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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)Quiz, Flash Cards, Worksheet, Game Oceans
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)Quiz, Flash Cards, Worksheet, Game Climate Quiz, Flash Cards, Worksheet, Game Oceans
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)Quiz, Flash Cards, Worksheet, Game Minerals 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. (SEP: 7; DCI: ESS3.A, ETS1.B; CCC: Technology)Quiz, Flash Cards, Worksheet, Game Minerals 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. (SEP: 5; DCI: ESS3.C; CCC: Stability/Change, Technology)Quiz, Flash Cards, Worksheet, Game Oceans
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)Quiz, Flash Cards, Worksheet, Game Oceans
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)Quiz, Flash Cards, Worksheet, Game Climate
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)Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Oceans
SD.9-12.LSS.High School Life Science Standards
High School Life Science Standards
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)Quiz, Flash Cards, Worksheet, Game Cells
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)Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
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.)Quiz, Flash Cards, Worksheet, Game Oceans
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-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms under stable conditions; however, moderate to extreme fluctuations in conditions may result in new ecosy
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. (SEP: 6; DCI: LS2.C, LS4.D, ETS1.B; CCC: Stability/Change)
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)Quiz, Flash Cards, Worksheet, Game Mitosis
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; DCIQuiz, Flash Cards, Worksheet, Game Meiosis
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-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (SEP: 8; DCI: LS4.A; CCC: Patterns)
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-PS2-1. Analyze data to support the claim that Newton’s Second Law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (SEP: 4; DCI: PS2.A; CCC: Cause/Effect )
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (SEP: 5; DCI: PS2.A; CCC: Systems)
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-PS2-5. Plan and carry out an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. (SEP: 3; DCI: PS2.B, PS3.A; 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)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). (SEP: 2 ;Quiz, Flash Cards, Worksheet, Game Heat Quiz, Flash Cards, Worksheet, Game Sound
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-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (SEP: 2; DCI: PS3.C; CCC: Cause/Effect)
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)Quiz, Flash Cards, Worksheet, Game Light Quiz, Flash Cards, Worksheet, Game Sound
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information. (SEP: 1; DCI: PS4.A; CCC: Stability/Change, Technology)
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:Quiz, Flash Cards, Worksheet, Game Light
HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (SEP: 8; DCI: PS4.B; CCC: Cause/Effect)
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. (SEP: 8; DCI: PS3.D, PS4.A, PS4.B, PS4.C; CCC: Cause/Effect, TechnQuiz, Flash Cards, Worksheet, Game Sound
SD.RST.9-10.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Craft and StructureRST.9-10.4. 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 9-10 texts and topics.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
Integration of Knowledge and IdeasRST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis
RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
SD.WHST.9-10.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
Text Types and PurposesWHST.9-10.1. Write arguments focused on discipline-specific content.WHST.9-10.1(e) Provide a concluding statement or section that follows from or supports the argument presented.Quiz, Flash Cards, Worksheet, Game Sound
WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.9-10.2(a) Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
WHST.9-10.2(b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
WHST.9-10.2(c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
WHST.9-10.2(d) Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
WHST.9-10.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Quiz, Flash Cards, Worksheet, Game Sound
Production and Distribution of WritingWHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Quiz, Flash Cards, Worksheet, Game Sound