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Hs Science Learning Standards

This document outlines several New York State science standards related to the structure and properties of matter at the high school level. The standards cover topics like using the periodic table to predict properties, investigating intermolecular forces, modeling nuclear reactions, and analyzing solutions. Students are expected to develop models, plan investigations, analyze data, and communicate scientific information to meet the standards.

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Hs Science Learning Standards

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Loop Broth

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New York State P-12 Science Learning Standards

HS. 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. [Clarification Statement: Examples of properties that could be predicted from patterns
could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited
to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.]
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. [Clarification Statement: Emphasis is on understanding the
strengths of forces between particles in solids, liquids, and gases, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles
could include ions, atoms, molecules, and network solids. Examples of bulk scale properties of substances could include the melting point and boiling point,
vapor pressure, and surface tension.]
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy
released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple
qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.]
[Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, positron, and gamma
radioactive decays.]
HS-PS2-6. Communicate scientific and technical information about why the particulate-level structure is important in
the functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the
functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up
of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided
particulate structures of specific designed materials.]
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. [Clarification Statement: Real gases may be included at conditions near STP.
The relationships of the variables in the combined gas law may be described both qualitatively and quantitatively.] [Assessment Boundary: Assessment is limited
to the relationships among the variables of the combined gas law, not the gas law names, i.e. Boyle’s Law.]
HS-PS1-10.Use evidence to support claims regarding the formation, properties and behaviors of solutions at bulk scales.
[Clarification Statement: Examples of physical properties could include colligative properties, degree of saturation, physical behavior of solutions, solvation
process and conductivity. Examples of solution types could include solid-liquid, liquid-liquid, and gas-liquid solutions. Concentrations can be quantitatively
expressed in ppm, molarity, and percent by mass] [Assessment Boundary: Assessment of colligative properties is limited to qualitative statements of boiling
point elevation and freezing point depression.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models PS1.A: Structure and Properties of Matter Patterns
Modeling in 9–12 builds on K–8 and progresses to using, ▪ Each atom has a charged substructure consisting of a ▪ Different patterns may be observed at
synthesizing, and developing models to predict and show nucleus, which is made of protons and neutrons, each of the scales at which a system is
relationships among variables between systems and their surrounded by electrons. (HS-PS1-1) studied and can provide evidence for
components in the natural and designed worlds. ▪ The periodic table orders elements horizontally by the causality in explanations of phenomena.
▪ Develop a model based on evidence to illustrate the number of protons in the atom’s nucleus and places (HS-PS1-1),(HS-PS1-3),(HS-PS1-10)
relationships between systems or between components of a those with similar chemical properties in columns. The ▪ Mathematical representations can be used
system. (HS-PS1-8) repeating patterns of this table reflect patterns of outer to identify certain patterns. (HS-PS1-9)
▪ Use a model to predict the relationships between systems or electron states. (HS-PS1-1) Energy and Matter
between components of a system. (HS-PS1-1) ▪ The structure and interactions of matter at the bulk ▪ In nuclear processes, atoms are not
Planning and Carrying Out Investigations scale are determined by electrical forces within and conserved, but the total number of
Planning and carrying out investigations in 9-12 builds on K-8 between atoms. (HS-PS1-3),(secondary to HS-PS2-6) protons plus neutrons is conserved. (HS-
experiences and progresses to include investigations that provide ▪ (NYSED) The concept of an ideal gas is a model to PS1-8)
evidence for and test conceptual, mathematical, physical, and explain behavior of gases. A real gas is most like an Structure and Function
empirical models. ideal gas when the real gas is at low pressure and high ▪ Investigating or designing new systems or
▪ Plan and conduct an investigation individually and temperature. (HS-PS1-9) structures requires a detailed examination
collaboratively to produce data to serve as the basis for ▪ (NYSED) Solutions possess characteristic properties that of the properties of different materials, the
evidence, and in the design: decide on types, how much, and can be described qualitatively and quantitatively. (HS-PS1- structures of different components, and
accuracy of data needed to produce reliable measurements 10) connections of components to reveal its
and consider limitations on the precision of the data (e.g., PS1.C: Nuclear Processes function and/or solve a problem. (HS-
number of trials, cost, risk, time), and refine the design ▪ Nuclear processes, including fusion, fission, and PS2-6)
accordingly. (HS-PS1-3) radioactive decays of unstable nuclei, involve release or
Analyzing and Interpreting Data absorption of energy. The total number of neutrons plus
Analyzing data in 9–12 builds on K–8 and progresses to protons does not change in any nuclear process. (HS-PS1-
introducing more detailed statistical analysis, the comparison of 8)
data sets for consistency, and the use of models to generate and PS2.B: Types of Interactions
analyze data. • Attraction and repulsion between electric charges at the
▪ Analyze data using tools, technologies, and/or models (e.g., atomic scale explain the structure, properties, and
computational, mathematical) in order to make valid and transformations of matter, as well as the contact forces
reliable scientific claims or determine an optimal design solution. between material objects. (secondary to HS-PS1-
(HS-PS1-9) 1),(secondary to HS-PS1-3),(HS-PS2-6).
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 worlds. Arguments
may also come from current scientific or historical episodes in
science.
▪ Evaluate the claims, evidence, and reasoning behind currently
accepted explanations or solutions to determine the merits of
54

arguments. (HS-PS1-10)
Obtaining, Evaluating, and Communicating Information
Page

Obtaining, evaluating, and communicating information in 9–12

builds on K–8 and progresses to evaluating the validity and

55
Page

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
HS. Chemical Reactions
Students who demonstrate understanding can:
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.[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and
oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion
reactions.]
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. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a
system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative
energies of reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating
the total bond energy changes during a chemical reaction from the bond energies of reactants and products.]
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. [Clarification Statement: Explanations should be based on three variables in collision theory:
number of collisions per unit time, particle orientation on collision, and energy required to produce the change. Conditions that affect these three variables
include temperature, pressure, nature of reactants, concentrations of reactants, mixing, particle size, surface area, and addition of a catalyst.] [Assessment
Boundary: Assessment is limited to simple reactions in which there are only two reactants and to specifying the change in only one condition at a time.]
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.* [Clarification Statement: Emphasis is on the application of Le Chatelier’s Principle and on refining
designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the
molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.]
[Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium
constants and concentrations.]
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved
during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships
between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the
conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote
application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.]
HS-PS1-11. Plan and conduct an investigation to compare properties and behaviors of acids and bases. [Clarification
Statement: Examples of properties could include pH values (concentration), neutralization capability and conductivity. Observations of behaviors could
include the effects on indicators, reactions with other substances, and efficacy in performing titrations.] [Assessment Boundary: Reactions are limited to
Arrhenius and Bronsted-Lowry acid-base reactions.]
HS-PS1-12. Use evidence to illustrate that some chemical reactions involve the transfer of electrons as an energy
conversion occurs within a system. [Clarification Statement: Evidence could include half-reactions, net ionic equations, and electrochemical
cells to illustrate the mechanism of electron transfer.] [Assessment Boundary: Assessment is limited to completing and/or balancing oxidation and reduction
half-reactions. Energy conversions are limited to qualitative statements]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models PS1.A: Structure and Properties of Matter Patterns
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and ▪ The periodic table orders elements horizontally ▪ Different patterns may be observed
developing models to predict and show relationships among variables by the number of protons in the atom’s nucleus at each of the scales at which a
between systems and their components in the natural and designed and places those with similar chemical properties system is studied and can provide
worlds. in columns. The repeating patterns of this table evidence for causality in
▪ Develop a model based on evidence to illustrate the relationships reflect patterns of outer electron states. (HS- explanations of phenomena. (HS-
between systems or between components of a system. (HS-PS1-4) PS1-2) (Note: This Disciplinary Core Idea is also PS1-2),(HS-PS1-5),(HS-PS1-11)
Planning and Carrying Out Investigations addressed by HS-PS1-1.) Energy and Matter
Planning and carrying out investigations to answer questions or test ▪ A stable molecule has less energy than the same ▪ The total amount of energy and
solutions to problems in 9–12 builds on K–8 experiences and progresses to set of atoms separated; one must provide at matter in closed systems is
include investigations that provide evidence for and test conceptual, least this energy in order to take the molecule conserved. (HS-PS1 7),(HS-PS1-12)
mathematical, physical, and empirical models. apart. (HS-PS1-4) ▪ Changes of energy and matter in a
▪ Plan and conduct an investigation individually and collaboratively to PS1.B: Chemical Reactions system can be described in terms of
produce data to serve as the basis for evidence, and in the design: ▪ The fact that atoms are conserved, together with energy and matter flows into, out
decide on types, how much, and accuracy of data needed to produce knowledge of the chemical properties of the of, and within that system. (HS-PS1-
reliable measurements and consider limitations on the precision of the elements involved, can be used to describe and 4),(HS-PS1-12)
data (e.g., number of trials, cost, risk, time), and refine the design predict chemical reactions. (HS-PS1-2),(HS-PS1- Stability and Change
accordingly. (HS-PS1-11) 7) ▪ Much of science deals with
▪ Select appropriate tools to collect, record, analyze, and evaluate ▪ (NYSED) Chemical processes, their rates, and constructing explanations of how
data. (HS-PS1-11) whether or not energy is stored or released can things change and how they remain
Using Mathematics and Computational Thinking be understood in terms of the collisions of stable. (HS-PS1-6)
Mathematical and computational thinking at the 9–12 level builds on K–8 particles and the rearrangements of particles -------------------------------------------------
and progresses to using algebraic thinking and analysis, a range of linear into new substances, with consequent changes Connections to Nature of Science
and nonlinear functions including trigonometric functions, exponentials and in the sum of all bond energies in the set of
logarithms, and computational tools for statistical analysis to analyze, substances that are matched by changes in Scientific Knowledge Assumes an
represent, and model data. energy. (HS-PS1-4),(HS-PS1-5) Order and Consistency in Natural
Simple computational simulations are created and used based on ▪ (NYSED) In many situations, a dynamic and Systems
mathematical models of basic assumptions. condition dependent balance between a reaction ▪ Science assumes the universe is a
▪ Use mathematical representations of phenomena to support claims. and the reverse reaction determines the vast single system in which basic
(HS-PS1-7) numbers of all types of particles present. (HS- laws are consistent. (HS-PS1-7)
Constructing Explanations and Designing Solutions PS1-6)
Constructing explanations and designing solutions in 9–12 builds on K–8 ▪ (NYSED) Acids and bases play an important role
experiences and progresses to explanations and designs that are in the daily lives of humans and other organisms
56

supported by multiple and independent student generated sources of (e.g. agricultural applications, environmental
evidence consistent with scientific ideas, principles, and theories. impacts (acid rain), animal and plant
physiology). (HS-PS1-11)
Page

▪ Apply scientific principles and evidence to provide an explanation of

phenomena and solve design problems, taking into account possible ▪ (NYSED) Oxidation-reduction reactions are the

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
unanticipated effects. (HS-PS1-5) prevailing source of power for many of today’s
▪ Construct and revise an explanation based on valid and reliable modern conveniences. (HS-PS1-12)
evidence obtained from a variety of sources (including students’ ETS1.C: Optimizing the Design Solution
own investigations, models, theories, simulations, peer review) and ▪ Criteria may need to be broken down into
the assumption that theories and laws that describe the natural simpler ones that can be approached
world operate today as they did in the past and will continue to do systematically, and decisions about the priority
so in the future. (HS-PS1-2) of certain criteria over others (tradeoffs) may be
▪ Refine a solution to a complex real-world problem, based on needed. (secondary to HS-PS1-6)
scientific knowledge, student-generated sources of evidence,
prioritized criteria, and tradeoff considerations. (HS-PS1-6)
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 worlds. Arguments may also come from current scientific or
historical episodes in science.
▪ Evaluate the claims, evidence, and reasoning behind currently
accepted explanations or solutions to determine the merits of
arguments. (HS-PS1-12)
Connections to other DCIs in this grade-band: HS.PS3.A (HS-PS1-4),(HS-PS1-5); HS.PS3.B (HS-PS1-4),(HS-PS1-6),(HS-PS1-7); HS.PS3.D (HS-PS1-4); HS.LS1.C (HS-PS1
2),(HS-PS1-4),(HS-PS1-7); HS.LS2.B (HS-PS1-7); HS.ESS2.C (HS-PS1-2)
Articulation of DCIs across grade-bands: MS.PS1.A (HS-PS1-2),(HS-PS1-4),(HS-PS1-5),(HS-PS1-7); MS.PS1.B (HS-PS1-2),(HS-PS1-4),(HS-PS1-5),(HS-PS1-6),(HS-PS1-7);
MS.PS2.B (HS-PS1-3),(HS-PS1-4),(HS-PS1-5); MS.PS3.A (HS-PS1-5); MS.PS3.B (HS-PS1-5); MS.PS3.D (HS-PS1-4); MS.LS1.C (HS-PS1-4),(HS-PS1-7); MS.LS2.B (HS-PS1-
7); MS.ESS2.A (HS-PS1-7)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and
attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS1-5)
9-10.WHST.2 Write informative/explanatory text focused on discipline-specific content. (HS-PS1-2),(HS-PS1-5)
11-12.WHST.2 Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in
the respective discipline. (HS-PS1-2),(HS-PS1-5)
9-12.WHST.5 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-6), (HS-PS1-11)
11-12.SL.5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to
add elements of interest to engage the audience. (HS-PS1-4),(HS-PS1-12)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-PS1-5),(HS-PS1-7),(HS-PS1-12)
MP.4 Model with Mathematics. (HS-PS1-4),(HS-PS1-11)
AI-N.Q.1 Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in
formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. (HS-PS1-2),(HS-PS1-4),(HS-PS1-5),(HS-PS1-7),(HS-PS1-11)
AI-N.Q.3 Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. (HS-PS1-2),(HS-PS1-4),(HS-PS1-5),(HS-
PS1-7)
*Connection boxes updated as of September 2018

