New York State P-12 Science Learning Standards

P. Physical Sciences
Students who demonstrate understanding can:
P-PS1-1. Ask questions and use observations to test the claim that different kinds of matter exist as either solid or
liquid. [Clarification Statement: Emphasis should be on observing and describing similarities and differences between solids and liquids based on their
physical properties. Solids and liquids can be compared and categorized (sorted) based on those properties.]
P-PS2-1. Use tools and materials to design and build a device that causes an object to move faster with a push or a
pull.* [Clarification Statement: Emphasis should be on developing an interest in investigating forces (pushes or pulls). Examples of forces could include a
string attached to an object being pulled or a ramp to increase the speed of an object.] [Assessment Boundary: Assessment is limited to relative measures of
speed (slower, faster)]
P-PS4-1. Plan and conduct investigations to provide evidence that sound is produced by vibrating materials.
[Clarification Statement: Examples of vibrating materials could include percussion instruments (e.g. drum, triangle), string instruments (e.g. guitar, piano),
wind instruments (e.g. recorder, whistle), and audio speakers.]
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 PS1.A: Structure and Properties of Matter Patterns
Asking questions and defining problems in grades PK–2 builds  (NYSED) Different kinds of matter exist and many of them can be  Patterns in the natural and
on prior experiences and progresses to simple descriptive either solid or liquid. Matter can be described, categorized, and human designed world can be
questions that can be tested. sorted by its observable properties. (P-PS1-1) observed and used as evidence.
 Ask questions based on observations to find more PS2.A: Forces and Motion (P-PS1-1),(P-PS4-1)
information about the designed world. (P-PS1-1)  Pushes and pulls can have different strengths and directions. (P- Cause and Effect
Planning and Carrying Out Investigations PS2-1)  Simple tests can be designed to
Planning and carrying out investigations to answer questions  Pushing or pulling on an object can change the speed or direction gather evidence to support or
or test solutions to problems in PK–2 builds on prior of its motion and can start or stop it. (P-PS2-1) refute student ideas about
experiences and progresses to simple investigations, based PS3.C: Relationship Between Energy and Forces causes. (P-PS2-1),(P-PS4-1)
on fair tests, which provide data to support explanations or • (NYSED) A push or a pull may cause stationary objects to move, and
design solutions. a stronger push or pull in the same or opposite direction makes an
 With guidance, plan and conduct an investigation in object in motion speed up or slow down more quickly. (secondary to
collaboration with peers. (P-PS2-1),(P-PS4-1) P-PS2-1)
Analyzing and Interpreting Data PS4.A: Wave Properties
Analyzing data in PK–2 builds on prior experiences and  Sound can make matter vibrate, and vibrating matter can make
progresses to collecting, recording, and sharing observations. sound. (P-PS4-1)
 Record information (observations, thoughts, and ideas). ETS1.A: Defining Engineering Problems
(P-PS1-1)  A situation that people want to change or create can be
 Analyze data from tests of an object or tool to determine approached as a problem to be solved through engineering. Such
if it works as intended. (P-PS2-1) problems may have many acceptable solutions. (P-PS2-1)
-----------------------------------------------------
Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

 Scientists use different ways to study the world. (P-PS2-
1),(P-PS4-1)

Connections to other DCIs in prekindergarten: P.LS1.A (P-PS2-1); P.LS1.D (P-PS4-1)

