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SD.9-12.ESS.High School Earth and Space Science Standards
High School Earth and Space Science Standards
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. (SEP: 2; DCI: ESS1.A, PS3.D; CCC: Scale/Prop.)
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. (SEP: 6; DCI: PS4.B, ESS1.A; CCC: Energy/Matter, Technology)
HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. (SEP: 5; DCI: ESS1.B; CCC: Scale/Prop., Technology)
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. (SEP: 7; DCI: ESS1.C, ESS2.B, PS1.C; CCC: Patterns)
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. (SEP: 6; DCI: ESS1.C, PS1.C; CCC: Stability/Change)
HS-ESS2-1. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedback that cause changes to other Earth systems. (SEP: 2; DCI: ESS2.A, ESS2.B; CCC: Stability/Change)
HS-ESS2-2. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. (SEP: 4; DCI: ESS2.A, ESS2.D; CCC: Stability/Change, Technology)
HS-ESS2-3. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. (SEP: 2; DCI: ESS2.A, ESS2.B, PS4.A; CCC: Energy/Matter, Technology)
HS-ESS2-4. Plan and carry out an investigation of the properties of water and its effects on Earth materials and surface processes. (SEP: 2; DCI: ESS1.B, ESS2.A, ESS2.D; CCC: Cause/Effect)
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. (SEP: 6; DCI: ESS3.A, ESS3.B ; CCC: Cause/Effect, Technology)
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. (SEP: 7; DCI: ESS3.A, ETS1.B; CCC: Technology)
HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. (SEP: 5; DCI: ESS3.C; CCC: Stability/Change, Technology)
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. (SEP: 6; DCI: ESS3.C, ETS1.B; CCC: Stability/Change, Technology)
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. (SEP: 4; DCI: ESS3.D; CCC: Stability/Change)
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. (SEP: 5; DCI: ESS2.D, ESS3.D; CCC: Systems)
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. (SEP: 6; DCI: LS1.A; CCC: Structure/Function)
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (SEP: 2; DCI: LS1.A; CCC: Systems)
HS-LS1-3. Plan and carry out an investigation to provide evidence that feedback mechanisms maintain homeostasis. (SEP: 3; DCI: LS1.A; CCC: Stability/Change)
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (SEP: 2; DCI: LS1.B; CCC: Systems)
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (SEP: 2; DCI: LS1.C; CCC: Systems, Energy/Matter)
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 to form amino acids and/or other large carbon-based molecules. (SEP: 6; DCI: LS1.C; CCC: Energy/Matter)
HS-LS1-7. Use a model of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process in which the bonds of food molecules are broken, the bonds of new compounds are formed, and a net transfer of energy results. (SE
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. (SEP: 5; DCI: LS2.A, LS2.C; CCC: Scale/Prop.)
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. (SEP:6; DCI: LS2.B; CCC: Energy/Matter )
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. (SEP: 5; DCI: LS2.B; CCC: Energy/Matter)
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (SEP: 2; DCI: LS2.B, PS3.D; CCC: Systems)
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. (SEP: 1; DCI: LS1.A, LS3.A; CCC: Cause/Effect)
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, and/or (3) mutations caused by environmental factors. (SEP: 7; DCI
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. (SEP: 4; DCI: LS3.B; CCC: Scale/Prop.)
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. (SEP: 6; DCI: LS4.C ; CCC: Cause/Effect)
SD.9-12.PSS.High School Physical Science Standards
High School Physical Science Standards
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. (SEP: 2; DCI: PS1.A, PS2.B; CCC: Patterns)
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. (SEP: 6; DCI: PS1.A, PS1.B; CCC: Pattern
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. (SEP: 2; DCI: PS1.A, PS1.B; CCC: Energy/Matter)
HS-PS1-5. Construct an explanation based on evidence about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. (SEP: 6; DCI: PS1.B; CCC: Patterns)
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. (SEP: 6; DCI: PS1.B, ETS1.C; CCC: Stability/Change)
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (SEP: 5; DCI: PS1.B; CCC: Energy/Matter, Nature of Science/Consistency)
HS-PS2-3. Design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. (SEP: 6; DCI: PS2.A, ETS1.A, ETS1.C; CCC: Cause/Effect)
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. (SEP: 5; DCI: PS3.A, PS3.B ; CCC: Systems)
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). (SEP: 2 ;
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. (SEP: 6; DCI: PS3.A, PS3.D, ETS1.A; CCC: Energy/Matter, Technology)
HS-PS3-4. Plan and carry out 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 (
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. (SEP: 5; DCI: PS4.A; CCC: Cause/Effect)
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, and that for some situations one model is more useful than the other. (SEP: 7; DCI: PS4.A, PS4.B; CCC:
SD.RST.11-12.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
RST.11-12.4. 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.