57
Page

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations PS2.A: Forces and Motion Patterns
Planning and carrying out investigations to answer questions or test ▪ Newton’s second law accurately predicts changes ▪ Different patterns may be
solutions to problems in 9–12 builds on K–8 experiences and progresses to in the motion of macroscopic objects. (HS-PS2-1) observed at each of the scales
include investigations that provide evidence for and test conceptual, ▪ Momentum is defined for a particular frame of at which a system is studied
mathematical, physical and empirical models. reference; it is the mass times the velocity of the and can provide evidence for
▪ Plan and conduct an investigation individually and collaboratively to object. (HS-PS2-2) causality in explanations of
produce data to serve as the basis for evidence, and in the design: ▪ If a system interacts with objects outside itself, phenomena. (HS-PS2-4)
decide on types, how much, and accuracy of data needed to produce the total momentum of the system can change; Cause and Effect
reliable measurements and consider limitations on the precision of the however, any such change is balanced by ▪ Empirical evidence is required
data (e.g., number of trials, cost, risk, time), and refine the design changes in the momentum of objects outside the to differentiate between cause
accordingly. (HS-PS2-5) system. (HS-PS2-2),(HS-PS2-3) and correlation and make
Analyzing and Interpreting Data PS2.B: Types of Interactions claims about specific causes
Analyzing data in 9–12 builds on K–8 and progresses to introducing more ▪ Newton’s law of universal gravitation and and effects. (HS-PS2- 1),(HS-
detailed statistical analysis, the comparison of data sets for consistency, Coulomb’s law provide the mathematical models PS2-5)
and the use of models to generate and analyze data. to describe and predict the effects of gravitational ▪ Systems can be designed to
▪ Analyze data using tools, technologies, and/or models (e.g., and electrostatic forces between distant objects. cause a desired effect. (HS-
computational, mathematical) in order to make valid and reliable (HS-PS2-4) PS2-3)
scientific claims or determine an optimal design solution. (HS- PS2-1) ▪ Forces at a distance are explained by fields Systems and System Models
Using Mathematics and Computational Thinking (gravitational, electric, and magnetic) permeating ▪ When investigating or
Mathematical and computational thinking at the 9–12 level builds on K–8 space that can transfer energy through space. describing a system, the
and progresses to using algebraic thinking and analysis, a range of linear Magnets or electric currents cause magnetic boundaries and initial
and nonlinear functions including trigonometric functions, exponentials and fields; electric charges or changing magnetic conditions of the system need
logarithms, and computational tools for statistical analysis to analyze, fields cause electric fields. (HS-PS2-4),(HS-PS2-5) to be defined. (HS-PS2-2)
represent, and model data. Simple computational simulations are created ETS1.A: Defining and Delimiting Engineering
and used based on mathematical models of basic assumptions. Problems
▪ Use mathematical representations of phenomena to describe ▪ Criteria and constraints also include satisfying any
explanations. (HS-PS2-2),(HS-PS2-4) requirements set by society, such as taking issues
Constructing Explanations and Designing Solutions Constructing of risk mitigation into account, and they should
explanations and designing solutions in 9–12 builds on K–8 experiences be quantified to the extent possible and stated in
and progresses to explanations and designs that are supported by multiple such a way that one can tell if a given design
and independent student-generated sources of evidence consistent with meets them. (secondary to HS-PS2- 3)
scientific ideas, principles, and theories. ETS1.C: Optimizing the Design Solution
▪ Apply scientific ideas to solve a design problem, taking into ▪ Criteria may need to be broken down into simpler
account possible unanticipated effects. (HS-PS2-3) ones that can be approached systematically, and
----------------------------------------------------- decisions about the priority of certain criteria over
Science Models, Laws, Mechanisms, and Theories Explain others (tradeoffs) may be needed. (secondary
Natural Phenomena to HS-PS2-3)
▪ Theories and laws provide explanations in science. (HS-PS2-
1),(HS-PS2-4)
Connections to other DCIs in this grade-band: HS.PS3.A (HS-PS2-4),(HS-PS2-5); HS.PS3.C (HS-PS2-1); HS.PS4.B (HS-PS2-5); HS.ESS1.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-4);
HS.ESS1.B (HS-PS2-4); HS.ESS2.A (HS-PS2-5); HS.ESS1.C (HS-PS2-1),(HS-PS2-2),(HS-PS2-4); HS.ESS2.C (HS-PS2-1),(HS-PS2-4); HS.ESS3.A (HS-PS2-4),(HS-PS2-5)
Articulation of DCIs across grade-bands: MS.PS2.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-3); MS.PS2.B (HS-PS2-4),(HS-PS2-5); MS.PS3.C (HS-PS2-1),(HS-PS2-2),(HS-PS2-3);
MS.ESS1.B (HS-PS2-4),(HS-PS2-5)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1)
11-12.RST.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to
58

address a question or solve a problem. (HS-PS2-1)

9-12.WHST.5 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1)
Page

11-12.WHST.6 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations
of each source in terms of the specific task, purpose, and audience as well as by applying discipline specific criteria used in the social sciences or sciences;
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a
standard format for citation. (HS-PS2-5)
11-12.WHST.7 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1), (HS-PS2-5)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
MP.4 Model with Mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
AI-N.Q.1 Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in
formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5)
AI-N.Q.3 Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-
5)
AI.SSE.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1),(HS-PS2-2)
AI.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1),(HS-
PS2-2)
AI.CED.1 Create equations and inequalities in one variable to represent a real-world context. (HS-PS2-1),(HS-PS2-2)
AI.CED.2 Create equations and linear inequalities in two variables to represent a real-world context. (HS-PS2-1),(HS-PS2-2)
AI.CED.4 Rewrite formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1),(HS-PS2-2)
AI-F.IF.7 Graph functions and show key features of the graph by hand and by using technology where appropriate. (HS-PS2-1)
AI-S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)
*Connection boxes updated as of September 2018

59
Page

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
HS. 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.
[Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions for energy, work, and power used in the model.] [Assessment
Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to work, power, thermal
energy, kinetic energy, potential energy, electrical energy and/or the energies in gravitational, magnetic, or electric fields.]
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). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the
conversion of kinetic energy to thermal energy, the energy stored due to position of an object above Earth, and the energy stored between two electrically-
charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.]
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.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices
could include Rube Goldberg devices, wind turbines, solar cells, sound level or light meters, 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.]
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 (second law of thermodynamics). [Clarification Statement:
Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and
conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.]
[Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.]
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. [Clarification Statement:
Examples of models could include diagrams, texts, algebraic expressions, and drawings representing what happens when two charges of opposite polarity are
near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.]
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. [Clarification Statement: Emphasis should be on arrangements of series circuits
and parallel circuits using conventional current.] [Assessment Boundary: Assessment is limited to direct current (DC) circuits.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models PS3.A: Definitions of Energy Patterns
Modeling in 9–12 builds on K–8 and progresses to using, ▪ Energy is a quantitative property of a system that ▪ Different patterns may be observed at
synthesizing, and developing models to predict and show depends on the motion and interactions of matter and each of the scales at which a system is
relationships among variables between systems and their radiation within that system. That there is a single studied and can provide evidence for
components in the natural and designed worlds. quantity called energy is due to the fact that a causality in explanations of
▪ Develop and use a model based on evidence to illustrate system’s total energy is conserved, even as, within phenomena. (HS-PS3-6)
the relationships between systems or between the system, energy is continually transferred from one ▪ Mathematical representations can be
components of a system. (HS-PS3-2),(HS-PS3-5) object to another and between its various possible used to identify certain patterns.
Planning and Carrying Out Investigations forms. (HS-PS3-1),(HS-PS3-2) (HS-PS3-6)
Planning and carrying out investigations to answer questions ▪ At the macroscopic scale, energy manifests itself in Cause and Effect
or test solutions to problems in 9–12 builds on K–8 multiple ways, such as in motion, sound, light, and ▪ Cause and effect relationships can be
experiences and progresses to include investigations that thermal energy. (HS- PS3-2) (HS-PS3-3) suggested and predicted for complex
provide evidence for and test conceptual, mathematical, ▪ These relationships are better understood at the natural and human designed systems
physical, and empirical models. microscopic scale, at which all of the different by examining what is known about
▪ Plan and conduct an investigation individually and manifestations of energy can be modeled as a smaller scale mechanisms within the
collaboratively to produce data to serve as the basis for combination of energy associated with the motion of system. (HS-PS3-5)
evidence, and in the design: decide on types, how much, particles and energy associated with the configuration Systems and System Models
and accuracy of data needed to produce reliable (relative position of the particles). In some cases the ▪ When investigating or describing a
measurements and consider limitations on the precision of relative position energy can be thought of as stored in system, the boundaries and initial
the data (e.g., number of trials, cost, risk, time), and refine fields (which mediate interactions between particles). conditions of the system need to be
the design accordingly. (HS-PS3-4) This last concept includes radiation, a phenomenon in defined and their inputs and outputs
Analyzing and Interpreting Data which energy stored in fields moves across space. (HS- analyzed and described using models.
Analyzing data in 9–12 builds on K–8 and progresses to PS3-2) (HS-PS3-4)
introducing more detailed statistical analysis, the comparison of PS3.B: Conservation of Energy and Energy Transfer ▪ Models can be used to predict the
data sets for consistency, and the use of models to generate ▪ Conservation of energy means that the total change of behavior of a system, but these
and analyze data. energy in any system is always equal to the total energy predictions have limited precision and
▪ Analyze data using tools, technologies, and/or models transferred into or out of the system. (HS-PS3-1) reliability due to the assumptions and
(e.g., computational, mathematical) in order to make valid ▪ Mathematical expressions, which quantify how the stored approximations inherent in models.
and reliable scientific claims or determine an optimal design energy in a system depends on its configuration (e.g. (HS-PS3-1)
solution. (HS-PS3-6) relative positions of charged particles, compression of a Energy and Matter
Using Mathematics and Computational Thinking spring) and how kinetic energy depends on mass and ▪ Changes of energy and matter in a
Mathematical and computational thinking at the 9–12 level speed, allow the concept of conservation of energy to be system can be described in terms of
builds on K–8 and progresses to using algebraic thinking and used to predict and describe system behavior. (HS-PS3- energy and matter flows into, out of,
analysis, a range of linear and nonlinear functions including 1) and within that system. (HS-PS3-3)
trigonometric functions, exponentials and logarithms, and ▪ The availability of energy limits what can occur in any ▪ Energy can be transferred between
computational tools for statistical analysis to analyze, represent, system. (HS-PS3-1) one place and another place,
and model data. Simple computational simulations are created ▪ Uncontrolled systems always evolve toward more stable between objects and/or fields, or
and used based on mathematical models of basic assumptions. states— that is, toward more uniform energy between systems. (HS-PS3-2),(HS-
▪ Create a computational model or simulation of a distribution (e.g., water flows downhill, objects hotter PS3-6)
60

phenomenon, designed device, process, or system. (HS- than their surrounding environment cool down). (HS-
PS3-1) PS3-4) -------------------------------------------
Page

Constructing Explanations and Designing ▪ (NYSED) Energy exists in many forms, and when
Solutions these forms change, energy is conserved. (HS-PS3-
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
Constructing explanations and designing solutions in 9– 12 1),(HS-PS3-3),(HS-PS3-4) Connections to Engineering,
builds on K–8 experiences and progresses to explanations and ▪ (NYSED) Electrical power and energy can be Technology, and Applications of
designs that are supported by multiple and independent determined for electric circuits. (HS-PS3-6) Science
student-generated sources of evidence consistent with PS3.C: Relationship Between Energy and Forces Influence of Science, Engineering, and
scientific ideas, principles, and theories. ▪ When two objects interacting through a field change Technology on Society and the
▪ Design, evaluate, and/or refine a solution to a complex relative position, the energy stored in the field is changed. Natural World
real-world problem, based on scientific knowledge, student- (HS-PS3-5) ▪ Modern civilization depends on
generated sources of evidence, prioritized criteria, and major technological systems.
tradeoff considerations. (HS-PS3-3) Engineers continuously modify
these technological systems by
applying scientific knowledge and
engineering design practices to
increase benefits while
decreasing costs and risks. (HS-
PS3-3)
-------------------------------------------
Connections to Nature of
Science

Scientific Knowledge Assumes an

Order and Consistency in Natural
Systems
▪ Science assumes the universe is a
vast single system in which basic
laws are consistent. (HS-PS3-1)

Connections to other DCIs in this grade-band: HS.PS1.A (HS-PS3-2); HS.PS1.B (HS-PS3-1),(HS-PS3-2); HS.PS2.B (HS-PS3-2),(HS-PS3-5); HS.LS2.B (HS-PS3-1); HS.ESS1.A
(HS-PS3-1),(HS-PS3-4); HS.ESS2.A (HS-PS3-1),(HS-PS3-2),(HS-PS3-4); HS.ESS2.D (HS-PS3-4); HS.ESS3.A (HS-PS3-3)
Articulation of DCIs across grade-bands: MS.PS1.A (HS-PS3-2); MS.PS2.B (HS-PS3-2),(HS-PS3-5); MS.PS3.A (HS-PS3-1),(HS-PS3-2),(HS-PS3-3); MS.PS3.B (HS-PS3-1),(HS-
PS3-3),(HS-PS3-4); MS.PS3.C (HS-PS3-2),(HS-PS3-5); MS.ESS2.A (HS-PS3-1),(HS-PS3-3)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS3-4),(HS-PS3-6)
9-12.WHST.5 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-3),(HS-PS3-4),(HS-PS3-5)
11-12.WHST.6 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience as well as by applying discipline specific criteria used in the social
sciences or sciences; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation. (HS-PS3-4),(HS-PS3-5)
11-12.WHST.7 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-4),(HS-PS3-5),(HS-PS3-6)
11-12.SL.5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add
elements of interest to engage the audience. (HS-PS3-1),(HS-PS3-2),(HS-PS3-5)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-PS3-1),(HS-PS3-2),(HS-PS3-3),(HS-PS3-4),(HS-PS3-5),(HS-PS3-6)
MP.4 Model with Mathematics. (HS-PS3-1),(HS-PS3-2),(HS-PS3-3),(HS-PS3-4),(HS-PS3-5),(HS-PS3-6)
AI-N.Q.1 Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in
formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. (HS-PS3-1),(HS-PS3-3),(HS-PS3-6)
AI-N.Q.3 Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. (HS-PS3-1),(HS-PS3-3)
*Connection boxes updated as of September 2018

