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

HS-ETS1-3 Engineering Design

admin — Fri, 17 May 2013 12:49:16 +0000

HS-ETS1-3 Engineering Design

Students who demonstrate understanding can:

HS-ETS1-3.	Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles and theories.

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

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

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

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

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

Connections to HS-ETS1.B: Developing Possible Solutions Problems include:

Earth and Space Science: HS-ESS3-2, HS-ESS3-4 Life Science: HS-LS2-7, HS-LS4-6

Articulation of DCIs across grade-levels:

MS.ETS1.A ; MS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-3)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-3)
RST.11-12.9	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-3)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ETS1-3)
MP.4	Model with mathematics. (HS-ETS1-3)

admin Fri, 05/17/2013 - 08:49

Students who demonstrate understanding can:

HS-ETS1-3.	Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

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

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

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

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

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

Connections to HS-ETS1.B: Developing Possible Solutions Problems include:

Earth and Space Science: HS-ESS3-2, HS-ESS3-4 Life Science: HS-LS2-7, HS-LS4-6

Articulation of DCIs across grade-levels:

MS.ETS1.A ; MS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-3)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-3)
RST.11-12.9	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-3)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ETS1-3)
MP.4	Model with mathematics. (HS-ETS1-3)

Related Evidence Statements

Students who demonstrate understanding can:

HS-ETS1-3.	Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

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

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

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

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

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

Connections to HS-ETS1.B: Developing Possible Solutions Problems include:

Earth and Space Science: HS-ESS3-2, HS-ESS3-4 Life Science: HS-LS2-7, HS-LS4-6

Articulation of DCIs across grade-levels:

MS.ETS1.A ; MS.ETS1.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-3)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-3)
RST.11-12.9	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-3)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ETS1-3)
MP.4	Model with mathematics. (HS-ETS1-3)

HS-ETS1-1 Engineering Design

admin — Fri, 17 May 2013 12:27:59 +0000

HS-ETS1-1 Engineering Design

Students who demonstrate understanding can:

HS-ETS1-1.	Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

Analyze complex real-world problems by specifying criteria and constraints for successful solutions.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

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

Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:

Physical Science: HS-PS2-3, HS-PS3-3

Articulation of DCIs across grade-levels:

MS.ETS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1)
RST.11-12.9	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ETS1-1)
MP.4	Model with mathematics. (HS-ETS1-1)

admin Fri, 05/17/2013 - 08:27

Students who demonstrate understanding can:

HS-ETS1-1.	Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Asking Questions and Defining Problems

Analyze complex real-world problems by specifying criteria and constraints for successful solutions.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

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

Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:

Physical Science: HS-PS2-3, HS-PS3-3

Articulation of DCIs across grade-levels:

MS.ETS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1)
RST.11-12.9	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ETS1-1)
MP.4	Model with mathematics. (HS-ETS1-1)

Related Evidence Statements

Students who demonstrate understanding can:

HS-ETS1-1.	Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Asking Questions and Defining Problems

Analyze complex real-world problems by specifying criteria and constraints for successful solutions.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

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

Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:

Physical Science: HS-PS2-3, HS-PS3-3

Articulation of DCIs across grade-levels:

MS.ETS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1)
RST.11-12.9	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ETS1-1)
MP.4	Model with mathematics. (HS-ETS1-1)

HS-ESS3-4 Earth and Human Activity

admin — Fri, 17 May 2013 12:07:20 +0000

HS-ESS3-4 Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-4.

[Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

ETS1.B: Developing Possible Solutions

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

Crosscutting Concepts

Stability and Change

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

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

Connections to other DCIs in this grade-band:

HS.LS2.C ; HS.LS4.D

Articulation of DCIs across grade-bands:

MS.LS2.C ; MS.ESS2.A ; MS.ESS3.B ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-4)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-4)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-4)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-4)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-4)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-4)

admin Fri, 05/17/2013 - 08:07

Students who demonstrate understanding can:

HS-ESS3-4.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

ETS1.B: Developing Possible Solutions

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

Crosscutting Concepts

Stability and Change

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

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

Connections to other DCIs in this grade-band:

HS.LS2.C ; HS.LS4.D

Articulation of DCIs across grade-bands:

MS.LS2.C ; MS.ESS2.A ; MS.ESS3.B ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-4)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-4)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-4)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-4)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-4)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-4)

Related Evidence Statements

Students who demonstrate understanding can:

HS-ESS3-4.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

ETS1.B: Developing Possible Solutions

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

Crosscutting Concepts

Stability and Change

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

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

Connections to other DCIs in this grade-band:

HS.LS2.C ; HS.LS4.D

Articulation of DCIs across grade-bands:

MS.LS2.C ; MS.ESS2.A ; MS.ESS3.B ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-4)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-4)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-4)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-4)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-4)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-4)

HS-ESS3-3 Earth and Human Activity

admin — Fri, 17 May 2013 11:55:00 +0000

HS-ESS3-3 Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-3.

[Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Create a computational model or simulation of a phenomenon, designed device, process, or system.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

Crosscutting Concepts

Stability and Change

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science is a Human Endeavor

Science is a result of human endeavors, imagination, and creativity.

Connections to other DCIs in this grade-band:

HS.PS1.B ; HS.LS2.A ; HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS2.A ; HS.ESS2.E

Articulation of DCIs across grade-bands:

MS.PS1.B ; MS.LS2.A ; MS.LS2.B ; MS.LS2.C ; MS.LS4.C ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.C

Common Core State Standards Connections:

Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-3)
MP.4	Model with mathematics. (HS-ESS3-3)

admin Fri, 05/17/2013 - 07:55

Students who demonstrate understanding can:

HS-ESS3-3.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Using Mathematics and Computational Thinking

Create a computational model or simulation of a phenomenon, designed device, process, or system.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

Crosscutting Concepts

Stability and Change

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science is a Human Endeavor

Science is a result of human endeavors, imagination, and creativity.

Connections to other DCIs in this grade-band:

HS.PS1.B ; HS.LS2.A ; HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS2.A ; HS.ESS2.E

Articulation of DCIs across grade-bands:

MS.PS1.B ; MS.LS2.A ; MS.LS2.B ; MS.LS2.C ; MS.LS4.C ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.C

Common Core State Standards Connections:

Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-3)
MP.4	Model with mathematics. (HS-ESS3-3)

Related Evidence Statements

Students who demonstrate understanding can:

HS-ESS3-3.

the [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Using Mathematics and Computational Thinking

Create a computational model or simulation of a phenomenon, designed device, process, or system.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

Crosscutting Concepts

Stability and Change

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science is a Human Endeavor

Science is a result of human endeavors, imagination, and creativity.

Connections to other DCIs in this grade-band:

HS.PS1.B ; HS.LS2.A ; HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS2.A ; HS.ESS2.E

Articulation of DCIs across grade-bands:

MS.PS1.B ; MS.LS2.A ; MS.LS2.B ; MS.LS2.C ; MS.LS4.C ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.C

Common Core State Standards Connections:

Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-3)
MP.4	Model with mathematics. (HS-ESS3-3)

HS-ESS3-2 Earth and Human Activity

admin — Fri, 17 May 2013 11:45:48 +0000

HS-ESS3-2 Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-2.

[Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Engaging in Argument from Evidence

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

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

Disciplinary Core Ideas

ESS3.A: Natural Resources

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

ETS1.B: Developing Possible Solutions

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

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science Addresses Questions About the Natural and Material World

Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions.
Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge.
Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS3.D ; HS.LS2.A ; HS.LS2.B ; HS.LS4.D ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.LS2.A ; MS.LS2.B ; MS.LS4.D ; MS.ESS3.A ; MS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-2)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-2)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-2)

admin Fri, 05/17/2013 - 07:45

Students who demonstrate understanding can:

HS-ESS3-2.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Engaging in Argument from Evidence

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

Disciplinary Core Ideas

ESS3.A: Natural Resources

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

ETS1.B: Developing Possible Solutions

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

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science Addresses Questions About the Natural and Material World

Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions.
Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge.
Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS3.D ; HS.LS2.A ; HS.LS2.B ; HS.LS4.D ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.LS2.A ; MS.LS2.B ; MS.LS4.D ; MS.ESS3.A ; MS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-2)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-2)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-2)

Related Evidence Statements

Students who demonstrate understanding can:

HS-ESS3-2.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Engaging in Argument from Evidence

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

Disciplinary Core Ideas

ESS3.A: Natural Resources

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

ETS1.B: Developing Possible Solutions

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

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science Addresses Questions About the Natural and Material World

Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions.
Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge.
Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS3.D ; HS.LS2.A ; HS.LS2.B ; HS.LS4.D ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.LS2.A ; MS.LS2.B ; MS.LS4.D ; MS.ESS3.A ; MS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-2)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-2)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-2)

HS-ESS3-1 Earth and Human Activity

admin — Fri, 17 May 2013 11:37:32 +0000

HS-ESS3-1 Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-1.

[Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

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

Disciplinary Core Ideas

ESS3.A: Natural Resources

Resource availability has guided the development of human society.

ESS3.B: Natural Hazards

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

Crosscutting Concepts

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

Modern civilization depends on major technological systems.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-1)
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS3-1)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-1)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-1)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-1)

admin Fri, 05/17/2013 - 07:37

Students who demonstrate understanding can:

HS-ESS3-1.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

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

Disciplinary Core Ideas

ESS3.A: Natural Resources

Resource availability has guided the development of human society.

ESS3.B: Natural Hazards

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

Crosscutting Concepts

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

Modern civilization depends on major technological systems.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-1)
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS3-1)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-1)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-1)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-1)

Related Evidence Statements

Students who demonstrate understanding can:

HS-ESS3-1.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

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

Disciplinary Core Ideas

ESS3.A: Natural Resources

Resource availability has guided the development of human society.

ESS3.B: Natural Hazards

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

Crosscutting Concepts

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

Modern civilization depends on major technological systems.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-1)
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS3-1)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS3-1)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-1)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-1)

HS-ESS2-2 Earth's Systems

admin — Fri, 17 May 2013 10:53:01 +0000

HS-ESS2-2 Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-2.

[Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

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

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.

ESS2.D: Weather and Climate

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

Crosscutting Concepts

Stability and Change

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering,Technology,
and Applications of Science

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

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

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS4.B ; HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.PS4.B ; MS.LS2.B ; MS.LS2.C ; MS.LS4.C ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS2.D ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS2-2)
RST.11-12.2	Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS2-2)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS2-2)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS2-2)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-2)

admin Fri, 05/17/2013 - 06:53

Students who demonstrate understanding can:

HS-ESS2-2.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

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

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.

ESS2.D: Weather and Climate

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

Crosscutting Concepts

Stability and Change

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering,Technology,
and Applications of Science

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

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

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS4.B ; HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.PS4.B ; MS.LS2.B ; MS.LS2.C ; MS.LS4.C ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS2.D ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS2-2)
RST.11-12.2	Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS2-2)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS2-2)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS2-2)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-2)

Related Evidence Statements

Students who demonstrate understanding can:

HS-ESS2-2.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

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

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.

ESS2.D: Weather and Climate

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

Crosscutting Concepts

Stability and Change

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering,Technology,
and Applications of Science

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

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

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS4.B ; HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.PS4.B ; MS.LS2.B ; MS.LS2.C ; MS.LS4.C ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS2.D ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS2-2)
RST.11-12.2	Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS2-2)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS2-2)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS2-2)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-2)

HS-PS4-5 Waves and their Applications in Technologies for Information Transfer

admin — Thu, 16 May 2013 17:38:58 +0000

HS-PS4-5 Waves and their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

HS-PS4-5.

[Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.

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

Disciplinary Core Ideas

Crosscutting Concepts

Cause and Effect

Systems can be designed to cause a desired effect.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and Technology

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

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

Modern civilization depends on major technological systems.

Connections to other DCIs in this grade-band:

HS.PS3.A

Articulation of DCIs across grade-bands:

MS.PS4.A ; MS.PS4.B ; MS.PS4.C

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS4-5)

admin Thu, 05/16/2013 - 13:38

Students who demonstrate understanding can:

HS-PS4-5.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.

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

Disciplinary Core Ideas

PS3.D: Energy in Chemical Processes

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

PS4.A: Wave Properties

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

PS4.B: Electromagnetic Radiation

Photoelectric materials emit electrons when they absorb light of a high-enough frequency.

PS4.C: Information Technologies and Instrumentation

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

Crosscutting Concepts

Cause and Effect

Systems can be designed to cause a desired effect.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and Technology

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

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

Modern civilization depends on major technological systems.

Connections to other DCIs in this grade-band:

HS.PS3.A

Articulation of DCIs across grade-bands:

MS.PS4.A ; MS.PS4.B ; MS.PS4.C

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS4-5)

Related Evidence Statements

Students who demonstrate understanding can:

HS-PS4-5.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.

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

Disciplinary Core Ideas

PS3.D: Energy in Chemical Processes

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

PS4.A: Wave Properties

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

PS4.B: Electromagnetic Radiation

Photoelectric materials emit electrons when they absorb light of a high-enough frequency.

