesofmodelscouldincludediagrams,chemicalequations,andconceptualmodels.AssessmentBoundary
● SpecificbiochemicalstepsoflightreactionsortheCalvinCycle,orchemicalstructuresofmoleculesarenotexpectedinstateassessment.
FossKit:DiversityofLife
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
November(Late)
LS1.FromMoleculestoOrganisms:StructuresandProcesses
HS-LS1-6.Constructanexplanationbasedonevidencethatorganicmoleculesareprimarilycomposedofsixelements,wherecarbon,hydrogen,andoxygenatomsmaycombinewithnitrogen,sulfur,andphosphorustoformmonomersthatcanfurthercombinetoformlargecarbon-basedmacromolecules.
ClarificationStatement● Monomersincludeaminoacids,mono-anddisaccharides,nucleotides,andfattyacids.
● Organicmacromoleculesincludeproteins,carbohydrates(polysaccharides),nucleicacids,andlipids.AssessmentBoundary
● Detailsofspecificchemicalreactionsoridentificationofspecificmacromoleculestructuresarenotexpectedinstateassessment.
December(Early)
LS1.FromMoleculestoOrganisms:StructuresandProcesses
HS-LS1-7.Useamodeltoillustratethataerobiccellularrespirationisachemicalprocesswherebythebondsoffoodmoleculesandoxygenmoleculesarebrokenandnewbondsform,resultinginnewcompoundsandanettransferofenergy.
ClarificationStatement● Emphasisisontheconceptualunderstandingoftheinputsandoutputsoftheprocessofaerobiccellularrespiration.
● Examplesofmodelscouldincludediagrams,chemicalequations,andconceptualmodels.
● ThemodelshouldincludetheroleofATPforenergytransferinthisprocess.
● Foodmoleculesincludesugars(carbohydrates),fats(lipids),andproteins.AssessmentBoundary
● Identificationofthestepsorspecificprocessesinvolvedincellularrespirationisnotexpectedinstateassessment.
December(Late)
LS2.Ecosystems:Interactions,Energy,andDynamics
HS-LS2-1.Analyzedatasetstosupportexplanationsthatbioticandabioticfactorsaffectecosystemcarryingcapacity.
ClarificationStatement● Examplesofbioticfactorscouldincluderelationshipsamongindividuals(e.g.,feedingrelationships,symbioses,competition)anddisease.
● Examplesofabioticfactorscouldincludeclimateandweatherconditions,naturaldisasters,andavailabilityofresources.Exampledatasetscanbederivedfromsimulationsorhistoricaldata.
NeverCryWolf:TheAmazingTrueStoryofLifeAmongArcticWolvesbyFarleyMowat.1963.LittleBrownandCompany.
FossKit:PopulationsandEcosystems
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
January(Early)
LS2.Ecosystems:Interactions,Energy,andDynamics
HS-LS2-2.Usemathematicalrepresentationstosupportexplanationsthatbioticandabioticfactorsaffectbiodiversity,includinggeneticdiversitywithinapopulationandspeciesdiversitywithinanecosystem.ClarificationStatements:
ClarificationStatement● Examplesofbioticfactorscouldincluderelationshipsamongindividuals(feedingrelationships,symbiosis,competition)anddisease.
● Examplesofabioticfactorscouldincludeclimateandweatherconditions,naturaldisasters,andavailabilityofresources.Examplesofmathematicalrepresentationsincludefindingtheaverage,determiningtrends,andusinggraphicalcomparisonsofmultiplesetsofdata.
FossKit:PopulationsandEcosystems
January(Late)
LS2.Ecosystems:Interactions,Energy,andDynamics
HS-LS2-4.Useamathematicalmodeltodescribethetransferofenergyfromonetrophicleveltoanother.Explainhowtheinefficiencyofenergytransferbetweentrophiclevelsaffectstherelativenumberoforganismsthatcanbesupportedateachtrophiclevelandnecessitatesaconstantinputofenergyfromsunlightorinorganiccompoundsfromtheenvironment.
ClarificationStatementThemodelshouldillustratethe“10%rule”ofenergytransferandshowapproximateamountsofavailableenergyateachtrophiclevelinanecosystem(uptofivetrophiclevels).
February(Early)
LS2.Ecosystems:Interactions,Energy,andDynamics
HS-LS2-5.Useamodelthatillustratestherolesofphotosynthesis,cellularrespiration,decomposition,andcombustiontoexplainthecyclingofcarboninitsvariousformsamongthebiosphere,atmosphere,hydrosphere,andgeosphere.
ClarificationStatement● Theprimaryformsofcarbonincludecarbondioxide,hydrocarbons,waste(deadorganicmatter),andbiomass(organicmaterialsoflivingorganisms).
● Examplesofmodelscouldincludesimulationsandmathematicalmodels.AssessmentBoundary
● Thespecificchemicalstepsofrespiration,decomposition,andcombustionarenotexpectedinstateassessment.
February(Late)
LS2.Ecosystems:Interactions,Energy,andDynamics
HS-LS2-6.Analyzedatatoshowecosystemstendtomaintainrelativelyconsistentnumbersandtypesoforganismsevenwhensmallchangesinconditionsoccurbutthatextremefluctuationsinconditionsmayresultinanewecosystem.Constructanargumentsupportedbyevidencethatecosystemswithgreaterbiodiversitytendtohavegreaterresistancetochangeandresilience.
ClarificationStatementExamplesofchangesinecosystemconditionscouldincludemodestbiologicalorphysicalchanges,suchasmoderatehuntingoraseasonalflood;andextremechanges,suchasvolcaniceruption,fires,thedeclineorlossofakeystonespecies,climatechanges,oceanacidification,orsealevelrise
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
March(Early)
LS2.Ecosystems:Interactions,Energy,andDynamics
HS-LS2-7.Analyzedirectandindirecteffectsofhumanactivitiesonbiodiversityandecosystemhealth,specificallyhabitatfragmentation,introductionofnon-nativeorinvasivespecies,overharvesting,pollution,andclimatechange.Evaluateandrefineasolutionforreducingtheimpactsofhumanactivitiesonbiodiversityandecosystemhealth.*
ClarificationStatementExamplesofsolutionscanincludecaptivebreedingprograms,habitatrestoration,pollutionmitigation,energyconservation,andecotourism.