Articulation of DCIs across grades K-1: K.PS1.A (P-PS1-1); K.PS2.A (P-PS2-1); K.PS2.B (P-PS2-1); K.PS3.C (P-PS2-1); 1.PS4.A (P-PS4-1)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
PKR1 Participate in discussions about a text. (P-PS1-1),(P-PS2-1),(P-PS4-1)
PKR4 Exhibit an interest in learning new vocabulary. (P-PS1-1),(P-PS2-1),(P-PS4-1)
PKW2 Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information in child-centered, authentic,
play-based learning. (P-PS1-1),(P-PS2-1),(P-PS4-1)
PKW3 Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence. (P-PS1-1),(P-PS2-1),(P-PS4-1)
PKW7 Engage in a discussion using gathered information from experiences or provided resources. (P-PS1-1),(P-PS2-1),(P-PS4-1)
PKSL2 Interact with diverse formats and texts. (P-PS1-1),(P-PS2-1),(P-PS4-1)
PKSL3 Identify the speaker. (P-PS1-1),(P-PS2-1),(P-PS4-1)
PKSL5 Create a visual display. (P-PS1-1),(P-PS2-1),(P-PS4-1)
Mathematics –
MP.4 Model with mathematics. (P-PS2-1)
MP.5 Use appropriate tools strategically. (P-PS1-1),(P-PS2-1),(P-PS4-1)
MP.6 Attend to precision. (P-PS2-1)
NY-PK.MD.1 Identify measurable attributes of objects, such as length or weight, and describe them using appropriate vocabulary. (P-PS2-1)
NY-PK.MD.2 Sort objects and shapes into categories; count the objects in each category. 1 (limit category counts to be less than or equal to 10) (P-PS1-1)
NY-PK.G.3 Explore two- and three-dimensional objects and use informal language to describe their similarities, differences, and other attributes. (P-PS1-1)
NY-PK.G.4 Create and build shapes from components (e.g., sticks and clay balls). (P-PS2-1)
*Connection boxes updated as of September 2018
1 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
P. Life Sciences
Students who demonstrate understanding can:
P-LS1-1. Observe familiar plants and animals (including humans) and describe what they need to survive.
[Clarification Statement: Emphasis should be on determining what a variety of living organisms need to live and grow.]
P-LS1-2. Plan and conduct an investigation to determine how familiar plants and / or animals use their external
parts to help them survive in the environment. [Clarification Statement: Emphasis should be on the relationships between the
physical and living environment. Examples of external parts could include roots, stems, leaves for plants and eyes, ears, mouth, arms, legs for
animals.]
P-LS3-1. Develop a model to describe that some young plants and animals are similar to, but not exactly
like, their parents. [Clarification Statement: Emphasis is on observation and pictorial representations of familiar plants and animals.]
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.A: Structure and Function Patterns
Modeling in PK–2 builds on prior experiences and progresses to  All organisms have external parts. Different animals use their  Patterns in the natural and
include using and developing models (i.e., diagram, drawing, body parts in different ways to see, hear, grasp objects, human designed world can
physical replica, diorama, dramatization, or storyboard) that protect themselves, move from place to place, and seek, be observed and used as
represent concrete events or design solutions. find, and take in food, water and air. Plants also have evidence. (P-LS1-1),(P-LS3-1)
 Compare models to identify common features and differences. different parts (roots, stems, leaves, flowers, fruits) that help Cause and Effect
(P-LS3-1) them survive and grow. (P-LS1-2)  Events have causes that
 Develop a simple model based on evidence to represent a LS1.C: Organization for Matter and Energy Flow in generate observable
proposed object or tool. (P-LS3-1) Organisms patterns. (P-LS1-2)
Planning and Carrying Out Investigations  (NYSED) All animals need food, air, and water in order to Systems and System Models
Planning and carrying out investigations to answer questions or live, grow, and thrive. Animals obtain food from plants or  Systems in the natural and
test solutions to problems in PK–2 builds on prior experiences and from other animals. Plants need water, air, and light to live, designed world have parts
progresses to simple investigations, based on fair tests, which grow, and thrive. (P-LS1-1) that work together. (P-LS1-
provide data to support explanations or design solutions. LS1.D: Information Processing 2)
 With guidance, plan and conduct an investigation in  Animals have body parts that capture and convey different Structure and Function
collaboration with peers. (P-LS1-2) kinds of information needed for growth and survival. Animals  The shape and stability of
Analyzing and Interpreting Data respond to these inputs with behaviors that help them structures of natural and
Analyzing data in PK–2 builds on prior experiences and progresses survive. Plants also respond to some external inputs. (P- designed objects are related
to collecting, recording, and sharing observations. LS1-2) to their function(s). (P-LS1-
 Record information (observations, thoughts, and ideas). (P- LS3.A: Inheritance of Traits 2)
LS1- 1)  (NYSED) Some young animals are similar to, but not exactly,
 Analyze data from tests of an object or tool to determine like their parents. Some young plants are also similar to, but not
if it works as intended. (P-PS2-1) exactly, like their parents. (P-LS3-1)
Obtaining, Evaluating, and Communicating Information LS3.B: Variation of Traits
Obtaining, evaluating, and communicating information in PK–2  Individuals of the same kind of plant or animal are
builds on prior experiences and uses observations and texts to recognizable as similar but can also vary in many ways. (P-
communicate new information. LS3-1)
 Communicate solutions with others in oral and/or written
forms using models and/or drawings that provide detail
about scientific ideas. (P-LS1-1)
-----------------------------------------------------
Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