61
Page

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
HS. 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.[Clarification Statement: Examples of data could include descriptions of waves classified as transverse, longitudinal, mechanical, or
standing, electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, seismic waves traveling through Earth,
and direction of waves due to reflection and refraction.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those
relationships qualitatively.]
HS-PS4-2. Evaluate questions about the advantages of using a 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.]
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. [Clarification Statement: Emphasis is on how the experimental evidence supports the claim and
how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and
photoelectric effect.] [Assessment Boundary: Assessment of the photoelectric effect is limited to qualitative descriptions.]
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. [Clarification Statement: Emphasis is on the
idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation
depends on the energy of the radiation. Examples of published materials could include scientific journals, trade books, magazines, web resources, videos,
and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.]
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.* [Clarification
Statement: Examples could include Doppler effect, 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.]
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. [Clarification Statement: Emphasis should be on analyzing ray
diagrams to determine image size and location.] [Assessment Boundary: Assessment is limited to analysis of plane, convex, and concave mirrors, and biconvex
and biconcave lenses.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Asking Questions and Defining Problems Patterns
PS3.D: Energy
Asking questions and defining problems in grades 9–12 builds ▪ Different patterns may be observed at
▪ Solar cells are human-made devices that likewise
from grades K–8 experiences and progresses to formulating, each of the scales at which a system
capture the sun’s energy and produce electrical
refining, and evaluating empirically testable questions and is studied and can provide evidence
energy. (secondary to HS-PS4-5)
design problems using models and simulations. for causality in explanations of
PS4.A: Wave Properties
▪ Evaluate questions that challenge the premise(s) of an phenomena. (HS-PS4-6)
▪ The wavelength and frequency of a wave are related
argument, the interpretation of a data set, or the ▪ Mathematical representations can be
to one another by the speed of travel of the wave,
suitability of a design. (HS- PS4-2) used to identify certain patterns. (HS-
which depends on the type of wave and the medium
Using Mathematics and Computational Thinking PS4-6)
through which it is passing. (HS-PS4-1)
Mathematical and computational thinking at the 9-12 level Cause and Effect
▪ Information can be digitized (e.g., a picture stored as
builds on K-8 and progresses to using algebraic thinking and ▪ Empirical evidence is required to
the values of an array of pixels); in this form, it can be
analysis, a range of linear and nonlinear functions including differentiate between cause and
stored reliably in computer memory and sent over long
trigonometric functions, exponentials and logarithms, and correlation and make claims about
distances as a series of wave pulses. (HS-PS4-2),(HS-
computational tools for statistical analysis to analyze, specific causes and effects. (HS-PS4-
PS4-5)
represent, and model data. Simple computational simulations 1)
▪ [From the 3–5 grade band endpoints] Waves can add
are created and used based on mathematical models of ▪ Cause and effect relationships can be
or cancel one another as they cross, depending on
basic assumptions. suggested and predicted for complex
their relative phase (i.e., relative position of peaks and
▪ Use mathematical representations of phenomena or design natural and human designed systems
troughs of the waves), but they emerge unaffected by
solutions to describe and/or support claims and/or by examining what is known about
each other. (Boundary: The discussion at this grade
explanations. (HS-PS4-1),(HS-PS4-6) smaller scale mechanisms within the
level is qualitative only; it can be based on the fact that
Engaging in Argument from Evidence system. (HS-PS4-4)
two different sounds can pass a location in different
Engaging in argument from evidence in 9–12 builds on K–8 ▪ Systems can be designed to cause a
directions without getting mixed up.) (HS-PS4-3)
experiences and progresses to using appropriate and desired effect. (HS-PS4-5)
▪ (NYSED) The location and size of an image are related
sufficient evidence and scientific reasoning to defend and Systems and System Models
to the location and size of an object for a plane mirror.
critique claims and explanations about natural and designed ▪ Models (e.g., physical, mathematical,
The location and size of an image (real or virtual) are
worlds. Arguments may also come from current scientific or computer models) can be used to
related to the location and size of an object and the
historical episodes in science. simulate systems and interactions—
focal distance for convex and concave mirrors. (HS-
▪ Evaluate the claims, evidence, and reasoning behind including energy, matter, and
PS4-6)
currently accepted explanations or solutions to information flows—within and
▪ (NYSED) The location and size of an image (real or
determine the merits of arguments. (HS-PS4-3) between systems at different scales.
virtual) are related to the location and size of an object
Obtaining, Evaluating, and Communicating (HS-PS4-3)
and the focal distance for biconvex and biconcave
Information Stability and Change
lenses. (HS-PS4-6)
Obtaining, evaluating, and communicating information in 9– ▪ Systems can be designed for greater
PS4.B: Electromagnetic Radiation
12 builds on K–8 and progresses to evaluating the validity and or lesser stability. (HS-PS4-2)
▪ Electromagnetic radiation (e.g., radio, microwaves, --------------------------------
reliability of the claims, methods, and designs.
light) can be modeled as a wave of changing electric Connections to Engineering,
▪ Evaluate the validity and reliability of multiple claims that
and magnetic fields or as particles called photons. The Technology and Applications of Science
appear in scientific and technical texts or media reports,
wave model is useful for explaining many features of
verifying the data when possible. (HS-PS4-4)
electromagnetic radiation, and the particle model Interdependence of Science,
▪ Communicate technical information or ideas (e.g. about
explains other features. (HS-PS4-3) Engineering, and Technology
phenomena and/or the process of development and the
62

design and performance of a proposed process or system) ▪ When light or longer wavelength electromagnetic ▪ Science and engineering
in multiple formats (including orally, graphically, textually, radiation is absorbed in matter, it is generally converted complement each other in the
and mathematically). (HS-PS4-5) into thermal energy (heat). Shorter wavelength cycle known as research and
Page

--------------------------------------------------------------- electromagnetic radiation (ultraviolet, X-rays, gamma development (R&D). (HS- PS4-5)
rays) can ionize atoms and cause damage to living cells.
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
Connection to Nature of Science (HS-PS4-4) Influence of Engineering,
▪ Photoelectric materials emit electrons when they absorb Technology, and Science on
Science Models, Laws, Mechanisms, and Theories light of a high-enough frequency. (HS-PS4-5) Society and the Natural World
Explain Natural Phenomena PS4.C: Information Technologies and ▪ Modern civilization depends on
▪ A scientific theory is a substantiated explanation of some Instrumentation major technological systems. (HS-
aspect of the natural world, based on a body of facts that PS4-2),(HS- PS4-5)
▪ Multiple technologies based on the understanding of
have been repeatedly confirmed through observation and ▪ Engineers continuously modify these
waves and their interactions with matter are part of
experiment and the science community validates each theory everyday experiences in the modern world (e.g., technological systems by applying
before it is accepted. If new evidence is discovered that the medical imaging, communications, scanners) and in scientific knowledge and engineering
theory does not accommodate, the theory is generally scientific research. They are essential tools for design practices to increase benefits
modified in light of this new evidence. (HS-PS4-3) producing, transmitting, and capturing signals and for while decreasing costs and risks. (HS-
storing and interpreting the information contained in PS4-2)
them. (HS-PS4-5)
Connections to other DCIs in this grade-band: HS.PS1.C (HS-PS4-4); HS.PS3.A (HS-PS4-4),(HS-PS4-5); HS.PS3.D (HS-PS4-3),(HS-PS4-4); HS.LS1.C (HS-PS4-4); HS.ESS1.A
(HS-PS4-3); HS.ESS2.A (HS-PS4-1); HS.ESS2.D (HS-PS4-3)
Articulation of DCIs across grade-bands: MS.PS3.D (HS-PS4-4); MS.PS4.A (HS-PS4-1),(HS-PS4-2),(HS-PS4-5); MS.PS4.B (HS-PS4-1),(HS-PS4-2),(HS-PS4-3),(HS-PS4-4),(HS-
PS4-5);MS.PS4.C (HS-PS4-2),(HS-PS4-5); MS.LS1.C (HS-PS4-4); MS.ESS2.D (HS-PS4-4)
New York State Next Generation Learning Standards:
ELA/Literacy –
9-10.RST.8 Assess the extent to which the reasoning and evidence in a source support the author's claim or a recommendation for solving a scientific or technical
problem. (HS-PS4-2),(HS-PS4-3),(HS-PS4-4)
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS4-2),(HS-PS4-3),(HS-PS4-4)
11-12.RST.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-PS4-2),(HS-PS4-3),(HS-PS4-4)
11-12.RST.8 Evaluate the 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-PS4-3),(HS-PS4-4)
9-10.WHST.2 Write informative/explanatory text focused on discipline-specific content. (HS-PS4-5)
11-12.WHST.2 Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the
respective discipline. (HS-PS4-5)
11-12.WHST.6 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience as well as by applying discipline specific criteria used in the social
sciences or sciences; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation. (HS-PS4-4)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-PS4-1),(HS-PS4-3),(HS-PS4-6)
MP.4 Model with Mathematics. (HS-PS4-1),(HS-PS4-6)
AI.SSE.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS4-1),(HS-PS4-3),(HS-PS4-6)
AI.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS4-1),(HS-
PS4-3),(HS-PS4-6)
AI.CED.4 Rewrite formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-1),(HS-PS4-3),(HS-PS4-6)
*Connection boxes updated as of September 2018

63
Page

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models
LS1.A: Structure and Function Systems and System Models
Modeling in 9–12 builds on K–8 experiences and progresses to
▪ Systems of specialized cells within organisms help them ▪ Models (e.g., physical, mathematical,
using, synthesizing, and developing models to predict and
perform the essential functions of life. (HS-LS1-1) computer models) can be used to
show relationships among variables between systems and their
▪ All cells contain genetic information in the form of DNA simulate systems and interactions—
components in the natural and designed world.
molecules. Genes are regions in the DNA that contain the including energy, matter, and
▪ Develop and use a model based on evidence to illustrate
instructions that code for the formation of proteins, information flows—within and between
the relationships between systems or between components
which carry out most of the work of cells. (HS-LS1-1) systems at different scales. (HS-LS1-2)
of a system. (HS-LS1-2)
(Note: This Disciplinary Core Idea is also addressed by Structure and Function
Planning and Carrying Out Investigations
HS-LS3-1.) ▪ Investigating or designing new systems
Planning and carrying out in 9-12 builds on K-8 experiences
▪ Multicellular organisms have a hierarchical structural or structures requires a detailed
and progresses to include investigations that provide evidence
organization, in which any one system is made up of examination of the properties of
for and test conceptual, mathematical, physical, and empirical
numerous parts and is itself a component of the next different materials, the structures of
models.
level. (HS-LS1-2) different components, and connections
▪ Plan and conduct an investigation individually and
▪ Feedback mechanisms maintain a living system’s internal of components to reveal its function
collaboratively to produce data to serve as the basis for
conditions within certain limits and mediate behaviors, and/or solve a problem. (HS-LS1-1)
evidence, and in the design: decide on types, how much,
allowing it to remain alive and functional even as external Stability and Change
and accuracy of data needed to produce reliable
conditions change within some range. Feedback ▪ Feedback (negative or positive) can
measurements and consider limitations on the precision of
mechanisms can encourage (through positive feedback) stabilize or destabilize a system. (HS-
the data (e.g., number of trials, cost, risk, time), and
or discourage (negative feedback) what is going on inside LS1-3)
refine the design accordingly. (HS-LS1-3)
the living system. (HS-LS1-3)
Constructing Explanations and Designing Solutions
▪ (NYSED) Disease is a failure of homeostasis. Organisms
Constructing explanations and designing solutions in 9–12
have a variety of mechanisms to prevent and combat
builds on K–8 experiences and progresses to explanations and
disease. Technological advances including vaccinations
designs that are supported by multiple and independent
and antibiotics have contributed to the prevention and
student generated sources of evidence consistent with
treatment of disease. (HS-LS1-2),(HS-LS1-3)
scientific ideas, principles, and theories.
▪ 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. (HS-
LS1-1)
-------------------------------------------------------
Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Scientific inquiry is characterized by a common set of values
that include: logical thinking, precision, open-mindedness,
objectivity, skepticism, replicability of results, and honest and
ethical reporting of findings. (HS-LS1-3)
Connections to other DCIs in this grade-band: HS.LS3.A (HS-LS1-1)
Articulation of DCIs across grade-bands: MS.LS1.A (HS-LS1-1),(HS-LS1-2),(HS-LS1-3); MS.LS3.A (HS-LS1-1); MS.LS3.B (HS-LS1-1)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS1-1)
9-10.WHST.2 Write informative/explanatory text focused on discipline-specific content. (HS-LS1-1)
11-12.WHST.2 Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the
respective discipline. (HS-LS1-1)
9-12.WHST.5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question), analyze a topic, 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-LS1-3)
11-12.WHST.6 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience as well as by applying discipline specific criteria used in the social
sciences or sciences; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
64

source and following a standard format for citation. (HS-LS1-3)

11-12.WST.7 Draw evidence from informational texts to support analysis, reflection and research. (HS-LS1-1)
11-12.SL.5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add
Page

elements of interest to engage the audience. (HS-LS1-2)