PS4.C: Information Technologies and Instrumentation

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

Crosscutting Concepts

Cause and Effect

Systems can be designed to cause a desired effect.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and Technology

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

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

Modern civilization depends on major technological systems.

Connections to other DCIs in this grade-band:

HS.PS3.A

Articulation of DCIs across grade-bands:

MS.PS4.A ; MS.PS4.B ; MS.PS4.C

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS4-5)

HS-PS4-2 Waves and their Applications in Technologies for Information Transfer

admin — Tue, 14 May 2013 12:59:26 +0000

HS-PS4-2 Waves and their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

HS-PS4-2.	Evaluate questions about the advantages of using digital transmission and storage of information. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in grades 9–12 builds from grades K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

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

Disciplinary Core Ideas

PS4.A: Wave Properties

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

Crosscutting Concepts

Stability and Change

Systems can be designed for greater or lesser stability.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

MS.PS4.A ; MS.PS4.B ; MS.PS4.C

Common Core State Standards Connections:

ELA/Literacy -
RST.9-10.8	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-PS4-2)
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS4-2)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-PS4-2)

admin Tue, 05/14/2013 - 08:59

Students who demonstrate understanding can:

HS-PS4-2.	Evaluate questions about the advantages of using digital transmission and storage of information. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Asking Questions and Defining Problems

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

Disciplinary Core Ideas

PS4.A: Wave Properties

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

Crosscutting Concepts

Stability and Change

Systems can be designed for greater or lesser stability.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

MS.PS4.A ; MS.PS4.B ; MS.PS4.C

Common Core State Standards Connections:

ELA/Literacy -
RST.9-10.8	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-PS4-2)
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS4-2)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-PS4-2)

Related Evidence Statements

Students who demonstrate understanding can:

HS-PS4-2.	Evaluate questions about the advantages of using digital transmission and storage of information. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Asking Questions and Defining Problems

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

Disciplinary Core Ideas

PS4.A: Wave Properties

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

Crosscutting Concepts

Stability and Change

Systems can be designed for greater or lesser stability.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

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

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

MS.PS4.A ; MS.PS4.B ; MS.PS4.C

Common Core State Standards Connections:

ELA/Literacy -
RST.9-10.8	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-PS4-2)
RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS4-2)
RST.11-12.8	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-PS4-2)

HS-PS3-3 Energy

admin — Tue, 14 May 2013 12:35:48 +0000

HS-PS3-3 Energy

Students who demonstrate understanding can:

HS-PS3-3.

[Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.

PS3.D: Energy in Chemical Processes

Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.

ETS1.A: Defining and Delimiting an Engineering Problem

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

Crosscutting Concepts

Energy and Matter

Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering,Technology,
and Applications of Science

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

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

Connections to other DCIs in this grade-band:

HS.ESS3.A

Articulation of DCIs across grade-bands:

MS.PS3.A ; MS.PS3.B ; MS.ESS2.A

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS3-3)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-PS3-3)
MP.4	Model with mathematics. (HS-PS3-3)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS3-3)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-3)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS3-3)

admin Tue, 05/14/2013 - 08:35

Students who demonstrate understanding can:

HS-PS3-3.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.

PS3.D: Energy in Chemical Processes

Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.

ETS1.A: Defining and Delimiting an Engineering Problem

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

Crosscutting Concepts

Energy and Matter

Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering,Technology,
and Applications of Science

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

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

Connections to other DCIs in this grade-band:

HS.ESS3.A

Articulation of DCIs across grade-bands:

MS.PS3.A ; MS.PS3.B ; MS.ESS2.A

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS3-3)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-PS3-3)
MP.4	Model with mathematics. (HS-PS3-3)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS3-3)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-3)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS3-3)

Related Evidence Statements

Students who demonstrate understanding can:

HS-PS3-3.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

Disciplinary Core Ideas

PS3.A: Definitions of Energy

At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.

PS3.D: Energy in Chemical Processes

Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.

ETS1.A: Defining and Delimiting an Engineering Problem

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

Crosscutting Concepts

Energy and Matter

Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering,Technology,
and Applications of Science

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

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

Connections to other DCIs in this grade-band:

HS.ESS3.A

Articulation of DCIs across grade-bands:

MS.PS3.A ; MS.PS3.B ; MS.ESS2.A

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS3-3)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-PS3-3)
MP.4	Model with mathematics. (HS-PS3-3)
HSN.Q.A.1	Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS3-3)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-PS3-3)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS3-3)