 Scientists use different ways to study the world. (P-LS1-2)
Connections to other DCIs in prekindergarten: P.ESS2.D (P-LS1-1); P.PS3.B (P-LS1-2)
Articulation of DCIs across grades K-1: K.LS1.C (P-LS1-1); K.ESS3.C (P-LS1-1); 1.LS1.A (P-LS1-1); 1.LS1.D (P-LS1-2); 1.LS3.A (P-LS3-1); 1.LS3.B (P-LS3-1)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
PKR1 Participate in discussions about a text. (P-LS1-1),(P-LS2-1),(P-LS3-1)
PKR4 Exhibit an interest in learning new vocabulary. (P-LS1-1),(P-LS1-2),(P-LS3-1)
PKW1 Use a combination of drawing, dictating, oral expression, and/or emergent writing to state an opinion about a familiar topic in child-centered, authentic,
play-based learning. (P-LS1-1),(P-LS1-2),(P-LS3-1)
PKW2 Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information in child-centered,
authentic, play-based learning. (P-LS1-1),(P-LS1-2),(P-LS3-1)
PKW3 Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence. (P-PS1-1),(P-PS2-1),(P-
PS4-1)
PKW7 Engage in a discussion using gathered information from experiences or provided resources. (P-LS1-1),(P-LS1-2),(P-LS3-1)
PKSL2 Interact with diverse formats and texts. (P-LS1-1),(P-LS1-2),(P-LS3-1)
PKSL3 Identify the speaker. (P-LS1-1),(P-LS1-2),(P-LS3-1)
PKSL5 Create a visual display. (P-LS1-1),(P-LS1-2),(P-LS3-1)
Mathematics –
MP.1 Make sense of problems and persevere in solving them. (P-LS1-1),(P-LS3-1)
MP.5 Use appropriate tools strategically. (P-LS1-1),(P-LS1-2),(P-LS3-1)
NY-PK.OA.2 Duplicate and extend (eg., What comes next?) simple patterns using concrete objects. (P-LS1-2),(P-LS3-1)
NY-PK.MD.1 Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy,
and light). (P-LS1-1),(P-LS1-2),(P-LS3-1)
NY-PK.MD.2 Sort objects into categories; count the numbers of objects in each category. 1 (limit category counts to be less than or equal to 10) (P-LS3-1)
*Connection boxes updated as of September 2018
2 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
P. Earth and Space Sciences
Students who demonstrate understanding can:
P-ESS1-1. Observe and describe the apparent motions of the Sun, moon, and stars to recognize predictable
patterns. [Clarification Statement: Examples of patterns could include that the Sun and moon appear to move across the sky in a predictable
pathway; day and night follow predictable patterns; seasons change in a cyclical pattern (e.g. summer follows spring, autumn follows summer); the
moon’s shape appears to change in a cyclical pattern; and stars other than our Sun can be visible at night depending on local weather conditions.]
P-ESS2-1. Ask questions, make observations, and collect and record data using simple instruments to recognize
patterns about how local weather conditions change daily and seasonally. [Clarification Statement: Emphasis is
on daily weather conditions recorded over a period of time and how those conditions impact student activities and what clothes they wear. Examples
of local weather conditions could include cloud cover (sunny, partly cloudy, cloudy, foggy), precipitation (no precipitation, snow, hail, rain), wind (no
wind, some wind, strong wind), and temperature (cold, cool, warm, hot).] [Assessment Boundary: Assessment is limited to qualitative measures of
local weather conditions.]
P-PS3-1. Plan and conduct an investigation to determine the effect of sunlight on Earth’s surface. [Clarification
Statement: Examples of effects could include illumination, shadows casted, and the warming effect on living organisms and nonliving things.]
[Assessment Boundary: Assessment of effects is limited to relative measures: e.g. warm/cool, bright/dark.]
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 PS3.B: Conservation of Energy and Energy Transfer Patterns
Asking questions and defining problems in grades PK–2 builds  Sunlight warms Earth’s surface. (P-PS3-1)  Patterns in the natural world can
on prior experiences and progresses to simple descriptive PS4.B: Electromagnetic Radiation be observed, used to describe
questions that can be tested.  Objects can be seen if light is available to illuminate phenomena, and used as
 Ask questions based on observations to find more them or if they give off their own light. (P-PS3-1) evidence. (P-ESS1-1),(P-ESS2-1)
information about the designed world. (P-ESS2-1) ESS1.A: The Universe and its Stars Cause and Effect
Planning and Carrying Out Investigations  Patterns of the motion of the sun, moon, and stars in the  Simple tests can be designed to
Planning and carrying out investigations to answer questions or sky can be observed, described, and predicted. (P-ESS1- gather evidence to support or
test solutions to problems in PK–2 builds on prior experiences 1) refute student ideas about
and progresses to simple investigations, based on fair tests, ESS1.B: Earth and the Solar System causes. (P-ESS2-1),(P-PS3-1)
which provide data to support explanations or design solutions.  Seasonal patterns of sunrise and sunset can be
 With guidance, plan and conduct an investigation in observed, described, and predicted. (P-ESS1-2) ---------------------------------------
collaboration with peers. (P-PS3-1) ESS2.D: Weather and Climate Connections to Engineering,
 Make observations (firsthand or from media) to collect  Weather is the combination of sunlight, wind, snow or Technology, and Applications
data that can be used to make comparisons. (P-ESS2-1) rain, and temperature in a particular region at a particular of Science
Analyzing and Interpreting Data time. People measure these conditions to describe and
Analyzing data in PK–2 builds on prior experiences and record the weather and to notice patterns over time. (P- Interdependence of Science,
progresses to collecting, recording, and sharing observations. ESS2-1) Engineering, and Technology
 Use observations (firsthand or from media) to describe ESS3.B: Natural Hazards  People encounter questions about
patterns in the natural world in order to answer scientific  Some kinds of severe weather are more likely than the natural world every day. (P-
questions. (P-ESS1-1) others in a given region. Weather scientists forecast ESS2-1)
 Analyze data from tests of an object or tool to determine if severe weather so that the communities can prepare for Influence of Engineering,
it works as intended. (P-PS3-1),(P-ESS2-1) and respond to these events. (P-ESS2-1) Technology, and Science on
Society and the Natural World
------------------------------------------------  People depend on various
Connections to Nature of Science technologies in their lives; human
life would be very different
Scientific Investigations Use a Variety of Methods without technology. (P-ESS2-1)
 Scientists use different ways to study the world. (P-ESS1- Scientific Knowledge Assumes an
1),(P-ESS2-1),(P-PS3-1) Order and Consistency in Natural
Systems
 Science assumes natural events
happen today as they happened in
the past. (P-ESS1-1)
 Many events are repeated. (P-
ESS1-1)