OneMan’sWilderness:AnAlaskanOdysseybySamKeithandRichardProenneke.1999.AlaskaNorthwestBooks.
March(Late)
LS3.Heredity:InheritanceandVariationofTraits
HS-LS3-1.DevelopanduseamodeltoshowhowDNAintheformofchromosomesispassedfromparentstooffspringthroughtheprocessesofmeiosisandfertilizationinsexualreproduction.
ClarificationStatement● Themodelshoulddemonstratethatanindividual’scharacteristics(phenotype)result,inpart,frominteractionsamongthevariousproteinsexpressedbyone’sgenes(genotype).AssessmentBoundary
● Identificationofspecificphasesofmeiosisorthebiochemicalmechanismsinvolvedarenotexpectedinstateassessment.
April(Early)
LS3.Heredity:InheritanceandVariationofTraits
HS-LS3-2.Makeanddefendaclaimbasedonevidencethatgeneticvariations(alleles)mayresultfrom(a)newgeneticcombinationsviatheprocessesofcrossingoverandrandomsegregationofchromosomesduringmeiosis,(b)mutationsthatoccurduringreplication,and/or(c)mutationscausedbyenvironmentalfactors.Recognizethatmutationsthatoccuringametescanbepassedtooffspring.
ClarificationStatement● ExamplesofevidenceofgeneticvariationcanincludetheworkofMcClintockincrossingoverofmaizechromosomesandthedevelopmentofcancerduetoDNAreplicationerrorsandUVrayexposure.AssessmentBoundary
● Specificphasesofmeiosisoridentificationofspecifictypesofmutationsarenotexpectedinstateassessment.
TheMonkintheGarden:TheLostandFoundGeniusofGregorMendel,theFatherofGeneticsbyRobinMarantzHenig.2001.MarinerBooks.
FossKit:PopulationsandEcosystems
April(Late)
LS3.Heredity:InheritanceandVariationofTraits
HS-LS3-3.ApplyconceptsofprobabilitytorepresentpossiblegenotypeandphenotypecombinationsinoffspringcausedbydifferenttypesofMendelianinheritancepatterns.
ClarificationStatement● RepresentationscanincludePunnettsquares,diagrams,pedigreecharts,andsimulations.Inheritancepatternsincludedominant-recessive,codominance,incompletedominance,andsex-linked.
FossKit:PopulationsandEcosystems
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
May(Early)
LS3.Heredity:InheritanceandVariationofTraits
HS-LS3-4(MA).Usescientificinformationtoillustratethatmanytraitsofindividuals,andthepresenceofspecificallelesinapopulation,areduetointeractionsofgeneticfactorsandenvironmentalfactors.
ClarificationStatement● Examplesofgeneticfactorsincludethepresenceofmultipleallelesforonegeneandmultiplegenesinfluencingatrait.
● Anexampleoftheroleoftheenvironmentinexpressedtraitsinanindividualcanincludethelikelihoodofdevelopinginheriteddiseases(e.g.,heartdisease,cancer)inrelationtoexposuretoenvironmentaltoxinsandlifestyle;anexampleinpopulationscanincludethemaintenanceofthealleleforsickle-cellanemiainhighfrequencyinmalaria-affectedregionsbecauseitconferspartialresistancetomalaria.AssessmentBoundary
● Hardy-Weinbergcalculationsarenotexpectedinstateassessment.
FossKit:PopulationsandEcosystems
May(Late)
LS4.BiologicalEvolution:UnityandDiversity
HS-LS4-1.Communicatescientificinformationthatcommonancestryandbiologicalevolutionaresupportedbymultiplelinesofempiricalevidence,includingmolecular,anatomical,anddevelopmentalsimilaritiesinheritedfromacommonancestor(homologies),seenthroughfossilsandlaboratoryandfieldobservations.
ClarificationStatementExamplesofevidencecanincludetheworkofMargulisonendosymbiosis,examinationofgenomes,andanalysesofvestigialorskeletalstructures.
CharlesDarwin:GiantsofSciencebyKathleenKrull.2015.PuffinBooks.
June(Early)
LS4.BiologicalEvolution:UnityandDiversity
HS-LS4-2.ConstructanexplanationbasedonevidencethatDarwin’stheoryofevolutionbynaturalselectionoccursinapopulationwhenthefollowingconditionsaremet:(a)moreoffspringareproducedthancanbesupportedbytheenvironment,(b)thereisheritablevariationamongindividuals,and(c)someofthesevariationsleadtodifferentialfitnessamongindividualsassomeindividualsarebetterabletocompeteforlimitedresourcesthanothers.
ClarificationStatementEmphasisisontheoverallresultofanincreaseintheproportionofthoseindividualswithadvantageousheritabletraitsthatarebetterabletosurviveandreproduceintheenvironment.
FossKit:PopulationsandEcosystems
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
June(Late)
LS4.BiologicalEvolution:UnityandDiversity
HS-LS4-4.Researchandcommunicateinformationaboutkeyfeaturesofvirusesandbacteriatoexplaintheirabilitytoadaptandreproduceinawidevarietyofenvironments.
ClarificationStatement● Keyfeaturesincludehighrateofmutationsandthespeedofreproductionwhichproducesmanygenerationswithhighvariabilityinashorttime,allowingforrapidadaptation.AssessmentBoundary
● Specifictypesofviralreproduction(e.g.,lyticandlysogenic)arenotexpectedinstateassessment.
June(Late)
LS4.BiologicalEvolution:UnityandDiversity
HS-LS4-5.Evaluatemodelsthatdemonstratehowchangesinanenvironmentmayresultintheevolutionofapopulationofagivenspecies,theemergenceofnewspeciesovergenerations,ortheextinctionofotherspeciesduetotheprocessesofgeneticdrift,geneflow,mutation,andnaturalselection.
FossKit:PopulationsandEcosystems
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HighSchoolEarthandSpaceScience
Programdescription:Inthiscourse,whichcorrelateswiththeMAframeworks,topicspresentedinclude:TheoriesonOriginoftheUniverse,SolarSystemRelationships,AstronomicalLifeCycles,Geochemistry,Mineralogy,Earth’sComposition,WeatherPatterns/Systems,ClimateChange,andNaturalDisasters.Presentationisdesignedformulti-modalitiesandencouragescooperativelearningtechniques,experimentation,scientificwriting,conductingformalandinformalobservation,organization,problemsolving,andlightfieldwork.StrongemphasisisplaceduponpreparationforStateMandatedTesting.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources
Kits/LiteratureSeptember ESS1.
