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NY.11-12.RST.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure11-12.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
NY.HS.1.Structure and Properties of Matter
Structure and Properties of Matter
Students who demonstrate understanding can:HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
HS-PS1-9. Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.
NY.HS.10.Natural Selection and Evolution
Natural Selection and Evolution
Students who demonstrate understanding can:HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
NY.HS.11.Space Systems
Students who demonstrate understanding can:HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion in the Sun’s core to release energy that eventually reaches Earth in the form of radiation.
HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
HS-ESS1-7. Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.
NY.HS.12.History of Earth
Students who demonstrate understanding can:HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
NY.HS.13.Earth’s Systems
Students who demonstrate understanding can:HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth’s systems.Quiz, Flash Cards, Worksheet, Game Oceans
HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
HS-ESS2-7. Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
NY.HS.14.Weather and Climate
Students who demonstrate understanding can:HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.Quiz, Flash Cards, Worksheet, Game Climate Quiz, Flash Cards, Worksheet, Game Oceans
HS-ESS2-8. Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.Quiz, Flash Cards, Worksheet, Game Climate
NY.HS.15.Human Sustainability
Students who demonstrate understanding can:HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.Quiz, Flash Cards, Worksheet, Game Oceans
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.Quiz, Flash Cards, Worksheet, Game Oceans
HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.Quiz, Flash Cards, Worksheet, Game Oceans
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.Quiz, Flash Cards, Worksheet, Game Oceans
HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.Quiz, Flash Cards, Worksheet, Game Oceans
NY.HS.2.Chemical Reactions
Students who demonstrate understanding can:HS-PS1-11. Plan and conduct an investigation to compare properties and behaviors of acids and bases.
HS-PS1-12. Use evidence to illustrate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
HS-PS1-5. Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
NY.HS.3.Forces and Interactions
Students who demonstrate understanding can:HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
NY.HS.4.Energy
Students who demonstrate understanding can:HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.Quiz, Flash Cards, Worksheet, Game Heat
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).Quiz, Flash Cards, Worksheet, Game Heat
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (se
HS-PS3-6. Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
NY.HS.5.Waves and Electromagnetic Radiation
Waves and Electromagnetic Radiation
Students who demonstrate understanding can:HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.Quiz, Flash Cards, Worksheet, Game Light
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one model is more useful than the other.Quiz, Flash Cards, Worksheet, Game Light
HS-PS4-6. Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.Quiz, Flash Cards, Worksheet, Game Optics
NY.HS.6.Structure and Function
Students who demonstrate understanding can:HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
NY.HS.7.Matter and Energy in Organisms and Ecosystems
Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements such as nitrogen, sulfur, and phosphorus to form amino acids and other carbon-based molecules.
HS-LS1-7. Use a model to illustrate that aerobic cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
HS-LS2-5. Develop a model to illustrate the role of various processes in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
NY.HS.8.Interdependent Relationships in Ecosystems
Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.Quiz, Flash Cards, Worksheet, Game Oceans
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
NY.HS.9.Inheritance and Variation of Traits
Inheritance and Variation of Traits
Students who demonstrate understanding can:HS-LS1-4. Use a model to illustrate cellular division (mitosis) and differentiation.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, (3) mutations caused by environmental factors and/or (4) genetic e
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.