Connections to other DCIs in prekindergarten: P.PS2.A (P-ESS1-1)

Articulation of DCIs across grades K-1: K.PS3.B (P-ESS3-1); K.ESS2.D (P-ESS2-1); K.ESS3.B (P-ESS2-1); 1.ESS1.A (P-ESS1-1); 1.ESS1.B (P-ESS1-1);
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
PKR1 Participate in discussions about a text. (P-ESS1-1),(P-ESS2-1),(P-PS3-1)
PKR4 Exhibit an interest in learning new vocabulary. (P-ESS1-1),(P-ESS2-1),(P-PS3-1)
PKW2 Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information in child-centered,
authentic, play-based learning. (P-ESS1-1),(P-ESS2-1),(P-PS3-1)
PKW3 Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence. (P-ESS1-1),(P-ESS2-
1),(P-PS3-1)
PKW7 Engage in a discussion using gathered information from experiences or provided resources. (P-ESS1-1),(P-ESS2-1),(P-PS3-1)
PKSL2 Interact with diverse formats and texts. (P-ESS1-1),(P-ESS2-1),(P-PS3-1)
PKSL3 Identify the speaker. (P-ESS1-1),(P-ESS2-1),(P-PS3-1)
PKSL5 Create a visual display. (P-ESS1-1),(P-ESS2-1),(P-PS3-1)
Mathematics –
MP.1 Make sense of problems and persevere in solving them. (P-ESS1-1).(P-ESS2-1)
MP.5 Use appropriate tools strategically. (P-ESS2-1)
NY-PK.CC.5 Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g.,
by using matching and counting strategies. 1:1 (up to 5 objects) (P-ESS2-1)
NY-PK.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up,
down, in front of, behind, over, under, and next to. (P-ESS1-1)
3