Earth’sPlaceintheUniverse
HS-ESS1-1.UseinformationaltexttoexplainthatthelifespanoftheSunoverapproximately10billionyearsisafunctionofnuclearfusioninitscore.Communicatethatstars,throughnuclearfusionovertheirlifecycle,produceelementsfromheliumtoironandreleaseenergythateventuallyreachesEarthintheformofradiation.
StateAssessmentBoundary:● Specificstagesofthelifeofastar,detailsofthemanydifferentnucleosynthesispathwaysforstarsofdifferingmasses,orcalculationsofenergyreleasedarenotexpectedinstateassessment.
October HS-ESS1-2.DescribetheastronomicalevidencefortheBigBangtheory,includingtheredshiftoflightfromthemotionofdistantgalaxiesasanindicationthattheuniverseiscurrentlyexpanding,thecosmicmicrowavebackgroundastheremnantradiationfromtheBigBang,andtheobservedcompositionofordinarymatteroftheuniverse,primarilyfoundinstarsandinterstellargases,whichmatchesthatpredictedbytheBigBangtheory(3/4hydrogenand1/4helium).
November(Early)
HS-ESS1-4.UseKepler’slawstopredictthemotionoforbitingobjectsinthesolarsystem.Describehoworbitsmaychangeduetothegravitationaleffectsfrom,orcollisionswith,otherobjectsinthesolarsystem.
ClarificationStatements:● Kepler’slawsapplytohuman-madesatellitesaswellasplanets,moons,andotherobjects.
CalculationsinvolvingKepler’slawsoforbitalmotionsshouldnotdealwithmorethantwobodies,norinvolvecalculus.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
November(Late)
HS-ESS1-5.Evaluateevidenceofthepastandcurrentmovementsofcontinentalandoceaniccrust,thetheoryofplatetectonics,andrelativedensitiesofoceanicandcontinentalrockstoexplainwhycontinentalrocksaregenerallymucholderthanrocksoftheoceanfloor.
ClarificationStatement:● Examplesincludetheagesofoceaniccrust(lessthan200millionyearsold)increasingwithdistancefrommid-oceanridges(aresultofplatespreadingatdivergentboundaries)andtheagesofNorthAmericancontinentalcrust(whichcanbeolderthan4billionyears)increasingwithdistanceawayfromacentralancientcore(aresultofpastplateinteractionsatconvergentboundaries).
December(Early)
ESS2.Earth’sSystems
HS-ESS2-2.AnalyzegeosciencedatatomaketheclaimthatonechangetoEarth’shydrospherecancreatefeedbacksthatcausechangestootherEarthsystems.
ClarificationStatement:● ExamplescanincludehowdecreasingtheamountofglacialicereducestheamountofsunlightreflectedfromEarth’ssurface,increasingsurfacetemperaturesandfurtherreducingtheamountofice;howthelossofgroundvegetationcausesanincreaseinwaterrunoffandsoilerosion;howdammedriversincreasegroundwaterrecharge,decreasesedimenttransport,andincreasecoastalerosion;andhowthelossofwetlandscausesadecreaseinlocalhumiditythatfurtherreducesthewetlandextent.
December(Late)
HS-ESS2-3.UseamodelbasedonevidenceofEarth’sinteriortodescribethecyclingofmatterduetotheoutwardflowofenergyfromEarth’sinteriorandgravitationalmovementofdensermaterialstowardtheinterior.
ClarificationStatements:● Emphasisisonbothatwo-dimensionalmodelofEarth,withradiallayersdeterminedbydensity,andathree-dimensionalmodel,whichiscontrolledbygravityandthermalconvection.
● ExamplesofevidenceincludemapsofEarth’sthree-dimensionalstructureobtainedfromseismicwaves,recordsoftherateofchangeofEarth’smagneticfield(asconstraintsonconvectionintheoutercore),andidentificationofthecompositionofEarth’slayersfromhigh-pressurelaboratoryexperiments.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
January HS-ESS2-4.UseamodeltodescribehowvariationsintheflowofenergyintoandoutofEarth’ssystemsoverdifferenttimescalesresultinchangesinclimate.Analyzeandinterpretdatatoexplainthatlong-termchangesinEarth’stiltandorbitresultincyclesofclimatechangesuchasIceAges.
ClarificationStatement:● Examplesofthecausesofclimatechangedifferbytimescale:largevolcaniceruptionandoceancirculationover1–10years;changesinhumanactivity,oceancirculation,andsolaroutputovertenstohundredsofyears;changestoEarth’sorbitandtheorientationofitsaxisovertenstohundredsofthousandsofyears;andlong-termchangesinatmosphericcompositionovertenstohundredsofmillionsofyears.
StateAssessmentBoundary:● Changesinclimatewillbelimitedtochangesinsurfacetemperatures,precipitationpatterns,glacialicevolumes,sealevels,andbiospheredistributioninstateassessment.
February HS-ESS2-5.DescribehowthechemicalandphysicalpropertiesofwaterareimportantinmechanicalandchemicalmechanismsthataffectEarthmaterialsandsurfaceprocesses.
ClarificationStatements:● Examplesofmechanicalmechanismsinvolvingwaterincludestreamtransportationanddeposition,erosionusingvariationsinsoilmoisturecontent,andfrostwedgingbytheexpansionofwaterasitfreezes.
Examplesofchemicalmechanismsinvolvingwaterincludechemicalweatheringandrecrystallization(basedonsolubilityofdifferentmaterials)andmeltgeneration(basedonwaterloweringthemeltingtemperatureofmostsolids).
March HS-ESS2-6.Useamodeltodescribecyclingofcarbonthroughtheocean,atmosphere,soil,andbiosphereandhowincreasesincarbondioxideconcentrationsduetohumanactivityhaveresultedinatmosphericandclimatechanges.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
April
ESS3.EarthandHumanActivity
HS-ESS3-1.Constructanexplanationbasedonevidenceforhowtheavailabilityofkeynaturalresourcesandchangesduetovariationsinclimatehaveinfluencedhumanactivity.