*Connection boxes updated as of September 2018
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
HS. 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. [Clarification
Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other
photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment
does not include specific biochemical steps.]
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. [Clarification Statement: Emphasis is on using evidence from models and simulations to support
explanations for the synthesis of lipids, starches, proteins, and nucleic acids.] [Assessment Boundary: Assessment does not include the details of the
specific chemical reactions or identification of structural and molecular formulas for macromolecules.]
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. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of
aerobic cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in aerobic
cellular respiration.]
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in
ecosystems. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration and photosynthesis within
ecosystems.] [Assessment Boundary: Assessment does not include the specific chemical processes of aerobic respiration, anaerobic respiration, and
photosynthesis.]
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among
organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model such as a pyramid of biomass/energy to
describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through
ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.]
[Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]
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. [Clarification Statement: Examples of models could include simulations, diagrams, and
mathematical models of the carbon cycle (photosynthesis, respiration, decomposition, and combustion).] [Assessment Boundary: Assessment does not
include the specific chemical steps of photosynthesis and respiration.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models LS1.C: Organization for Matter and Energy Flow Systems and System Models
Modeling in 9–12 builds on K–8 experiences and progresses in Organisms Models (e.g., physical, mathematical,
to using, synthesizing, and developing models to predict and ▪ The process of photosynthesis converts light energy to computer models) can be used to
show relationships among variables between systems and stored chemical energy by converting carbon dioxide simulate systems and interactions—
their components in the natural and designed worlds. plus water into sugars plus released oxygen. (HS- including energy, matter, and
▪ Use a model based on evidence to illustrate the LS1-5) information flows—within and
relationships between systems or between components of ▪ As matter and energy flow through different between systems at different scales.
a system. (HS-LS1-5),(HS-LS1-7) organizational levels of living systems, chemical (HS-LS2-5)
▪ Develop a model based on evidence to illustrate the elements are recombined in different ways to form Energy and Matter
relationships between systems or components of a different products. As a result of these chemical ▪ Changes of energy and matter in a
system. (HS-LS2-5) reactions, energy is transferred from one system of system can be described in terms of
Using Mathematics and Computational Thinking interacting molecules to another. (HS-LS1-6),(HS-LS1- energy and matter flows into, out of,
Mathematical and computational thinking in 9-12 builds on K- 7) and within that system. (HS-LS1-5),
8 experiences and progresses to using algebraic thinking and ▪ (NYSED) Sugar molecules contain carbon, hydrogen, (HS-LS1-6)
analysis, a range of linear and nonlinear functions including and oxygen. Their hydrocarbon backbones combine ▪ Energy can be transferred between
trigonometric functions, exponentials and logarithms, and with other elements to make amino acids and other one place and another place, between
computational tools for statistical analysis to analyze, carbon-based molecules that can be assembled into objects and/or fields, or between
represent, and model data. Simple computational simulations larger molecules, such as proteins or DNA. (HS-LS1-6) systems. (HS-LS1-7),(HS-LS2-4)
are created and used based on mathematical models of basic ▪ (NYSED) Cellular respiration is a chemical process in ▪ Energy drives the cycling of matter
assumptions. which the bonds of food molecules and oxygen within and between systems. (HS-
▪ Use mathematical representations of phenomena or molecules are broken and new compounds are formed. LS2-3)
design solutions to support claims. (HS-LS2-4) In this process ATP is produced, which is used to carry
Constructing Explanations and Designing Solutions out life processes. (HS-LS1-7)
Constructing explanations and designing solutions in 9–12 LS2.B: Cycles of Matter and Energy Transfer in
builds on K–8 experiences and progresses to explanations and Ecosystems
designs that are supported by multiple and independent ▪ Photosynthesis and cellular respiration (including
student-generated sources of evidence consistent with anaerobic processes) provide most of the energy for
scientific ideas, principles, and theories. life processes. (HS- LS2-3)
▪ Construct and revise an explanation based on valid and ▪ Plants or algae form the lowest level of the food web.
reliable evidence obtained from a variety of sources At each link upward in a food web, only a small
(including students’ own investigations, models, theories, fraction of the matter consumed at the lower level is
simulations, peer review) and the assumption that theories transferred upward, to produce growth and release
and laws that describe the natural world operate today as energy in cellular respiration at the higher level. Given
they did in the past and will continue to do so in the this inefficiency, there are generally fewer organisms at
future. (HS-LS1-6),(HS-LS2-3) higher levels of a food web. The chemical elements
---------------------------------------- that make up the molecules of organisms pass through
Connections to Nature of Science food webs and into and out of the atmosphere and
soil, and they are combined and recombined in
Scientific Knowledge is Open to Revision in Light of different ways. At each link in an ecosystem, matter
New Evidence and energy are conserved. (HS-LS2-4)
65

▪ Most scientific knowledge is quite durable, but is, in ▪ (NYSED) When matter is cycled through organisms
principle, subject to change based on new evidence and ecosystems, some of the matter reacts to
and/or reinterpretation of existing evidence. (HS-LS2-3) release energy for life functions, some is stored in
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newly made structures, and some is eliminated as

waste. (HS-LS2-4)
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
▪ (NYSED) Photosynthesis and cellular respiration are
important components of the carbon cycle, in which
carbon is exchanged among the biosphere,
atmosphere, hydrosphere, and geosphere through
chemical, physical, geological, and biological
processes. (HS-LS2-5)
PS3.D: Energy in Chemical Processes
▪ The main way that solar energy is captured and
stored on Earth is through the complex chemical
process known as photosynthesis. (secondary to
HS-LS2-5)
Connections to other DCIs in this grade-band: HS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-LS2-3),(HS-LS2-5); HS.PS2.B (HS-LS1-7); HS.PS3.B (HS-LS1-5),(HS-LS1-
7),(HS-LS2-3),(HS-LS2-4); HS.PS3.D (HS-LS2-3),(HS-LS2-4); HS.ESS2.A (HS-LS2-3); HS.ESS2.D (HS-LS2-5)
Articulation of DCIs across grade-bands: MS.PS1.A (HS-LS1-6); MS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-LS2-3); MS.PS3.D (HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-
LS2-3),(HS-LS2-4),(HS-LS2-5); MS.LS1.C (HS-LS1-5),(HS-LS1-6),(HS-LS1-7),(HS-LS2-3),(HS-LS2-4),(HS-LS2-5); MS.LS2.B (HS-LS1-5),(HS-LS1-7),(HS-LS2-3),(HS-LS2-4),(HS-
LS2-5); MS.ESS2.A (HS-LS2-5); MS.ESS2.E (HS-LS1-6)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS1-6),(HS-LS2-3)
9-10.WHST.2 Write informative/explanatory text focused on discipline-specific content. (HS-LS1-6),(HS-LS2-3)
11-12.WHST.2 Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the
respective discipline. (HS-LS1-6),(HS-LS2-3)
9-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-6)
11-12.SL.5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add
elements of interest to engage the audience. (HS-LS1-5),(HS-LS1-7)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-LS2-4)
MP.4 Model with Mathematics. (HS-LS2-4)
AI-N.Q.1 Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in
formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. (HS-LS2-4)
AI-N.Q.3 Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. (HS-LS2-4)
*Connection boxes updated as of September 2018

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Page

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Using Mathematics and Computational Thinking LS2.A: Interdependent Relationships in Ecosystems Cause and Effect
Mathematical and computational thinking in 9-12 builds on K- ▪ Ecosystems have carrying capacities, which are limits to ▪ Empirical evidence is required to
8 experiences and progresses to using algebraic thinking and the numbers of organisms and populations they can differentiate between cause and
analysis, a range of linear and nonlinear functions including support. Organisms would have the capacity to produce correlation and make claims about
trigonometric functions, exponentials and logarithms, and populations of great size were it not for the fact that specific causes and effects. (HS-LS2-
computational tools for statistical analysis to analyze, environments and resources are finite. This 7),(HS-LS2-8)
represent, and model data. Simple computational simulations fundamental tension affects the abundance (number of Scale, Proportion, and Quantity
are created and used based on mathematical models of basic individuals) of species in any given ecosystem. (HS- ▪ The significance of a phenomenon is
assumptions. LS2-1),(HS-LS2-2) dependent on the scale, proportion,
▪ Use mathematical and/or computational ▪ (NYSED) Carrying capacity results from the availability and quantity at which it occurs. (HS-
representations of phenomena or design solutions to of biotic and abiotic factors and from challenges such as LS2-1)
support explanations. (HS-LS2-1) predation, competition, and disease. (HS-LS2-1),(HS- ▪ Using the concept of orders of
▪ Use mathematical representations of phenomena or LS2-2) magnitude allows one to understand
design solutions to support and revise explanations. LS2.C: Ecosystem Dynamics, Functioning, and how a model at one scale relates to a
(HS-LS2-2) Resilience model at another scale. (HS-LS2-2)
▪ Create or revise a simulation of a phenomenon, ▪ A complex set of interactions within an ecosystem can Stability and Change
designed device, process, or system. (HS-LS2-7) keep its numbers and types of organisms relatively ▪ Much of science deals with
Constructing Explanations and Designing Solutions constant over long periods of time under stable constructing explanations of how
Constructing explanations and designing solutions in 9–12 conditions. If a modest biological or physical things change and how they remain
builds on K–8 experiences and progresses to explanations and disturbance to an ecosystem occurs, it may return to its stable. (HS-LS2-6),(HS-LS2-7)
designs that are supported by multiple and independent more or less original status (i.e., the ecosystem is
student-generated sources of evidence consistent with resilient), as opposed to becoming a very different
scientific ideas, principles, and theories. ecosystem. Extreme fluctuations in conditions or the
▪ Design, evaluate, and refine a solution to a complex real- size of any population, however, can challenge the
world problem, based on scientific knowledge, student- functioning of ecosystems in terms of resources and
generated sources of evidence, prioritized criteria, and habitat availability. (HS-LS2-2),(HS-LS2-6)
tradeoff considerations. (HS-LS2-7) ▪ Moreover, anthropogenic changes (induced by human
Engaging in Argument from Evidence activity) in the environment—including habitat
Engaging in argument from evidence in 9–12 builds from K–8 destruction, pollution, introduction of invasive species,
experiences and progresses to using appropriate and overexploitation, and climate change—can disrupt an
sufficient evidence and scientific reasoning to defend and ecosystem and threaten the survival of some species.
critique claims and explanations about the natural and (HS-LS2-7)
designed world(s). Arguments may also come from current LS2.D: Social Interactions and Group Behavior
scientific or historical episodes in science. ▪ Group behavior has evolved because membership can
▪ Evaluate the claims, evidence, and reasoning behind increase the chances of survival for individuals and
currently accepted explanations or solutions to their genetic relatives. (HS-LS2-8)
determine the merits of arguments. (HS-LS2-6) LS4.D: Biodiversity and Humans
▪ Evaluate the evidence behind currently accepted ▪ Biodiversity is increased by the formation of new
explanations or solutions to determine the merits of species (speciation) and decreased by the loss of
arguments. (HS-LS2-8) species (extinction). (secondary to HS-LS2-7)
------------------------------------------------ ▪ Humans depend on the living world for the resources
Connections to Nature of Science and other benefits provided by biodiversity. But human
activity is also having adverse impacts on biodiversity
Scientific Knowledge is Open to Revision in Light of through overpopulation, overexploitation, habitat
New Evidence destruction, pollution, introduction of invasive species,
▪ Most scientific knowledge is quite durable, but is, in and climate change. Thus sustaining biodiversity so that
principle, subject to change based on new evidence ecosystem functioning and productivity are maintained
67

and/or reinterpretation of existing evidence. (HS-LS2-2) is essential to supporting and enhancing life on Earth.
▪ Scientific argumentation is a mode of logical discourse Sustaining biodiversity also aids humanity by preserving
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used to clarify the strength of relationships between landscapes of recreational or inspirational value.
ideas and evidence that may result in revision of an (secondary to HS-LS2-7)
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
explanation. (HS-LS2-6),(HS-LS2-8) 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 to HS-
LS2-7)
Connections to other DCIs in this grade-band: HS.ESS2.D (HS-LS2-7),(HS-LS4-6); HS.ESS2.E (HS-LS2-2),(HS-LS2-6),(HS-LS2-7),(HS-LS4-6); HS.ESS3.A (HS-LS2-2),(HS-LS2-
7),(HS-LS4-6); HS.ESS3.C (HS-LS2-2),(HS-LS2-7),(HS-LS4-6); HS.ESS3.D (HS-LS2-2),(HS-LS4-6)
Articulation of DCIs across grade-bands: MS.LS1.B (HS-LS2-8); MS.LS2.A (HS-LS2-1),(HS-LS2-2),(HS-LS2-6); MS.LS2.C (HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-7),(HS-LS4-
6); MS.ESS2.E (HS-LS2-6); MS.ESS3.A (HS-LS2-1); MS.ESS3.C (HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-7),(HS-LS4-6); MS.ESS3.D (HS-LS2-7)
New York State Next Generation Learning Standards:
ELA/Literacy –
9-10.RST.8 Assess the extent to which the reasoning and evidence in a source support the author's claim or a recommendation for solving a scientific or technical
problem. (HS-LS2-6),(HS-LS2-7),(HS-LS2-8)
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-8)
11-12.RST.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-LS2-6),(HS-LS2-7),(HS-LS2-8)
11-12.RST.8 Evaluate the 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-LS2-6),(HS-LS2-7),(HS-LS2-8)
9-10.WHST.2 Write informative/explanatory text focused on discipline-specific content. (HS-LS2-1),(HS-LS2-2)
11-12.WHST.2 Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the
respective discipline. (HS-LS2-1),(HS-LS2-2)
11-12.WHST.5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question), analyze a topic, 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-LS2-7),(HS-LS4-6)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-7)
MP.4 Model with Mathematics. (HS-LS2-1),(HS-LS2-2)
AI-N.Q.1 Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in
formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. (HS-LS2-1),(HS-LS2-2),(HS-LS2-7)
AI-N.Q.3 Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. (HS-LS2-1),(HS-LS2-2),(HS-LS2-7)
AI-S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-LS2-6)
AII-S.IC.6a Use the tools of statistics to draw conclusions from numerical summaries. (HS-LS2-6)
AII-S.IC.6b Use the language of statistics to critique claims from informational texts. For example, causation vs correlation, bias, measures of center and spread. (HS-
LS2-6)
*Connection boxes updated as of September 2018

