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Science & Technology/Engineering Curriculum Map Grades Pre-Kindergarten to 12 March, 2017

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Page 1: Science & Technology/Engineering Curriculum Map … by simple observable properties such as texture and color. They share their understanding of these concepts through discussion as

Science & Technology/Engineering Curriculum Map

Grades Pre-Kindergarten to 12

March, 2017

Page 2: Science & Technology/Engineering Curriculum Map … by simple observable properties such as texture and color. They share their understanding of these concepts through discussion as

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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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.