ClarificationStatements:● Examplesofkeynaturalresourcesincludeaccesstofreshwater(suchasrivers,lakes,andgroundwater),regionsoffertilesoils(suchasriverdeltas),highconcentrationsofmineralsandfossilfuels,andbioticresources(suchasfisheriesandforests).
Examplesofchangesduetovariationsinclimateincludechangestosealevelandregionalpatternsoftemperatureandprecipitation.
EvidencefromtheEarth:ForensicGeologyandCriminalInvestigationbyRaymondC.Murray.2004MountainPressPublishingCompany.
May(Early) HS-ESS3-2.Evaluatecompetingdesignsolutionsforminimizingimpactsofdevelopingandusingenergyandmineralresources,andconservingandrecyclingthoseresources,basedoneconomic,social,andenvironmentalcost-benefitratios.*
ClarificationStatement:● Examplesincludedevelopingbestpracticesforagriculturalsoiluse,mining(formetals,coal,tarsands,andoilshales),andpumping(forpetroleumandnaturalgas).
May(Late) HS-ESS3-3.Illustraterelationshipsamongmanagementofnaturalresources,thesustainabilityofhumanpopulations,andbiodiversity.
ClarificationStatements:● Examplesoffactorsrelatedtothemanagementofnaturalresourcesincludecostsofresourceextractionandwastemanagement,percapitaconsumption,andthedevelopmentofnewtechnologies.
● Examplesoffactorsrelatedtohumansustainabilityincludeagriculturalefficiency,levelsofconservation,andurbanplanning.
Examplesoffactorsrelatedtobiodiversityincludehabitatuseandfragmentation,andlandandresourceconservation.
June HS-ESS3-5.AnalyzeresultsfromglobalclimatemodelstodescribehowforecastsaremadeofthecurrentrateofglobalorregionalclimatechangeandassociatedfutureimpactstoEarthsystems.
ClarificationStatement:Climatemodeloutputsincludebothclimatechanges(suchasprecipitationandtemperature)andassociatedimpacts(suchasonsealevel,glacialicevolumes,andatmosphereandoceancomposition).
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HighSchoolPhysics
Programdescription:Inthiscourse,whichcorrelateswiththeMAframeworks,topicspresentedinclude:Newton’sLaws(MotionandForces),MomentumandEnergy,Heat,Waves,Light,andElectromagnetism.Presentationisdesignedformulti-modalitiesandencouragescooperativelearningtechniques,experimentation,scientificwriting,conductingformalandinformalobservation,organization,problemsolving,anduseoftoolsandtechnologyformeasurementpurposes.StrongemphasisisplaceduponpreparationforStateMandatedTesting.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources
Kit/LiteratureSeptember PS1.Matterand
ItsInteractionsHS-PS1-8.Developamodeltoillustratetheenergyreleasedorabsorbedduringtheprocessesoffission,fusion,andradioactivedecay.
ClarificationStatements:● Examplesofmodelsincludesimplequalitativemodels,suchaspicturesordiagrams.
● Typesofradioactivedecayincludealpha,beta,andgamma.
StateAssessmentBoundary:● Quantitativecalculationsofenergyreleasedorabsorbedarenotexpectedinstateassessment.
ArchimedesandtheDoorofSciencebyJeanneBendick.1995BethlehemBooks;Revisededition(August1,1995).
October(Early) PS2.MotionandStability:ForcesandInteractions
HS-PS2-1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotionisamathematicalmodeldescribingchangeinmotion(theacceleration)ofobjectswhenactedonbyanetforce.
ClarificationStatements:● Examplesofdatacouldincludetablesorgraphsofpositionorvelocityasafunctionoftimeforobjectssubjecttoanetunbalancedforce,suchasafallingobject,anobjectrollingdownaramp,andamovingobjectbeingpulledbyaconstantforce.
● Forcescanincludecontactforces,includingfriction,andforcesactingatadistance,suchasgravityandmagneticforces.
StateAssessmentBoundary:● Variableforcesarenotexpectedinstateassessment.
IsaacNewton:GiantsofSciencebyKathleenKrull.2005PuffinBooks;Reprintedition.FossKit:ForceandMotionInvestigation3:ComparingSpeedsInvestigation4:RepresentingMotionInvestigation5:AccelerationInvestigation6:ForceInvestigation7:GravityFossKit:ForceandMotionInvestigation8:Momentum
October(Late) HS-PS2-2.Usemathematicalrepresentationstoshowthatthetotalmomentumofasystemofinteractingobjectsisconservedwhenthereisnonetforceonthesystem.
ClarificationStatement:Emphasisisonthequalitativemeaningoftheconservationofmomentumandthequantitativeunderstandingoftheconservationoflinearmomentumininteractionsinvolvingelasticandinelasticcollisionsbetweentwoobjectsinonedimension.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKit/Literature
November PS2.MotionandStability:ForcesandInteractions
HS-PS2-3.Applyscientificprinciplesofmotionandmomentumtodesign,evaluate,andrefineadevicethatminimizestheforceonamacroscopicobjectduringacollision.*
ClarificationStatement:● Bothqualitativeevaluationsandalgebraicmanipulationsmaybeused.
December HS-PS2-4.UsemathematicalrepresentationsofNewton’slawofgravitationandCoulomb’slawtobothqualitativelyandquantitativelydescribeandpredicttheeffectsofgravitationalandelectrostaticforcesbetweenobjects.
ClarificationStatement:● Emphasisisontherelativechangeswhendistance,massorcharge,orbotharechanged.
StateAssessmentBoundaries:● Stateassessmentwillbelimitedtosystemswithtwoobjects.
● Permittivityoffreespaceisnotexpectedinstateassessment.
January
HS-PS2-5.Provideevidencethatanelectriccurrentcanproduceamagneticfieldandthatachangingmagneticfieldcanproduceanelectriccurrent.
ClarificationStatement:● Examplesofevidencecanincludemovementofamagneticcompasswhenplacedinthevicinityofacurrent-carryingwire,andamagnetpassingthroughacoilthatturnsonthelightofaFaradayflashlight.
StateAssessmentBoundary:● Explanationsofmotorsorgeneratorsarenotexpectedinstateassessment.