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Page

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Asking Questions and Defining Problems LS1.A: Structure and Function Cause and Effect
Asking questions and defining problems in 9-12 builds on K-8 ▪ All cells contain genetic information in the form of DNA ▪ Empirical evidence is required to
experiences and progresses to formulating, refining, and molecules. Genes are regions in the DNA that contain differentiate between cause and
evaluating empirically testable questions and design problems the instructions that code for the formation of proteins. correlation and make claims about
using models and simulations. (secondary to HS-LS3-1) (Note: Disciplinary Core Idea is specific causes and effects. (HS-LS3-
▪ Ask questions that arise from examining models or a also addressed by HS-LS1-1.) 1),(HS-LS3-2)
theory to clarify relationships. (HS-LS3-1) ▪ (NYSED) The structures and functions of the human Scale, Proportion, and Quantity
Developing and Using Models female reproductive system produce gametes in ▪ Algebraic thinking is used to examine
Modeling in 9–12 builds on K–8 experiences and progresses to ovaries, allow for internal fertilization, support the scientific data and predict the effect of
using, synthesizing, and developing models to predict and show internal development of the embryo and fetus in the a change in one variable on another
relationships among variables between systems and their uterus, and provide essential materials through the (e.g., linear growth vs. exponential
components in the natural and designed worlds. placenta, and nutrition through milk for the newborn. growth). (HS-LS3-3)
▪ Use a model based on evidence to illustrate the The structures and functions of the human male Systems and System Models
relationships between systems or between components reproductive system produce gametes in testes and ▪ Models (e.g., physical, mathematical,
of a system. (HS-LS1-4),(HS-LS1-8) make possible the delivery of these gametes for computer models) can be used to
Analyzing and Interpreting Data fertilization. (HS-LS1-8) simulate systems and interactions—
Analyzing data in 9-12 builds on K-8 experiences and LS1.B: Growth and Development of Organisms including energy, matter, and
progresses to introducing more detailed statistical analysis, ▪ In multicellular organisms individual cells grow and then information flows—within and between
the comparison of data sets for consistency, and the use of divide via a process called mitosis, thereby allowing the systems at different scales. (HS-LS1-
models to generate and analyze data. organism to grow. The organism begins as a single cell 4),(HS-LS1-8)
▪ Apply concepts of statistics and probability (including (fertilized egg) that divides successively to produce many
determining function fits to data, slope, intercept, and cells, with each parent cell passing identical genetic --------------------------------------------
correlation coefficient for linear fits) to scientific and material (two variants of each chromosome pair) to both Connections to Nature of Science
engineering questions and problems, using digital tools daughter cells. Cellular division and differentiation
when feasible. (HS-LS3-3) produce and maintain a complex organism, composed of Science is a Human Endeavor
Engaging in Argument from Evidence systems of tissues and organs that work together to ▪ Technological advances have
Engaging in argument from evidence in 9-12 builds on K-8 meet the needs of the whole organism. (HS-LS1-4) influenced the progress of science and
experiences and progresses to using appropriate and sufficient ▪ (NYSED) The continuity of life is sustained through science has influenced advances in
evidence and scientific reasoning to defend and critique claims reproduction and development. Human development, technology. (HS-LS3-2),(HS-LS3-
and explanations about the natural and designed world(s). birth, and aging should be viewed as a predictable 3),(New NYSED PE)
Arguments may also come from current scientific or historical pattern of events influenced by factors such as gene ▪ Science and engineering are influenced
episodes in science. expression, hormones, and the environment. (HS-LS1- by society and society is influenced by
▪ Make and defend a claim based on evidence about the 8) science and engineering. (HS-LS3-2),
natural world that reflects scientific knowledge, and student- LS3.A: Inheritance of Traits (HS-LS3-3),(HS-LS1-8)
generated evidence. (HS-LS3-2) ▪ Each chromosome consists of a single very long DNA
molecule, and each gene on the chromosome is a
particular segment of that DNA. The instructions for
forming species’ characteristics are carried in DNA. All
cells in an organism have the same genetic content, but
the genes used (expressed) by the cell may be
regulated in different ways. Not all DNA codes for a
protein; some segments of DNA are involved in
regulatory or structural functions, and some have no
as-yet known function. (HS-LS3-1)
LS3.B: Variation of Traits
▪ In sexual reproduction, chromosomes can sometimes
swap sections during the process of meiosis (cell
division), thereby creating new genetic combinations
and thus more genetic variation. Although DNA
69

replication is tightly regulated and remarkably accurate,

errors do occur and result in mutations, which are also a
source of genetic variation. (HS-LS3-2)
Page

▪ (NYSED) Environmental factors can cause mutations in

genes. Only mutations in sex cells can be inherited. (HS-
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
LS3-2)
▪ (NYSED) Advances in biotechnology have allowed
organisms to be modified genetically. (HS-LS3-2)
▪ Environmental factors also affect expression of traits, and
hence affect the probability of occurrences of traits in a
population. Thus the variation and distribution of traits
observed depends on both genetic and environmental
factors. (HS-LS3-2),(HS-LS3-3)
Connections to other DCIs in this grade-band: HS.LS2.A (HS-LS3-3); HS.LS2.C (HS-LS3-3); HS.LS4.B (HS-LS3-3); HS.LS4.C (HS-LS3-3)
Articulation of DCIs across grade-bands: MS.LS1.A (HS-LS1-4); MS.LS1.B (HS-LS1-4); MS.LS2.A (HS-LS3-3); MS.LS3.A (HS-LS1-4),(HS-LS3-1),(HS-LS3-2); MS.LS3.B (HS-LS3-
1),(HS-LS3-2),(HS-LS3-3); MS.LS4.C (HS-LS3-3)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS3-1),(HS-LS3-2)
11-12.RST.9 Compare and contrast findings presented in a source to those from other sources (including their own experiments), noting when the findings support or
contradict previous explanations or accounts. (HS-LS3-1)
9-12.WHST.1 Write arguments focused on discipline-specific content. (HS-LS3-2)
11-12.SL.5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add
elements of interest to engage the audience. (HS-LS1-4), (HS-LS1-8)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-LS3-2),(HS-LS3-3),(HS-LS1-8)
MP.4 Model with Mathematics. (HS-LS1-4)
AI-F.IF.7 Graph functions and show key features of the graph by hand and by using technology where appropriate. (HS-LS1-4)
AII-F.BF.1 Write a function that describes a relationship between two quantities. (HS-LS1-4)
*Connection boxes updated as of September 2018

70
Page

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
HS. Natural Selection and Evolution
Students who demonstrate understanding can:
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by
multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence
has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and
order of appearance of structures in embryological development.]
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 reproduction, (3) competition for limited resources,
and (4) the proliferation of those organisms that are better able to survive and reproduce in the
environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms,
behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species.
Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary:
Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.]
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous
heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on
analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited
to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
[Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of
seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency
over time, leading to adaptation of populations.]
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1)
increases in the number of individuals of some species, (2) the emergence of new species over time, and
(3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to
the environment such as deforestation, fishing, introduction of invasive species, application of fertilizers, drought, flood, and the rate of change of the
environment affect distribution or disappearance of traits in species.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyzing and Interpreting Data LS4.A: Evidence of Common Ancestry and Diversity Patterns
Analyzing data in 9–12 builds on K–8 experiences and ▪ Genetic information provides evidence of evolution. DNA ▪ Different patterns may be observed
progresses to introducing more detailed statistical analysis, sequences vary among species, but there are many at each of the scales at which a
the comparison of data sets for consistency, and the use of overlaps; in fact, the ongoing branching that produces system is studied and can provide
models to generate and analyze data. multiple lines of descent can be inferred by comparing evidence for causality in
▪ Apply concepts of statistics and probability (including the DNA sequences of different organisms. Such explanations of phenomena. (HS-
determining function fits to data, slope, intercept, and information is also derivable from the similarities and LS4-1),(HS-LS4-3)
correlation coefficient for linear fits) to scientific and differences in amino acid sequences and from Cause and Effect
engineering questions and problems, using digital tools anatomical and embryological evidence. (HS-LS4-1) ▪ Empirical evidence is required to
when feasible. (HS-LS4-3) LS4.B: Natural Selection differentiate between cause and
Constructing Explanations and Designing Solutions ▪ Natural selection occurs only if there is both (1) correlation and make claims about
Constructing explanations and designing solutions in 9–12 variation in the genetic information between specific causes and effects. (HS-
builds on K–8 experiences and progresses to explanations organisms in a population and (2) variation in the LS4-2),(HS-LS4-4),(HS-LS4-5)
and designs that are supported by multiple and independent expression of that genetic information—that is, trait
student-generated sources of evidence consistent with variation—that leads to differences in performance ---------------------------------------
scientific ideas, principles, and theories. among individuals. (HS-LS4-2),(HS-LS4-3) Connections to Nature of Science
▪ Construct an explanation based on valid and reliable ▪ The traits that positively affect survival are more likely
evidence obtained from a variety of sources (including to be reproduced, and thus are more common in the Scientific Knowledge Assumes an
students’ own investigations, models, theories, population. (HS-LS4-3) Order and Consistency in Natural
simulations, peer review) and the assumption that LS4.C: Adaptation Systems
theories and laws that describe the natural world operate ▪ Evolution is a consequence of the interaction of four ▪ Scientific knowledge is based on
today as they did in the past and will continue to do so in factors: (1) the potential for a species to increase in the assumption that natural laws
the future. (HS-LS4-2),(HS-LS4-4) number, (2) the genetic variation of individuals in a operate today as they did in the
Engaging in Argument from Evidence species due to mutation and sexual reproduction, (3) past and they will continue to do
Engaging in argument from evidence in 9-12 builds on K-8 competition for an environment’s limited supply of the so in the future. (HS-LS4-1),(HS-
experiences and progresses to using appropriate and resources that individuals need in order to survive and LS4-4)
sufficient evidence and scientific reasoning to defend and reproduce, and (4) the ensuing proliferation of those
critique claims and explanations about the natural and organisms that are better able to survive and reproduce
designed world(s). Arguments may also come from current in that environment. (HS-LS4-2)
or historical episodes in science. ▪ Natural selection leads to adaptation that is, to a
▪ Evaluate the evidence behind currently accepted population dominated by organisms that are
explanations or solutions to determine the merits of anatomically, behaviorally, and physiologically well
arguments. (HS-LS4-5) suited to survive and reproduce in a specific
Obtaining, Evaluating, and Communicating environment. That is, the differential survival and
Information reproduction of organisms in a population that have an
Obtaining, evaluating, and communicating information in 9– advantageous heritable trait leads to an increase in the
12 builds on K–8 experiences and progresses to evaluating proportion of individuals in future generations that have
the validity and reliability of the claims, methods, and the trait and to a decrease in the proportion of
designs. individuals that do not. (HS-LS4-3),(HS-LS4-4)
▪ Communicate scientific information (e.g., about ▪ Adaptation also means that the distribution of traits in
phenomena and/or the process of development and a population can change when conditions change.
the design and performance of a proposed process or (HS-LS4-3)
71

system) in multiple formats (including orally, ▪ Changes in the physical environment, whether naturally
graphically, textually, and mathematically). (HS-LS4-1) occurring or human induced, have thus contributed to
----------------------------------------------------------------------------- the expansion of some species, the emergence of new
Page

distinct species as populations diverge under different

conditions, and the decline–and sometimes the
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
Connections to Nature of Science extinction–of some species. (HS-LS4-5)
▪ Species become extinct because they can no longer
Science Models, Laws, Mechanisms, and Theories survive and reproduce in their altered environment. If
Explain Natural Phenomena members cannot adjust to change that is too fast or
▪ A scientific theory is a substantiated explanation of some drastic, the opportunity for the species’ evolution is
aspect of the natural world, based on a body of facts that lost. (HS-LS4-5)
have been repeatedly confirmed through observation and
experiment and the science community validates each
theory before it is accepted. If new evidence is discovered
that the theory does not accommodate, the theory is
generally modified in light of this new evidence. (HS-LS4-1)

Connections to other DCIs in this grade-band: HS.LS2.A (HS-LS4-2),(HS-LS4-3),(HS-LS4-4),(HS-LS4-5); HS.LS2.D (HS-LS4-2),(HS-LS4-3),(HS-LS4-4),(HS-LS4-5); HS.LS3.A
(HS-LS4-1); HS.LS3.B (HS-LS4-1),(HS-LS4-2) (HS-LS4-3),(HS-LS4-5); HS.ESS1.C (HS-LS4-1); HS.ESS2.E (HS-LS4-2),(HS-LS4-5); HS.ESS3.A (HS-LS4-2),(HS-LS4-5)
Articulation of DCIs across grade-bands: MS.LS2.A (HS-LS4-2),(HS-LS4-3),(HS-LS4-5); MS.LS2.C (HS-LS4-5); MS.LS3.A (HS-LS4-1); MS.LS3.B (HS-LS4-1),(HS-LS4-2),(HS-
LS4-3); MS.LS4.A (HS-LS4-1); MS.LS4.B (HS-LS4-2),(HS-LS4-3),(HS-LS4-4); MS.LS4.C (HS-LS4-2),(HS-LS4-3),(HS-LS4-4),(HS-LS4-5); MS.ESS1.C (HS-LS4-1); MS.ESS3.C
(HS-LS4-5)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS4-1),(HS-LS4-2),(LS-HS4-3),(LS-HS4-4)
11-12.RST.8 Evaluate the 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-LS4-5)
9-10.WHST.2 Write informative/explanatory text focused on discipline-specific content. (HS-LS4-1),(HS-LS4-2),(HS-LS4-3),(HS-LS4-4)
11-12.WHST.2 Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the
respective discipline. (HS-LS4-1),(HS-LS4-2),(HS-LS4-3),(HS-LS4-4)
11-12.SL.4 Present claims, findings, and supporting evidence, conveying a clear and distinct perspective; alternative or opposing perspectives are addressed;
organization, development, substance, and style are appropriate to task, purpose, and audience. (HS-LS4-1),(HS-LS4-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-LS4-1),(HS-LS4-2),(HS-LS4-3),(HS-LS4-4),(HS-LS4-5)
MP.4 Model with mathematics. (HS-LS4-2)
*Connection boxes updated as of September 2018