FossKit:ElectronicsInvestigation1:CircuitsInvestigation2:Resistors1Investigation3:VoltageInvestigation4:ElectronicDissectionInvestigation5:Resistors2Investigation6:DiodesInvestigation7:CapacitorsInvestigation8:Transistors
February HS-PS2-9(MA).Evaluatesimpleseriesandparallelcircuitstopredictchangestovoltage,current,orresistancewhensimplechangesaremadetoacircuit.
ClarificationStatements:● Predictionsofchangescanberepresentednumerically,graphically,oralgebraicallyusingOhm’slaw.
● Simplechangestoacircuitmayincludeaddingacomponent,changingtheresistanceofaload,andaddingaparallelpath,incircuitswithbatteriesandcommonloads.
● Simplecircuitscanberepresentedinschematicdiagrams.
StateAssessmentBoundary:● Useofmeasurementdevicesandpredictionsofchangesinpowerarenotexpectedinstateassessment.
FossKit:ElectronicsInvestigation1:CircuitsInvestigation2:Resistors1Investigation3:VoltageInvestigation4:ElectronicDissectionInvestigation5:Resistors2Investigation6:DiodesInvestigation7:CapacitorsInvestigation8:Transistors(focusonInv8)
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKit/Literature
March(Early)
PS2.MotionandStability:ForcesandInteractions
HS-PS2-10(MA).Usefree-bodyforcediagrams,algebraicexpressions,andNewton’slawsofmotiontopredictchangestovelocityandaccelerationforanobjectmovinginonedimensioninvarioussituations.
ClarificationStatements:● Predictionsofchangesinmotioncanbemadenumerically,graphically,andalgebraicallyusingbasicequationsforvelocity,constantacceleration,andNewton’sfirstandsecondlaws.
● Forcescanincludecontactforces,includingfriction,andforcesactingatadistance,suchasgravityandmagneticforces.
FossKit:ForceandMotionInvestigation2:Speed
March(Late)
PS3.Energy HS-PS3-1.Usealgebraicexpressionsandtheprincipleofenergyconservationtocalculatethechangeinenergyofonecomponentofasystemwhenthechangeinenergyoftheothercomponent(s)ofthesystem,aswellasthetotalenergyofthesystemincludinganyenergyenteringorleavingthesystem,isknown.Identifyanytransformationsfromoneformofenergytoanother,includingthermal,kinetic,gravitational,magnetic,orelectricalenergy,inthesystem.
ClarificationStatement:● Systemsshouldbelimitedtotwoorthreecomponentsandtothermalenergy;kineticenergy;ortheenergiesingravitational,magnetic,orelectricfields.
April(Early) HS-PS3-2.Developanduseamodeltoillustratethatenergyatthemacroscopicscalecanbeaccountedforaseithermotionsofparticlesandobjectsorenergystoredinfields.
ClarificationStatements:● Examplesofphenomenaatthemacroscopicscalecouldincludeevaporationandcondensation,theconversionofkineticenergytothermalenergy,thegravitationalpotentialenergystoredduetopositionofanobjectabovetheearth,andthestoredenergy(electricalpotential)ofachargedobject’spositionwithinanelectricalfield.
● Examplesofmodelscouldincludediagrams,drawings,descriptions,andcomputersimulations.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKit/Literature
April(Late) PS3.Energy HS-PS3-3.Designandevaluateadevicethatworkswithingivenconstraintstoconvertoneformofenergyintoanotherformofenergy.*
ClarificationStatements:● Emphasisisonbothqualitativeandquantitativeevaluationsofdevices.
● ExamplesofdevicescouldincludeRubeGoldbergdevices,windturbines,solarcells,solarovens,andgenerators.
● Examplesofconstraintscouldincludeuseofrenewableenergyformsandefficiency.
StateAssessmentBoundary:● Quantitativeevaluationswillbelimitedtototaloutputforagiveninputinstateassessment.
LeonardodaVinci:GiantsofSciencebyKathleenKrull.2008PuffinBooks.
May(Early)
HS-PS3-4a.Provideevidencethatwhentwoobjectsofdifferenttemperatureareinthermalcontactwithinaclosedsystem,thetransferofthermalenergyfromhigher-temperatureobjectstolower-temperatureobjectsresultsinthermalequilibrium,oramoreuniformenergydistributionamongtheobjectsandthattemperaturechangesnecessarytoachievethermalequilibriumdependonthespecificheatvaluesofthetwosubstances.
ClarificationStatement:● Energychangesshouldbedescribedbothquantitativelyinasinglephase(Q=mc∆T)andconceptuallyeitherinasinglephaseorduringaphasechange.
May(Late) HS-PS3-5.Developanduseamodelofmagneticorelectricfieldstoillustratetheforcesandchangesinenergybetweentwomagneticallyorelectricallychargedobjectschangingrelativepositioninamagneticorelectricfield,respectively.
ClarificationStatements:● Emphasisisonthechangeinforceandenergyasobjectsmoverelativetoeachother.
● Examplesofmodelscouldincludedrawings,diagrams,andtexts,suchasdrawingsofwhathappenswhentwochargesofoppositepolarityareneareachother.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResourcesKit/Literature
June(Early) HS-PS4-3.Evaluatetheclaims,evidence,andreasoningbehindtheideathatelectromagneticradiationcanbedescribedbyeitherawavemodeloraparticlemodel,andthatforsomesituationsinvolvingresonance,interference,diffraction,refraction,orthephotoelectriceffect,onemodelismoreusefulthantheother.
ClarificationStatement:● Emphasisisonqualitativereasoningandcomparisonsofthetwomodels.
StateAssessmentBoundary:● Calculationsofenergylevelsorresonantfrequenciesarenotexpectedinstateassessment.
June(Late) PS4.WavesandTheirApplicationsinTechnologiesforInformationTransfers
HS-PS4-5.Communicatetechnicalinformationabouthowsometechnologicaldevicesusetheprinciplesofwavebehaviorandwaveinteractionswithmattertotransmitandcaptureinformationandenergy.*
ClarificationStatements:● Emphasisisonqualitativeinformationanddescriptions.
● Examplesoftechnologicaldevicescouldincludesolarcellscapturinglightandconvertingittoelectricity,medicalimaging,andcommunicationstechnology.