72
Page

HS. 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. [Clarification Statement:
Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the Sun’s core to reach Earth. Examples of evidence for the model
could include observations of the masses and lifetimes of other stars, as well as the ways that the Sun’s radiation varies due to sudden solar flares (“space
weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic
and sub-atomic processes involved with the Sun’s nuclear fusion.]
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. [Clarification Statement: Emphasis is on the
astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding at an accelerated rate, the cosmic
microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in
stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4
hydrogen and 1/4 helium).]
HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification
Statement: Emphasis is on how nucleosynthesis varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details
of the many different nucleosynthesis pathways for stars of differing masses are not assessed.]
HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the
solar system. [Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made
satellites as well as planets and moons.] [Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s
Laws of orbital motions should not deal with more than two bodies, nor involve calculus.]
HS-ESS1-7. Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides
and seasons change cyclically. [Clarification Statement: Emphasis of the explanation should include how the relative positions of the moon
in its orbit, Earth, and the Sun cause different phases, types of eclipses or strength of tides. Examples of evidence could include various representations of
relative positions of the Sun, Earth and moon.] [Assessment Boundary: Assessment does not include mathematical computations to support explanations
but rather relies on conceptual modeling using diagrams to show how celestial bodies interact to create these cyclical changes.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models ESS1.A: The Universe and Its Stars Patterns
Modeling in 9–12 builds on K–8 experiences and progresses ▪ The star called the sun is changing and will burn ▪ Different patterns may be observed at
to using, synthesizing, and developing models to predict and out over a lifespan of approximately 10 billion each of the scales at which a system is
show relationships among variables between systems and years. (HS-ESS1-1) studied and can provide evidence for
their components in the natural and designed world(s). ▪ The study of stars’ light spectra and brightness is causality in explanations of
▪ Develop a model based on evidence to illustrate the used to identify compositional elements of stars, phenomena. (HS-ESS1-7)
relationships between systems or between components of their movements, and their distances from Earth. Scale, Proportion, and Quantity
a system. (HS-ESS1-1) (HS-ESS1-2),(HS-ESS1-3) ▪ The significance of a phenomenon
Using Mathematical and Computational Thinking ▪ The Big Bang theory is supported by observations is dependent on the scale,
Mathematical and computational thinking in 9–12 builds on of distant galaxies receding from our own, of the proportion, and quantity at which it
K–8 experiences and progresses to using algebraic thinking measured composition of stars and non-stellar occurs. (HS-ESS1-1)
and analysis, a range of linear and nonlinear functions gases, and of the maps of spectra of the ▪ Algebraic thinking is used to
including trigonometric functions, exponentials and primordial radiation (cosmic microwave examine scientific data and predict
logarithms, and computational tools for statistical analysis to background) that still fills the universe. (HS-ESS1- the effect of a change in one
analyze, represent, and model data. Simple computational 2) variable on another (e.g., linear
simulations are created and used based on mathematical ▪ Other than the hydrogen and helium formed at growth vs. exponential growth).
models of basic assumptions. the time of the Big Bang, nuclear fusion within (HS-ESS1-4)
▪ Use mathematical or computational representations of stars produces all atomic nuclei lighter than and Energy and Matter
phenomena to describe explanations. (HS-ESS1-4) including iron, and the process releases ▪ Energy cannot be created or destroyed–
Constructing Explanations and Designing Solutions electromagnetic energy. Heavier elements are only moved between one place and
Constructing explanations and designing solutions in 9–12 produced when certain massive stars achieve a another place, between objects and/or
builds on K–8 experiences and progresses to explanations and supernova stage and explode. (HS-ESS1-2),(HS- fields, or between systems. (HS-ESS1-
designs that are supported by multiple and independent ESS1-3) 2)
student-generated sources of evidence consistent with ESS1.B: Earth and the Solar System ▪ In nuclear processes, atoms are not
scientific ideas, principles, and theories. ▪ Kepler’s laws describe common features of the conserved, but the total number of
▪ Construct an explanation based on valid and reliable motions of orbiting objects, including their protons plus neutrons is conserved.
evidence obtained from a variety of sources (including elliptical paths around the sun. Orbits may (HS-ESS1-3)
students’ own investigations, models, theories, change due to the gravitational effects from, or
simulations, peer review) and the assumption that collisions with, other objects in the solar system. -----------------------------------------
theories and laws that describe the natural world (HS-ESS1-4) Connection to Engineering, Technology, and
operate today as they did in the past and will continue to ▪ (NYSED) Earth and celestial phenomena can Applications of Science
do so in the future. (HS-ESS1-2),(HS-ESS1-7) be described by principles of relative motion
Obtaining, Evaluating, and Communicating Information and perspective. (HS-ESS1-7) Interdependence of Science,
Obtaining, evaluating, and communicating information in 9–12 PS3.D: Energy in Chemical Processes and Engineering, and Technology
builds on K–8 experiences and progresses to evaluating the Everyday Life ▪ Science and engineering complement
validity and reliability of the claims, methods, and designs. ▪ Nuclear Fusion processes in the center of the each other in the cycle known as
▪ Communicate scientific ideas (e.g., about phenomena sun release the energy that ultimately reaches research and development (R&D).
and/or the process of development and the design and Earth as radiation. (secondary to HS-ESS1-1) Many R&D projects may involve
performance of a proposed process or system) in multiple PS4.B Electromagnetic Radiation scientists, engineers, and others with
formats (including orally, graphically, textually, and ▪ Atoms of each element emit and absorb wide ranges of expertise. (HS-ESS1-
mathematically). (HS-ESS1-3) characteristic frequencies of light. These 2),(HS-ESS1-4)
------------------------------
73

characteristics allow identification of the presence

Connections to Nature of Science of an element, even in microscopic quantities. ----------------------------------------
(secondary to HS-ESS1-2) Connection to Nature of Science
Science Models, Laws, Mechanisms, and Theories
Page

Explain Natural Phenomena

Scientific Knowledge Assumes an
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
A scientific theory is a substantiated explanation of some aspect Order and Consistency in Natural
of the natural world, based on a body of facts that have been Systems
repeatedly confirmed through observation and experiment and ▪ Scientific knowledge is based on the
the science community validates each theory before it is assumption that natural laws operate
accepted. If new evidence is discovered that the theory does today as they did in the past and they
not accommodate, the theory is generally modified in light of will continue to do so in the future.
this new evidence. (HS-ESS1-2) (HS-ESS1-2)
▪ Science assumes the universe is a
vast single system in which basic
laws are consistent. (HS-ESS1-2)
Connections to other DCIs in this grade-band: HS.PS1.A (HS-ESS1-2),(HS-ESS1-3); HS.PS1.C (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-3); HS.PS2.B (HS-ESS1-4); HS.PS3.A (HS-
ESS1-1),(HS-ESS1-2); HS.PS3.B (HS-ESS1-2); HS.PS4.A (HS-ESS1-2)
Articulation of DCIs across grade-bands: MS.PS1.A (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-3); MS.PS2.A (HS-ESS1-4); MS.PS2.B (HS-ESS1-4); MS.PS4.B (HS-ESS1-1),(HS-ESS1-
2); MS.ESS1.A (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-3),(HS-ESS1-4); MS.ESS1.B (HS-ESS1-4); MS.ESS2.A (HS-ESS1-1); MS.ESS2.D (HS-ESS1-1)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS1-1),(HS-ESS1-2)
9-10.WHST.2 Write informative/explanatory text focused on discipline-specific content. (HS-ESS1-2),(HS-ESS1-3),(HS-ESS1-7)
11-12.WHST.2 Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the
respective discipline. (HS-ESS1-2),(HS-ESS1-3),(HS-ESS1-7)
11-12.SL.4 Present claims, findings, and supporting evidence, conveying a clear and distinct perspective; alternative or opposing perspectives are addressed;
organization, development, substance, and style are appropriate to task, purpose, and audience. (HS-ESS1-3),(HS-ESS1-7)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-3),(HS-ESS1-4),(HS-ESS1-7)
MP.4 Model with Mathematics. (HS-ESS1-1),(HS-ESS1-4)
AI-N.Q.1 Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in
formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4)
AI-N.Q.3 Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4)
AI.SSE.1 Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4)
AI.CED.2 Create equations and linear inequalities in two variables to represent a real-world context. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4)
AI.CED.4 Rewrite formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-ESS1-1),(HS-ESS1-2),(HS-ESS1-4)
*Connection boxes updated as of September 2018

74
Page

HS. History of the 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. [Clarification Statement: Emphasis is on the ability of plate tectonics to
explain the ages of crustal rocks. Examples include evidence of the ages of oceanic crust increasing with distance from mid-ocean ridges as a result of
plate spreading and that the North American continental crust contains a much older central ancient core compared to the surrounding continental crust as
a result of complex and numerous plate interactions.]
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. [Clarification Statement: Emphasis is on using
available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years
ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s rocks
and minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.]
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. [Clarification Statement: Emphasis is on how the appearance
of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both
constructive processes (such as volcanism, tectonic uplift, and deposition) and destructive processes (such as weathering, subduction, and coastal
erosion).] [Assessment Boundary: Assessment does not include recalling the details of the formation of specific geographic features of Earth’s surface.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

ESS1.C: The History of Planet Earth
Developing and Using Models Patterns
▪ Continental rocks, which can be older than 4 billion
Modeling in 9–12 builds on K–8 experiences and progresses to ▪ Empirical evidence is needed to identify
years, are generally much older than the rocks of the
using, synthesizing, and developing models to predict and show patterns. (HS-ESS1-5)
ocean floor, which are less than 200 million years old.
relationships among variables between systems and their Stability and Change
(HS-ESS1-5)
components in the natural and designed world(s). ▪ Much of science deals with constructing
▪ Although active geologic processes, such as plate
▪ Develop a model based on evidence to illustrate the explanations of how things change and
tectonics and erosion, have destroyed or altered most of
relationships between systems or between components of a how they remain stable. (HS-ESS1-6)
the very early rock record on Earth, other objects in the
system. (HS-ESS2-1) ▪ Change and rates of change can be
solar system, such as lunar rocks, asteroids, and
Constructing Explanations and Designing Solutions quantified and modeled over very short
meteorites, have changed little over billions of years.
Constructing explanations and designing solutions in 9–12 builds or very long periods of time. Some
Studying these objects can provide information about
on K–8 experiences and progresses to explanations and designs system changes are irreversible. (HS-
Earth’s formation and early history. (HS-ESS1-6)
that are supported by multiple and independent student- ESS2-1)
ESS2.A: Earth Materials and Systems
generated sources of evidence consistent with scientific ideas,
▪ Earth’s systems, being dynamic and interacting, cause
principles, and theories.
feedback effects that can increase or decrease the
▪ Apply scientific reasoning to link evidence to the claims to
original changes. (HS-ESS2-1) (Note: This Disciplinary
assess the extent to which the reasoning and data support
Core Idea is also addressed by HS-ESS2-2)
the explanation or conclusion. (HS-ESS1-6)
ESS2.B: Plate Tectonics and Large-Scale System
Engaging in Argument from Evidence
Interactions
Engaging in argument from evidence in 9–12 builds on K–8
▪ Plate tectonics is the unifying theory that explains the
experiences and progresses to using appropriate and sufficient
past and current movements of the rocks at Earth’s
evidence and scientific reasoning to defend and critique claims
surface and provides a framework for understanding its
and explanations about the natural and designed world(s).
geologic history. (ESS2.B Grade 8 GBE) (secondary to
Arguments may also come from current scientific or historical
HS-ESS1-5),(HS-ESS2-1)
episodes in science.
▪ Plate movements are responsible for most continental
▪ Evaluate evidence behind currently accepted explanations or
and ocean-floor features and for the distribution of most
solutions to determine the merits of arguments. (HS-ESS1-
rocks and minerals within Earth’s crust. (ESS2.B Grade 8
5)
GBE) (HS-ESS2-1)
-----------------------------------------------
PS1.C: Nuclear Processes
Connections to Nature of Science
▪ (NYSED) Spontaneous radioactive decay follows a
characteristic exponential decay law allowing an
Science Models, Laws, Mechanisms, and Theories
element’s half-life to be used for radiometric dating of
Explain Natural Phenomena
rocks and other materials. (secondary to HS-ESS1-
▪ A scientific theory is a substantiated explanation of some
5),(secondary to HS-ESS1-6)
aspect of the natural world, based on a body of facts that
have been repeatedly confirmed through observation and
experiment and the science community validates each
theory before it is accepted. If new evidence is discovered
that the theory does not accommodate, the theory is
generally modified in light of this new evidence. (HS-ESS1-
6)
▪ Models, mechanisms, and explanations collectively serve as
tools in the development of a scientific theory. (HS-ESS1-6)
Connections to other DCIs in this grade-band: HS.PS2.A (HS-ESS1-6); HS.PS2.B (HS-ESS1-6),(HS-ESS2-1); HS.PS3.B (HS-ESS1-5); HS.ESS2.A (HS-ESS1-5)
Articulation of DCIs across grade-bands: MS.PS2.B (HS-ESS1-6),(HS-ESS2-1); MS.LS2.B (HS-ESS2-1); MS.ESS1.B (HS-ESS1-6); MS.ESS1.C (HS-ESS1-5),(HS-ESS1-6),(HS-ESS2-
1); MS.ESS2.A (HS-ESS1-5),(HS-ESS1-6),(HS-ESS2-1); MS.ESS2.B (HS-ESS1-5),(HS-ESS1-6),(HS-ESS2-1); MS.ESS2.C (HS-ESS2-1); MS.ESS2.D (HS-ESS2-1)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS1-5),(HS-ESS1-6)
11-12.RST.8 Evaluate the 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-ESS1-5),(HS-ESS1-6)
75

9-12.WHST.1 Write arguments focused on discipline-specific content. (HS-ESS1-6)

9-10.WHST.2 Write informative/explanatory text focused on discipline-specific content. (HS-ESS1-5)
11-12.WHST.2 Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the
Page

respective discipline. (HS-ESS1-2),(HS-ESS1-3),(HS-ESS1-7)

Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS1-5),(HS-ESS1-6),(HS-ESS2-1)
MP.4 Model with Mathematics. (HS-ESS2-1
AI-N.Q.1 Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in
formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. (HS-ESS1-5),(HS-ESS1-6),(HS-ESS2-1)
AI-N.Q.3 Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. (HS-ESS1-5),(HS-ESS1-5),(HS-ESS2-1)
AI-F.IF.5 Determine the domain of a function from its graph and, where applicable, identify the appropriate domain for a function in context. (HS-ESS1-6)
AI.S.ID.6 Represent bivariate data on a scatter plot, and describe how the variables’ values are related. (HS-ESS1-6)
*Connection boxes updated as of September 2018

76
Page

HS. 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. [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.]
HS. ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal
convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-
dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Rocks and minerals can be identified and classified using
various tests and protocols that determine their physical and chemical properties. Examples of evidence include maps of Earth’s three-dimensional
structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and
identification of the composition of Earth’s layers from high-pressure laboratory experiments.]
HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and
surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to
provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical
investigations include stream transportation (erosion) and deposition using a stream table, infiltration and runoff by measuring permeability and porosity
of different materials, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and
recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most
solids).]
HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere,
geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon
through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.]
HS-ESS2-7. Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
[Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience
factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how the outgassing of water from Earth’s interior
caused the development of Earth’s early oceans leading to the evolution of microorganisms and stromatolites; how photosynthetic life altered the
atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on
land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns
of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a
comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models ESS2.A: Earth Materials and Systems Energy and Matter
Modeling in 9–12 builds on K–8 experiences and progresses to ▪ Earth’s systems, being dynamic and interacting, cause ▪ The total amount of energy and matter
using, synthesizing, and developing models to predict and show feedback effects that can increase or decrease the in closed systems is conserved. (HS-
relationships among variables between systems and their original changes (HS-ESS2-2) ESS2-6)
components in the natural and designed world(s). ▪ Evidence from deep probes and seismic waves, ▪ Energy drives the cycling of matter
▪ Develop a model based on evidence to illustrate the reconstructions of historical changes in Earth’s surface within and between systems. (HS-ESS2-
relationships between systems or between components of a and its magnetic field, and an understanding of physical 3)
system. (HS-ESS2-3),(HS-ESS2-6) and chemical processes lead to a model of Earth with a Structure and Function
Planning and Carrying Out Investigations hot but solid inner core, a liquid outer core, a solid ▪ The functions and properties of natural
Planning and carrying out investigations in 9-12 builds on K-8 mantle and crust. Motions of the mantle and its plates and designed objects and systems can
experiences and progresses to include investigations that occur primarily through thermal convection, which be inferred from their overall structure,
provide evidence for and test conceptual, mathematical, involves the cycling of matter due to the outward flow of the way their components are shaped
physical, and empirical models. energy from Earth’s interior and gravitational movement and used, and the molecular
▪ Plan and conduct an investigation individually and of denser materials toward the interior. (HS-ESS2-3) substructures of its various materials.
collaboratively to produce data to serve as the basis for ESS2.B: Plate Tectonics and Large-Scale System (HS-ESS2-5)
evidence, and in the design: decide on types, how much, Interactions Stability and Change
and accuracy of data needed to produce reliable ▪ (NYSED) Residual heat from Earth’s formation and the ▪ Much of science deals with constructing
measurements and consider limitations on the precision of radioactive decay of unstable isotopes in Earth’s interior explanations of how things change and
the data (e.g., number of trials, cost, risk, time), and refine continually generate energy that is absorbed by Earth’s how they remain stable. (HS-ESS2-7)
the design accordingly. (HS-ESS2-5) mantle and crust, driving mantle convection. Plate ▪ Feedback (negative or positive) can
Analyzing and Interpreting Data tectonics can be viewed as the surface expression of stabilize or destabilize a system. (HS-
Analyzing data in 9–12 builds on K–8 experiences and mantle convection. (HS-ESS2-3) ESS2-2)
progresses to introducing more detailed statistical analysis, the ▪ (NYSED) Minerals are the building blocks of igneous,
comparison of data sets for consistency, and the use of models metamorphic, and sedimentary rocks and can be ----------------------------------------
to generate and analyze data. identified using physical and chemical characteristics. Connections to Engineering, Technology,
▪ Analyze data using tools, technologies, and/or models (e.g., These rock types are evidence of stages of constant and Applications of Science
computational, mathematical) in order to make valid and recycling of Earth material by surface processes and
reliable scientific claims or determine an optimal design convection currents in the mantle. (HS-ESS2-3) Interdependence of Science,
solution. (HS-ESS2-2) ESS2.C: The Roles of Water in Earth’s Surface Engineering, and Technology
Engaging in Argument from Evidence Processes ▪ Science and engineering complement
Engaging in argument from evidence in 9–12 builds on K–8 ▪ The abundance of liquid water on Earth’s surface and its each other in the cycle known as
experiences and progresses to using appropriate and sufficient unique combination of physical and chemical properties research and development (R&D). Many
evidence and scientific reasoning to defend and critique claims are central to the planet’s dynamics. These properties R&D projects may involve scientists,
and explanations about the natural and designed world(s). include water’s exceptional capacity to absorb, store, and engineers, and others with wide ranges
Arguments may also come from current scientific or historical release large amounts of energy, transmit sunlight, of expertise. (HS-ESS2-3)
77

episodes in science. expand upon freezing, dissolve and transport materials, Influence of Engineering, Technology,
▪ Construct an oral and written argument or counter- and lower the viscosities and melting points of rocks. and Science on Society and the Natural
arguments based on data and evidence. (HS-ESS2-7) (HS-ESS2-5) World
Page

ESS2.D: Weather and Climate ▪ New technologies can have deep

-------------------------------------------------------- impacts on society and the environment,
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
▪ The foundation for Earth’s global climate systems is the including some that were not
Connections to Nature of Science electromagnetic radiation from the sun, as well as its anticipated. Analysis of costs and
reflection, absorption, storage, and redistribution among benefits is a critical aspect of decisions
Scientific Knowledge is Based on Empirical Evidence the atmosphere, ocean, and land systems, and this about technology. (HS-ESS2-2)
▪ Science knowledge is based on empirical evidence. (HS- energy’s re-radiation into space. (HS-ESS2-2)
ESS2-3) ▪ Gradual atmospheric changes were due to plants and
▪ Science disciplines share common rules of evidence used to other organisms that captured carbon dioxide and
evaluate explanations about natural systems. (HS-ESS2-3) released oxygen. (HS-ESS2-6),(HS-ESS2-7)
Science includes the process of coordinating patterns of ▪ Changes in the atmosphere due to human activity have
evidence with current theory. (HS-ESS2-3) increased carbon dioxide concentrations and thus affect
climate. (HS-ESS2-6)
ESS2.E: Biogeology
▪ The many dynamic and delicate feedbacks between the
biosphere and other Earth systems cause a continual co-
evolution of Earth’s surface and the life that exists on it.
(HS-ESS2-7)
PS4.A: Wave Properties
▪ Geologists use seismic waves and their reflection at
interfaces between layers to probe structures deep in the
planet. (secondary to HS-ESS2-3)
Connections to other DCIs in this grade-band: HS.PS1.A (HS-ESS2-5),(HS-ESS2-6); HS.PS1.B (HS-ESS2-5),(HS-ESS2-6); HS.PS2.B (HS-ESS2-3); HS.PS3.B (HS-ESS2-2),(HS-
ESS2-3),(HS-ESS2-5); HS.PS3.D (HS-ESS2-3),(HS-ESS2-6); HS.PS4.B (HS-ESS2-2); HS.LS1.C (HS-ESS2-6); HS.LS2.A (HS-ESS2-7); HS.LS2.B (HS-ESS2-2),(HS-ESS2-6);
HS.LS2.C (HS-ESS2-2),(HS-ESS2-7); HS.LS4.A (HS-ESS2-7); HS.LS4.B (HS-ESS2-7); HS.LS4.C (HS-ESS2-7); HS.LS4.D (HS-ESS2-2),(HS-ESS2-7); HS.ESS3.C (HS-ESS2-
2),(HS-ESS2-5),(HS-ESS2-6); HS.ESS3.D (HS-ESS2-2),(HS-ESS2-6)
Articulation of DCIs across grade-bands: MS.PS1.A (HS-ESS2-3),(HS-ESS2-5),(HS-ESS2-6); MS.PS1.B (HS-ESS2-3); MS.PS2.B (HS-ESS2-3); MS.PS3.A (HS-ESS2-3);
MS.PS3.B (HS-ESS2-3); MS.PS3.D (HS-ESS2-2),(HS-ESS2-6); MS.PS4.B (HS-ESS2-2),(HS-ESS2-5),(HS-ESS2-6); MS.LS2.A (HS-ESS2-7); MS.LS2.B (HS-ESS2-2),(HS-ESS2-6);
MS.LS2.C (HS-ESS2-2),(HS-ESS2-7); MS.LS4.A (HS-ESS2-7); MS.LS4.B (HS-ESS2-7); MS.LS4.C (HS-ESS2-2),(HS-ESS2-7); MS.ESS1.C (HS-ESS2-7); MS.ESS2.A (HS-ESS2-
2),(HS-ESS2-3),(HS-ESS2-5),(HS-ESS2-6),(HS-ESS2-7); MS.ESS2.B (HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-6); MS.ESS2.C (HS-ESS2-2),(HS-ESS2-5),(HS-ESS2-6),(HS-ESS2-7);
MS.ESS2.D (HS-ESS2-2),(HS-ESS2-5); MS.ESS3.C (HS-ESS2-2),(HS-ESS2-6); MS.ESS3.D (HS-ESS2-2),(HS-ESS2-6)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS2-2),(HS-ESS2-3)
11-12.RST.2 Determine the key ideas or conclusions of a source; summarize complex concepts, processes, or information presented in a source by paraphrasing in
precise and accurate terms. (HS-ESS2-2)
9-12.WHST.1 Write arguments focused on discipline-specific content. (HS-ESS2-2)
9-12.WHST.5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question), analyze a topic, 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-ESS2-5)
11-12.SL.5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add
elements of interest to engage the audience. (HS-ESS2-3)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-6)
MP.4 Model with Mathematics. (HS-ESS2-3), (HS-ESS2-6)
AI-N.Q.1 Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in
formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. (HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-6)
AI-N.Q.3 Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. (HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-5),(HS-
ESS2-6)
*Connection boxes updated as of September 2018

78
Page

HS. 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. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic
eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to
Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition and plate tectonic
movement.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation
patterns, glacial ice volumes, sea levels, and biosphere distribution.]
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. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation
and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment
Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
HS-ESS2-8. Evaluate data and communicate information to explain how the movement and interactions of air masses
result in changes in weather conditions. [Clarification Statement: Examples of evidence sources could include station models, surface
weather maps, satellite images, radar, and accepted forecast models. Emphasis should focus on communicating how the uneven heating of Earth’s
surface and prevailing global winds drive the movement of air masses and their corresponding circulation patterns, the interaction of different air masses
at frontal boundaries, and resulting weather phenomena.] [Assessment Boundary: Analysis is limited to surface weather maps and general weather
patterns associated with high and low pressure systems.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models ESS1.B: Earth and the Solar System Patterns
Modeling in 9–12 builds on K–8 experiences and progresses to ▪ Cyclical changes in the shape of Earth’s orbit around the
▪ Different patterns may be observed at
using, synthesizing, and developing models to predict and show sun, together with changes in the tilt of the planet’s axis
each of the scales at which a system is
relationships among variables between systems and their of rotation, both occurring over hundreds of thousands of
studied and can provide evidence for
components in the natural and designed world(s). years, have altered the intensity and distribution of
causality in explanations of phenomena.
▪ Use a model to provide mechanistic accounts of sunlight falling on the earth. These phenomena cause a
(HS-ESS2-8)
phenomena. (HS-ESS2-4) cycle of ice ages and other gradual climate changes.
Analyzing and Interpreting Data (secondary to HS-ESS2-4) ▪ Empirical evidence is needed to identify
Analyzing data in 9–12 builds on K–8 experiences and ESS2.A: Earth Materials and Systems patterns. (HS-ESS2-8)
progresses to introducing more detailed statistical analysis, the ▪ The geological record shows that changes to global and
Cause and Effect
comparison of data sets for consistency, and the use of models regional climate can be caused by interactions among
▪ Empirical evidence is required to
to generate and analyze data. changes in the sun’s energy output or Earth’s orbit, differentiate between cause and
▪ Analyze data using tools, technologies and/or models (e.g., tectonic events, ocean circulation, volcanic activity,
correlation and make claims about
computational or mathematical) in order to make valid and glaciers, vegetation, and human activities. These changes
specific causes and effects. (HS-ESS2-
reliable scientific claims or determine optimal design can occur on a variety of time scales from sudden (e.g., 4)
solution. (HS-ESS3-5) volcanic ash clouds) to intermediate (ice ages) to very
Stability and Change
Obtaining, Evaluating, and Communicating Information long-term tectonic cycles. (HS-ESS2-4)
▪ Change and rates of change can be
Obtaining, evaluating and communicating information in 9-12 ESS2.D: Weather and Climate
quantified and modeled over very short
builds on K-8 experiences and progresses to evaluating the ▪ The foundation for Earth’s global climate systems is the
or very long periods of time. Some
validity and reliability of the claims, methods, and designs. electromagnetic radiation from the sun, as well as its
system changes are irreversible. (HS-
▪ Communicate scientific ideas (e.g., about phenomena reflection, absorption, storage, and redistribution among
ESS3-5)
and/or the process of development and the design and the atmosphere, ocean, and land systems, and this
performance of a proposed process or system) in multiple energy’s re-radiation into space. (HS-ESS2-4),(secondary
formats (including orally, graphically, textually, and to HS-ESS2-2)
mathematically). (HS-ESS2-8) ▪ Changes in the atmosphere due to human activity have
-------------------------------------------------------- increased carbon dioxide concentrations and thus affect
Connections to Nature of Science climate. (HS-ESS2-4)
▪ (NYSED) Concepts of density and heat energy can be
Scientific Investigations Use a Variety of Methods used to explain observations of weather patterns (HS-
▪ Science investigations use diverse methods and do not ESS2-8).
always use the same set of procedures to obtain data. (HS- ESS3.D: Global Climate Change
ESS3-5) Though the magnitudes of human impacts are greater
▪ New technologies advance scientific knowledge. (HS-ESS3- than they have ever been, so too are human abilities to
5) model, predict, and manage current and future impacts.
Scientific Knowledge is Based on Empirical Evidence (HS-ESS3-5)
▪ Science knowledge is based on empirical evidence. (HS-
ESS3-5)
▪ Science arguments are strengthened by multiple lines of
evidence supporting a single explanation. (HS-ESS2-4), (HS-
ESS3-5)
Connections to other DCIs in this grade-band: HS.PS3.A (HS-ESS2-4); HS.PS3.B (HS-ESS2-4),(HS-ESS3-5); HS.PS3.D (HS-ESS3-5); HS.LS1.C (HS-ESS3-5); HS.LS2.C (HS-
ESS2-4); HS.ESS1.C (HS-ESS2-4); HS.ESS2.D (HS-ESS3-5); HS.ESS3.C (HS-ESS2-4); HS.ESS3.D (HS-ESS2-4)
Articulation of DCIs across grade-bands: MS.PS3.A (HS-ESS2-4); MS.PS3.B (HS-ESS2-4),(HS-ESS3-5); MS.PS3.D (HS-ESS2-4),(HS-ESS3-5); MS.PS4.B (HS-ESS2-4);
MS.LS1.C (HS-ESS2-4); MS.LS2.B (HS-ESS2-4); MS.LS2.C (HS-ESS2-4); MS.ESS2.A (HS-ESS2-4),(HS-ESS3-5); MS.ESS2.B (HS-ESS2-4); MS.ESS2.C (HS-ESS2-4);
MS.ESS2.D (HS-ESS2-4),(HS-ESS3-5); MS.ESS3.B (HS-ESS3-5); MS.ESS3.C (HS-ESS2-4),(HS-ESS3-5); MS.ESS3.D (HS-ESS2-4),(HS-ESS3-5)
New York State Next Generation Learning Standards:
ELA/Literacy –
79