● Examplesofprinciplesofwavebehaviorincluderesonance,photoelectriceffect,andconstructiveanddestructiveinterference.
StateAssessmentBoundary:● Bandtheoryisnotexpectedinstateassessment.
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HighSchoolEngineeringandTechnology
Programdescription:Inthiscourse,whichcorrelateswiththeMAframeworks,topicsforsurveyandstudyinclude:FundamentalsofEngineeringandDesign,TechnologyTodayandTomorrow,Communication,EnergyandPower,Manufacturing,Construction,Transportation,andBiomedicaltechnologies.Presentationisdesignedformulti-modalitiesandencouragescooperativelearningtechniques,experimentation,scientificwriting,conductingformalandinformalobservation,organization,problemsolving,anduseoftoolsandtechnologyformeasurementpurposes.StrongemphasisisplaceduponpreparationforStateMandatedTesting.Timeline Disciplinary
coreideaStandard ClarificationStatement/Assessment
BoundaryAdditionalResourcesKit/Literature
September(Early)
ETS1.EngineeringDesign
HS-ETS1-1.Analyzeamajorglobalchallengetospecifyadesignproblemthatcanbeimproved.Determinenecessaryqualitativeandquantitativecriteriaandconstraintsforsolutions,includinganyrequirementssetbysociety.*
ClarificationStatement:● Examplesofsocietalrequirementscanincluderiskmitigation,aesthetics,ethicalconsiderations,andlong-termmaintenancecosts.
PhysicsoftheFuture:HowScienceWillShapeHumanDestinyandOurDailyLivesbytheYear2100(Unabridged)byMichioKaku.2012Anchor.
September(Late)
HS-ETS1-2.Breakacomplexreal-worldproblemintosmaller,moremanageableproblemsthateachcanbesolvedusingscientificandengineeringprinciples.*
October(Early)
HS-ETS1-3.Evaluateasolutiontoacomplexreal-worldproblembasedonprioritizedcriteriaandtrade-offsthataccountforarangeofconstraints,includingcost,safety,reliability,aesthetics,andmaintenance,aswellassocial,cultural,andenvironmentalimpacts.*
October(Late)
HS-ETS1-4.Useacomputersimulationtomodeltheimpactofaproposedsolutiontoacomplexreal-worldproblemthathasnumerouscriteriaandconstraintsontheinteractionswithinandbetweensystemsrelevanttotheproblem.*
November(Early)
HS-ETS1-5(MA).Planaprototypeordesignsolutionusingorthographicprojectionsandisometricdrawings,usingproperscalesandproportions.*
November(Late)
HS-ETS1-6(MA).Documentandpresentsolutionsthatincludespecifications,performanceresults,successesandremainingissues,andlimitations.*
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary
AdditionalResourcesKit/Literature
December(Early)
ETS2.Materials,Tools,andManufacturing
HS-ETS2-1(MA).Determinethebestapplicationofmanufacturingprocessestocreatepartsofdesiredshape,size,andfinishbasedonavailableresourcesandsafety.
ClarificationStatement:● Examplesofprocessescanincludeforming(moldingofplastics,castingofmetals,shaping,rolling,forging,andstamping),machining(cuttingandmilling),conditioning(thermal,mechanical,andchemicalprocesses),andfinishing.
StateAssessmentBoundary:● Specificmanufacturingmachinesarenotexpectedinstateassessment.
December(Late)
HS-ETS2-2(MA).Explainhowcomputersandrobotscanbeusedatdifferentstagesofamanufacturingsystem,typicallyforjobsthatarerepetitive,verysmall,orverydangerous.
ClarificationStatement:● Examplesofstagesincludedesign,testing,production,andqualitycontrol.
January(Early)
HS-ETS2-3(MA).Comparethecostsandbenefitsofcustomversusmassproductionbasedonqualitiesofthedesiredproduct,thecostofeachunittoproduce,andthenumberofunitsneeded.
January(Late)
HS-ETS2-4(MA).Explainhowmanufacturingprocessestransformmaterialpropertiestomeetaspecifiedpurposeorfunction.Recognizethatnewmaterialscanbesynthesizedthroughchemicalandphysicalprocessesthataredesignedtomanipulatematerialpropertiestomeetadesiredperformancecondition.
ClarificationStatement:● Examplesofmaterialpropertiescanincluderesistancetoforce,density,hardness,andelasticity.
February(Early)
ETS3.TechnologicalSystems
HS-ETS3-1(MA).Modelatechnologicalsysteminwhichtheoutputofonesubsystembecomestheinputtoothersubsystems.
February(Late)
HS-ETS3-2(MA).Useamodeltoexplainhowinformationtransmittedviadigitalandanalogsignalstravelsthroughthefollowingmedia:electricalwire,opticalfiber,air,andspace.Analyzeacommunicationproblemanddeterminethebestmodeofdeliveryforthecommunication(s).
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary
AdditionalResourcesKit/Literature
March(Early)
ETS4.EnergyandPowerTechnologies
HS-ETS3-3(MA).Explaintheimportanceofconsideringbothliveloadsanddeadloadswhenconstructingstructures.Calculatetheresultantforce(s)foracombinationofliveloadsanddeadloadsforvarioussituations.
ClarificationStatements:● Examplesofstructurescanincludebuildings,decks,andbridges.
● Examplesofloadsandforcesincludeliveload,deadload,totalload,tension,sheer,compression,andtorsion.
March(Late)
HS-ETS3-4(MA).Useamodeltoillustratehowtheforcesoftension,compression,torsion,andshearaffecttheperformanceofastructure.Analyzesituationsthatinvolvetheseforcesandjustifytheselectionofmaterialsforthegivensituationbasedontheirproperties.
ClarificationStatements:● Examplesofstructuresincludebridges,houses,andskyscrapers.
● Examplesofmaterialpropertiescanincludeelasticity,plasticity,thermalconductivity,density,andresistancetoforce.
April(Early)
HS-ETS3-5(MA).Analyzehowthedesignofabuildingisinfluencedbythermalconditionssuchaswind,solarangle,andtemperature.Giveexamplesofhowconduction,convection,andradiationareconsideredintheselectionofmaterialsforbuildingsandinthedesignofaheatingsystem.
April(Late)
HS-ETS3-6(MA).Useinformationaltexttoillustratehowavehicleordevicecanbemodifiedtoproduceachangeinlift,drag,friction,thrust,andweight.
ClarificationStatements:● Examplesofvehiclescanincludecars,boats,airplanes,androckets.
● ConsiderationsofliftrequireconsiderationofBernoulli’sprinciple.
May(Early)
HS-ETS4-1(MA).Researchanddescribevariouswaysthathumansuseenergyandpowersystemstoharnessresourcestoaccomplishtaskseffectivelyandefficiently.
ClarificationStatement:● Examplesofenergyandpowersystemscanincludefluidsystemssuchashydraulicsandpneumatics,thermalsystemssuchasheatingandcooling,andelectricalsystemssuchaselectronicdevicesandresidentialwiring.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary
AdditionalResourcesKit/Literature
May(Late)
HS-ETS4-2(MA).Useamodeltoexplaindifferencesbetweenopenfluidsystemsandclosedfluidsystems.Determinewhenitismoreorlessappropriatetouseonetypeofsysteminsteadoftheother.
ClarificationStatements:● Examplesofopensystemscanincludeirrigation,forcedhotairsystems,andaircompressors.
● Examplesofclosedsystemscanincludeforcedhotwatersystemsandhydraulicbrakes.
June(Early)
HS-ETS4-3(MA).Explainhowdifferencesandsimilaritiesbetweenhydraulicandpneumaticsystemsleadtodifferentapplicationsofeachintechnologies.
June(Late)
HS-ETS4-4(MA).Calculateanddescribetheabilityofahydraulicsystemtomultiplydistance,multiplyforce,andeffectdirectionalchange.
ClarificationStatement:● Emphasisisontheratioofpistonsizes(cross-sectionalarea)asrepresentedinPascal’slaw.
June(Late)
HS-ETS4-5(MA).Explainhowamachineconvertsenergy,throughmechanicalmeans,todowork.Collectandanalyzedatatodeterminetheefficiencyofsimpleandcomplexmachines.
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HighSchoolChemistry
ProgramDescription-Inthiscourse,whichcorrelateswiththeMAframeworks,topicspresentedinclude:Atomicstructure,Measurement,StructureofMatter,Elements,Compounds,Reactions,Acids,Bases,pH,Oxidation-ReductionReactions,EnergyandChemicalReactions,UnitConversion,Formulas,Equations,andModernAtomicTheory.Presentationisdesignedformulti-modalitiesandencouragescooperativelearningtechniques,experimentation,scientificwriting,conductingformalandinformalobservation,organization,problemsolving,andlightlabwork.StrongemphasisisplaceduponpreparationforStateMandatedTesting.Timeline Disciplinary
coreideaStandard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
September PS1.MatterandItsInteractions
HS-PS1-1.Usetheperiodictableasamodeltopredicttherelativepropertiesofmaingroupelements,includingionizationenergyandrelativesizesofatomsandions,basedonthepatternsofelectronsintheoutermostenergylevelofeachelement.Usethepatternsofvalenceelectronconfigurations,corecharge,andCoulomb’slawtoexplainandpredictgeneraltrendsinionizationenergies,relativesizesofatomsandions,andreactivityofpureelements.
ClarificationStatement:● Sizeofionsshouldberelevantonlyforpredictingstrengthofionicbonding.
StateAssessmentBoundary:● Stateassessmentwillbelimitedtomaingroup(sandpblock)elements.
PeriodicTales:TheCuriousLivesoftheElementsbyHughAldersey-Williams.2011Viking.
October(Early)
HS-PS1-2.Usetheperiodictablemodeltopredictanddesignsimplereactionsthatresultintwomainclassesofbinarycompounds,ionicandmolecular.Developanexplanationbasedongivenobservationaldataandtheelectronegativitymodelabouttherelativestrengthsofionicorcovalentbonds.
ClarificationStatements:● Simplereactionsincludesynthesis(combination),decomposition,singledisplacement,doubledisplacement,andcombustion.
● PredictionsofreactantsandproductscanberepresentedusingLewisdotstructures,chemicalformulas,orphysicalmodels.
● Observationaldataincludethatbinaryionicsubstances(i.e.,substancesthathaveionicbonds),whenpure,arecrystallinesaltsatroomtemperature(commonexamplesincludeNaCl,KI,Fe2O3);andsubstancesthatareliquidsandgasesatroomtemperatureareusuallymadeofmoleculesthathavecovalentbonds(commonexamplesincludeCO2,N2,CH4,H2O,C8H18).
Molecules:TheElementsandtheArchitectureofEverythingbyTheodoreGray(Author),NickMann(Photographer).2014BlackDog&Leventhal.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
October(Late)
PS1.MatterandItsInteractions
HS-PS1-3.Citeevidencetorelatephysicalpropertiesofsubstancesatthebulkscaletospatialarrangements,movement,andstrengthofelectrostaticforcesamongions,smallmolecules,orregionsoflargemoleculesinthesubstances.Makeargumentstoaccountforhowcompositionalandstructuraldifferencesinmoleculesresultindifferenttypesofintermolecularorintramolecularinteractions.
ClarificationStatements:● Substancesincludebothpuresubstancesinsolid,liquid,gas,andnetworkedforms(suchasgraphite).
● Examplesofbulkpropertiesofsubstancestocompareincludemeltingpointandboilingpoint,density,andvaporpressure.
● Typesofintermolecularinteractionsincludedipole-dipole(includinghydrogenbonding),ion-dipole,anddispersionforces.
StateAssessmentBoundary:● CalculationsofvaporpressurebyRaoult’slaw,propertiesofheterogeneousmixtures,andnamesandbondinganglesinmoleculargeometriesarenotexpectedinstateassessment.
TheChemistryofAlchemy:FromDragon'sBloodtoDonkeyDung,HowChemistryWasForged
byCathyCobb(Author),MontyFetterolf(Author),HaroldGoldwhite(Author).2014PrometheusBooks.
November HS-PS1-4.Developamodeltoillustratetheenergytransferredduringanexothermicorendothermicchemicalreactionbasedonthebondenergydifferencebetweenbondsbroken(absorptionofenergy)andbondsformed(releaseofenergy).