11-12.RST. 1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-5),(HS-ESS2-8)
11-12.RST.2 Determine the key ideas or conclusions of a source; summarize complex concepts, processes, or information presented in a source by paraphrasing in
Page

precise and accurate terms. (HS-ESS3-5)

11-12.RST.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
address a question or solve a problem. (HS-ESS3-5),(HS-ESS2-8)
11-12.SL.5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add
elements of interest to engage the audience. (HS-ESS2-4)

Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS2-4),(HS-ESS3-5),(HS-ESS2-8)
MP.4 Model with Mathematics. (HS-ESS2-4)
AI-N.Q.1 Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in
formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. (HS-ESS2-4),(HS-ESS3-5)
AI-N.Q.3 Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. (HS-ESS2-4),(HS-ESS3-5),(HS-ESS2-8)
*Connection boxes updated as of September 2018

80
Page

HS. 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. [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 blizzards, hurricanes, tornadoes, 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.]
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral
resources based on cost-benefit ratios.* [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.]
HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural
resources, the sustainability of human populations, and biodiversity. [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.]
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*
[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).]
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.* [Clarification Statement: Examples of Earth systems to be considered
are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an
increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting
impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations
but is limited to using the published results of scientific computational models.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Using Mathematics and Computational Thinking ESS2.D: Weather and Climate Cause and Effect
Mathematical and computational thinking in 9-12 builds ▪ Current models predict that, although future regional ▪ Empirical evidence is required to differentiate
on K-8 experiences and progresses to using algebraic climate changes will be complex and varied, average between cause and correlation and make claims
thinking and analysis, a range of linear and nonlinear global temperatures will continue to rise. The about specific causes and effects. (HS-ESS3-1)
functions including trigonometric functions, outcomes predicted by global climate models strongly Systems and System Models
exponentials and logarithms, and computational tools depend on the amounts of human-generated ▪ When investigating or describing a system, the
for statistical analysis to analyze, represent, and model greenhouse gases added to the atmosphere each year boundaries and initial conditions of the system need
data. Simple computational simulations are created and and by the ways in which these gases are absorbed to be defined and their inputs and outputs analyzed
used based on mathematical models of basic by the ocean and biosphere. (secondary to HS-ESS3- and described using models. (HS-ESS3-6)
assumptions. 6) Stability and Change
▪ Create a computational model or simulation of a ESS3.A: Natural Resources ▪ Change and rates of change can be quantified and
phenomenon, designed device, process, or system. ▪ Resource availability has guided the development of modeled over very short or very long periods of
(HS-ESS3-3) human society. (HS-ESS3-1) time. Some system changes are irreversible. (HS-
▪ Use a computational representation of phenomena ▪ All forms of energy production and other resource ESS3-3)
or design solutions to describe and/or support extraction have associated economic, social, ▪ Feedback (negative or positive) can stabilize or
claims and/or explanations. (HS-ESS3-6) environmental, and geopolitical costs and risks as well destabilize a system. (HS-ESS3-4)
Constructing Explanations and Designing as benefits. New technologies and social regulations
Solutions can change the balance of these factors. (HS-ESS3-2) -----------------------------------------------
Constructing explanations and designing solutions in 9– ESS3.B: Natural Hazards Connections to Engineering, Technology,
12 builds on K–8 experiences and progresses to ▪ Natural hazards and other geologic events have and Applications of Science
explanations and designs that are supported by shaped the course of human history; [they] have
multiple and independent student-generated sources of significantly altered the sizes of human populations Influence of Engineering, Technology, and
evidence consistent with scientific knowledge, and have driven human migrations. (HS-ESS3-1) Science on Society and the Natural World
principles, and theories. ESS3.C: Human Impacts on Earth Systems ▪ Modern civilization depends on major technological
▪ Construct an explanation based on valid and ▪ The sustainability of human societies and the systems. (HS-ESS3-1),(HS-ESS3-3)
reliable evidence obtained from a variety of biodiversity that supports them requires responsible ▪ Engineers continuously modify these systems to
sources (including students’ own investigations, management of natural resources. (HS-ESS3-3) increase benefits while decreasing costs and risks.
models, theories, simulations, peer review) and the ▪ Scientists and engineers can make major contributions (HS-ESS3-2),(HS-ESS3-4)
assumption that theories and laws that describe by developing technologies that produce less pollution ▪ New technologies can have deep impacts on society
the natural world operate today as they did in the and waste and that preclude ecosystem degradation. and the environment, including some that were not
past and will continue to do so in the future. (HS- (HS-ESS3-4) anticipated. (HS-ESS3-3)
ESS3-1) ESS3.D: Global Climate Change ▪ Analysis of costs and benefits is a critical aspect of
▪ Design or refine a solution to a complex real-world ▪ Through computer simulations and other studies, decisions about technology. (HS-ESS3-2)
problem, based on scientific knowledge, student- important discoveries are still being made about how
generated sources of evidence, prioritized criteria, the ocean, the atmosphere, and the biosphere interact --------------------------------------------
81

and tradeoff considerations. (HS-ESS3-4) and are modified in response to human activities. (HS- Connections to Nature of Science
Engaging in Argument from Evidence ESS3-6)
Engaging in argument from evidence in 9–12 builds on ETS1.B. Developing Possible Solutions Science is a Human Endeavor
Page

K–8 experiences and progresses to using appropriate When evaluating solutions, it is important to take into

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The text in the “Disciplinary Core Ideas” section is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas unless it is preceded by (NYSED).
New York State P-12 Science Learning Standards
and sufficient evidence and scientific reasoning to account a range of constraints, including cost, safety, ▪ Scientific knowledge is a result of human
defend and critique claims and explanations about reliability, and aesthetics, and to consider social, endeavors, imagination, and creativity. (HS-ESS3-3)
natural and designed world(s). Arguments may also cultural, and environmental impacts. (secondary to
come from current scientific or historical episodes in HS-ESS3-2),(secondary to HS-ESS3-4) Science Addresses Questions About the Natural
science. and Material World
▪ Evaluate competing design solutions to a real- ▪ Science and technology may raise ethical issues for
world problem based on scientific ideas and which science, by itself, does not provide answers
principles, empirical evidence, and logical and solutions. (HS-ESS3-2)
arguments regarding relevant factors (e.g. ▪ Science knowledge indicates what can happen in
economic, societal, environmental, ethical natural systems—not what should happen. The
considerations). (HS-ESS3-2) latter involves ethics, values, and human decisions
about the use of knowledge. (HS-ESS3-2)
▪ Many decisions are not made using science alone,
but rely on social and cultural contexts to resolve
issues. (HS-ESS3-2)
Connections to other DCIs in this grade-band: HS.PS1.B (HS-ESS3-3); HS.PS3.B (HS-ESS3-2); HS.PS3.D (HS-ESS3-2); HS.LS2.A (HS-ESS3-2),(HS-ESS3-3); HS.LS2.B (HS-
ESS3-2),(HS-ESS3-3),(HS-ESS3-6); HS.LS2.C (HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); HS.LS4.D (HS-ESS3-2),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); HS.ESS2.A (HS-ESS3-
2),(HS-ESS3-3),(HS-ESS3-6); HS.ESS2.E (HS-ESS3-3)
Articulation of DCIs across grade-bands: MS.PS1.B (HS-ESS3-3); MS.PS3.D (HS-ESS3-2); MS.LS2.A (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3); MS.LS2.B (HS-ESS3-2),(HS-
ESS3-3); MS.LS2.C (HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); MS.LS4.C (HS-ESS3-3); MS.LS4.D (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3); MS.ESS2.A (HS-ESS3-1),(HS-ESS3-
3),(HS-ESS3-4),(HS-ESS3-6); MS.ESS2.C (HS-ESS3-6); MS.ESS3.A (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3); MS.ESS3.B (HS-ESS3-1),(HS-ESS3-4); MS.ESS3.C (HS-ESS3-
2),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); MS.ESS3.D (HS-ESS3-4),(HS-ESS3-6)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST.1 Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc., attending to the precise details of the source, and attending
to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-4)
11-12.RST.8 Evaluate the 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),(HS-ESS3-4)
9-10.WHST.2 Write informative/explanatory text focused on discipline-specific content. (HS-ESS3-1)
11-12.WHST.2 Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the
respective discipline. (HS-ESS3-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6)
MP.4 Model with Mathematics. (HS-ESS3-3),(HS-ESS3-6)
AI-N.Q.1 Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in
formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-6)
AI-N.Q.3 Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-6)
*Connection boxes updated as of September 2018

82
Page

HS. 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.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable
problems that can be solved through engineering.
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.
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem
with numerous criteria and constraints on interactions within and between systems relevant to the
problem.
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Asking Questions and Defining Problems ETS1.A: Defining and Delimiting Engineering Systems and System Models
Asking questions and defining problems in 9–12 builds on K–8 Problems ▪ Models (e.g., physical, mathematical,
experiences and progresses to formulating, refining, and ▪ Criteria and constraints also include satisfying any computer models) can be used to
evaluating empirically testable questions and design problems requirements set by society, such as taking issues of risk simulate systems and interactions—
using models and simulations. mitigation into account, and they should be quantified to including energy, matter, and
▪ Analyze complex real-world problems by specifying criteria the extent possible and stated in such a way that one can information flows— within and between
and constraints for successful solutions. (HS-ETS1-1) tell if a given design meets them. (HS-ETS1-1) systems at different scales. (HS-ETS1-4)
Using Mathematics and Computational Thinking ▪ Humanity faces major global challenges today, such as
Mathematical and computational thinking in 9-12 builds on K-8 the need for supplies of clean water and food or for ---------------------------------------------
experiences and progresses to using algebraic thinking and energy sources that minimize pollution, which can be Connections to Engineering, Technology,
analysis, a range of linear and nonlinear functions including addressed through engineering. These global challenges and Applications of Science
trigonometric functions, exponentials and logarithms, and also may have manifestations in local communities. (HS-
computational tools for statistical analysis to analyze, represent, ETS1-1) Influence of Science, Engineering, and
and model data. Simple computational simulations are created ETS1.B: Developing Possible Solutions Technology on Society and the Natural
and used based on mathematical models of basic assumptions. ▪ When evaluating solutions, it is important to take into World
▪ Use mathematical models and/or computer simulations to account a range of constraints, including cost, safety, ▪ New technologies can have deep
predict the effects of a design solution on systems and/or reliability, and aesthetics, and to consider social, cultural, impacts on society and the environment,
the interactions between systems. (HS-ETS1-4) and environmental impacts. (HS-ETS1-3) including some that were not
Constructing Explanations and Designing Solutions ▪ Both physical models and computers can be used in anticipated. Analysis of costs and
Constructing explanations and designing solutions in 9–12 builds various ways to aid in the engineering design process. benefits is a critical aspect of decisions
on K–8 experiences and progresses to explanations and designs Computers are useful for a variety of purposes, such as about technology. (HS-ETS1-1) (HS-
that are supported by multiple and independent student- running simulations to test different ways of solving a ETS1-3)
generated sources of evidence consistent with scientific ideas, problem or to see which one is most efficient or
principles and theories. economical; and in making a persuasive presentation to a
▪ Design a solution to a complex real-world problem, based on client about how a given design will meet his or her
scientific knowledge, student-generated sources of needs. (HS-ETS1-4)
evidence, prioritized criteria, and tradeoff considerations. ETS1.C: Optimizing the Design Solution
(HS-ETS1-2) Criteria may need to be broken down into simpler ones
▪ Evaluate a solution to a complex real-world problem, based that can be approached systematically, and decisions
on scientific knowledge, student-generated sources of about the priority of certain criteria over others (trade-
evidence, prioritized criteria, and tradeoff considerations. offs) may be needed. (HS-ETS1-2)
(HS-ETS1-3)
Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include:
Physical Science: HS-PS2-3, HS-PS3-3
Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include:
Earth and Space Science: HS-ESS3-2, HS-ESS3-4, Life Science: HS-LS2-7, HS-LS4-6
Connections to HS-ETS1.C: Optimizing the Design Solution include:
Physical Science: HS-PS1-6, HS-PS2-3
Articulation of DCIs across grade-bands: MS.ETS1.A (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4); MS.ETS1.B (HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4); MS.ETS1.C (HS-
ETS1-2),(HS-ETS1-4)
New York State Next Generation Learning Standards:
ELA/Literacy –
11-12.RST.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),(HS-ETS1-3)
11-12.RST.8 Evaluate the 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),(HS-ETS1-3)
11-12.RST.9 Compare and contrast findings presented in a source to those from other sources (including their own experiments), noting when the findings support
or contradict previous explanations or accounts. (HS-ETS1-1),(HS-ETS1-3)
Mathematics –
MP.2 Reason abstractly and quantitatively. (HS-EST1-1),(HS-ETS1-3),(HS-ETS1-4)
MP.4 Model with Mathematics. (HS-EST1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4)
*Connection boxes updated as of September 2018
83
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Hs Science Learning Standards

Uploaded by

Hs Science Learning Standards

Uploaded by

New York State P-12 Science Learning Standards

HS. Structure and Properties of Matter

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Obtaining, evaluating, and communicating information in 9–12

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

▪ Apply scientific principles and evidence to provide an explanation of

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

address a question or solve a problem. (HS-PS2-1)

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Scientific Knowledge Assumes an

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Scientific Investigations Use a Variety of Methods

source and following a standard format for citation. (HS-LS1-3)

elements of interest to engage the audience. (HS-LS1-2)

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

newly made structures, and some is eliminated as

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

replication is tightly regulated and remarkably accurate,

▪ (NYSED) Environmental factors can cause mutations in

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

distinct species as populations diverge under different

HS. Space Systems

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

characteristics allow identification of the presence

Explain Natural Phenomena

HS. History of the Earth

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

9-12.WHST.1 Write arguments focused on discipline-specific content. (HS-ESS1-6)

respective discipline. (HS-ESS1-2),(HS-ESS1-3),(HS-ESS1-7)

HS. Earth's Systems

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

ESS2.D: Weather and Climate ▪ New technologies can have deep

HS. Weather and Climate

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

precise and accurate terms. (HS-ESS3-5)

HS. Human Sustainability

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

HS. Engineering Design

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

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