ClarificationStatement:● Examplesofmodelsmayincludemolecular-leveldrawingsanddiagramsofreactionsorgraphsshowingtherelativeenergiesofreactantsandproducts.
StateAssessmentBoundary:● CalculationsusingHess’slawarenotexpectedinstateassessment.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
January
PS1.MatterandItsInteractions
HS-PS1-6.Designwaystocontroltheextentofareactionatequilibrium(relativeamountofproductstoreactants)byalteringvariousconditionsusingLeChatelier’sprinciple.Makeargumentsbasedonkineticmoleculartheorytoaccountforhowalteringconditionswouldaffecttheforwardandreverseratesofthereactionuntilanewequilibriumisestablished.*
ClarificationStatements:● Conditionsthatcanbealteredtoaffecttheextentofareactionincludetemperature,pressure,andconcentrationsofreactants.
● Conditionsthatcanbealteredtoaffecttheratesofareactionincludetemperature,pressure,concentrationsofreactants,agitation,particlesize,surfacearea,andadditionofacatalyst.
StateAssessmentBoundaries:● Calculationsofequilibriumconstantsorconcentrationsarenotexpectedinstateassessment.
● Stateassessmentwillbelimitedtosimplereactionsinwhichthereareonlytworeactantsandtospecifyingthechangeinonlyonevariableatatime.
February HS-PS1-7.Usemathematicalrepresentationsandprovideexperimentalevidencetosupporttheclaimthatatoms,andthereforemass,areconservedduringachemicalreaction.Usethemoleconceptandproportionalrelationshipstoevaluatethequantities(massesormoles)ofspecificreactantsneededinordertoobtainaspecificamountofproduct.
ClarificationStatements:● Mathematicalrepresentationsincludebalancedchemicalequationsthatrepresentthelawsofconservationofmassandconstantcomposition(definiteproportions),mass-to-massstoichiometry,andcalculationsofpercentyield.
● Evaluationsmayinvolvemass-to-massstoichiometryandatomeconomycomparisons,butonlyforsingle-stepreactionsthatdonotinvolvecomplexes.
March(Early)
HS-PS1-9(MA).Relatethestrengthofanaqueousacidicorbasicsolutiontotheextentofanacidorbasereactingwithwaterasmeasuredbythehydroniumionconcentration(pH)ofthesolution.Makeargumentsabouttherelativestrengthsoftwoacidsorbaseswithsimilarstructureandcomposition.
ClarificationStatements:● ReactionsarelimitedtoArrheniusandBronsted-Lowryacid-basereactionpatternswithmonoproticacids.
● Comparisonsofrelativestrengthsofaqueousacidorbasesolutionsmadefromsimilaracidorbasesubstancesislimitedtoargumentsbasedonperiodicpropertiesofelements,theelectronegativitymodelofelectrondistribution,empiricaldipolemoments,andmoleculargeometry.Acidorbasestrengthcomparisonsarelimitedtohomologousseriesandshouldincludedilutionandevaporationofwater.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
April(Early) HS-PS1-10(MA).Useanoxidation-reductionreactionmodeltopredictproductsofreactionsgiventhereactants,andtocommunicatethereactionmodelsusingarepresentationthatshowselectrontransfer(redox).Useoxidationnumberstoaccountforhowelectronsareredistributedinredoxprocessesusedindevicesthatgenerateelectricityorsystemsthatpreventcorrosion.*
ClarificationStatement:● Reactionsarelimitedtosimpleoxidation-reductionreactionsthatdonotrequirehydroniumorhydroxideionstobalancehalf-reactions.
April(Late) HS-PS1-11(MA).Designstrategiestoidentifyandseparatethecomponentsofamixturebasedonrelevantchemicalandphysicalproperties.
ClarificationStatements:● Emphasisisoncompositionalandstructuralfeaturesofcomponentsofthemixture.
● Strategiescanincludechromatography,distillation,centrifuging,andprecipitationreactions.
● Relevantchemicalandphysicalpropertiescanincludemeltingpoint,boilingpoint,conductivity,anddensity.
May(Early)
PS2.MotionandStability:ForcesandInteractions
HS-PS2-6.Communicatescientificandtechnicalinformationaboutthemolecular-levelstructuresofpolymers,ioniccompounds,acidsandbases,andmetalstojustifywhytheseareusefulinthefunctioningofdesignedmaterials.*
ClarificationStatement:● Examplescouldincludecomparingmoleculeswithsimplemoleculargeometries;analyzinghowpharmaceuticalsaredesignedtointeractwithspecificreceptors;andconsideringwhyelectricallyconductivematerialsareoftenmadeofmetal,householdcleaningproductsoftencontainioniccompoundstomakematerialssolubleinwater,ormaterialsthatneedtobeflexiblebutdurablearemadeupofpolymers.
StateAssessmentBoundary:● Stateassessmentwillbelimitedtocomparingsubstancesofthesametypewithonecompositionalorstructuralfeaturedifferent.
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Timeline Disciplinarycoreidea
Standard ClarificationStatement/AssessmentBoundary AdditionalResources–Kits/Literature
May(Late) HS-PS2-7(MA).Constructamodeltoexplainhowionsdissolveinpolarsolvents(particularlywater).Analyzeandcomparesolubilityandconductivitydatatodeterminetheextenttowhichdifferentionicspeciesdissolve.
ClarificationStatement:● Dataforcomparisonshouldincludedifferentconcentrationsofsolutionswiththesameionicspecies,andsimilarionicspeciesdissolvedinthesameamountofwater.
June(Early) HS-PS2-8(MA).Usekineticmoleculartheorytocomparethestrengthsofelectrostaticforcesandtheprevalenceofinteractionsthatoccurbetweenmoleculesinsolids,liquids,andgases.Usethecombinedgaslawtodeterminechangesinpressure,volume,andtemperatureingases.
June(Late) PS3.Energy HS-PS3-4b.Provideevidencefrominformationaltextoravailabledatatoillustratethatthetransferofenergyduringachemicalreactioninaclosedsysteminvolveschangesinenergydispersal(enthalpychange)andheatcontent(entropychange)whileassumingtheoverallenergyinthesystemisconserved.
StateAssessmentBoundary:● CalculationsinvolvingGibbsfreeenergyarenotexpectedinstateassessment.