NY-PK.OA.2 Duplicate and extend (eg., What comes next?) simple patterns using concrete objects. (P-ESS1-1),(P-ESS2-1)
NY-PK.G.3 Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their
Page

similarities, differences, and other attributes (e.g., color, size, and shape). (P-PS3-1)
NY-PK.G.4 Create and build shapes from components (e.g., sticks and clay balls). (P-ESS1-1),(P-PS3-1)
*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
K. Matter and Its Interactions
Students who demonstrate understanding can:
K-PS1-1. Plan and conduct an investigation to test the claim that different kinds of matter exist as either solid or
liquid, depending on temperature. [Clarification Statement: Emphasis should be on solids and liquids at a given temperature and that a
solid may be a liquid at higher temperature and a liquid may be a solid at a lower temperature.] [Assessment Boundary: Only a qualitative description of
temperature, such as hot, warm, and cool, is expected]
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

Planning and Carrying Out Investigations PS1.A: Structure and Properties of Matter Cause and Effect
Planning and carrying out investigations to answer questions  Different kinds of matter exist and many of them can be either solid  Simple tests can be designed
or test solutions to problems in K–2 builds on prior or liquid, depending on temperature. Matter can be described and to gather evidence to support
experiences and progresses to simple investigations, based classified by its observable properties. (K-PS1-1) or refute student ideas about
on fair tests, which provide data to support explanations or causes. (K-PS1-1)
design solutions. Energy and Matter
 With guidance, plan and conduct an  Students observe objects may
investigation in collaboration with peers. (K-PS1- break into smaller pieces, be
1) put together into larger
Analyzing and Interpreting Data pieces, or change shapes. (K-
Analyzing data in K–2 builds on prior experiences and PS1-1)
progresses to collecting, recording, and sharing
observations.
 Record information (observations, thoughts, and
ideas). (K-PS1-1)
 Analyze data from tests of an object or tool to
determine if it works as intended. (K-PS1-1)

-----------------------------------------------------
Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

 Scientists use different ways to study the world. (K-PS1-
1)
Connections to other DCIs in kindergarten: K.ETS1.A (K-PS2-2); K.ETS1.B (K-PS2-2)
Articulation of DCIs across grade-levels: 2.ETS1.B (K-PS2-2); 3.PS2.A (K-PS2-1),(K-PS2-2); 3.PS2.B (K-PS2-1); 4.PS3.A (K-PS2-1); 4.ETS1.A (K-PS2-2)
New York State Next Generation Learning Standards
Connections: ELA/Literacy –
KR1 Develop and answer questions about a text. (K-PS1-1)
KW6 Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge. (K-PS1-1)
KSL3 Develop and answer questions to clarify what the speaker says. (K-PS1-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (K-PS1-1)
NY-K.MD.1 Describe measurable attributes of object(s), such as length or weight, using appropriate vocabulary. (K-PS1-1)
NY-K.MD.2 Directly compare two objects with a common measurable attribute and describe the difference. (K-PS1-1)
*Connection boxes updated as of September 2018

4 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
K. Forces and Interactions: Pushes and Pulls
Students who demonstrate understanding can:
K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of
pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached
to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.]
[Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does
not include non-contact pushes or pulls such as those produced by magnets.]
K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an
object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other
object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to
increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does
not include friction as a mechanism for change in speed.]
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

Planning and Carrying Out Investigations PS2.A: Forces and Motion Cause and Effect
Planning and carrying out investigations to answer  Pushes and pulls can have different strengths and directions. (K-  Simple tests can be
questions or test solutions to problems in K–2 builds on PS2-1),(K-PS2-2) designed to gather evidence
prior experiences and progresses to simple  Pushing or pulling on an object can change the speed or direction to support or refute student
investigations, based on fair tests, which provide data to of its motion and can start or stop it. (K-PS2-1),(K-PS2-2) ideas about causes. (K-PS2-
support explanations or design solutions. PS2.B: Types of I nteractions 1),(K-PS2-2)
 With guidance, plan and conduct an investigation in  When objects touch or collide, they push on one another and can
collaboration with peers. (K-PS2-1) change motion. (K-PS2-1)
Analyzing and Interpreting Data PS3.C: Relationship Between Energy and Forces
Analyzing data in K–2 builds on prior experiences and  A bigger push or pull makes things speed up or slow down more
progresses to collecting, recording, and sharing quickly. (secondary to K-PS2-1)
observations. ETS1.A: Defining Engineering Problems
 Analyze data from tests of an object or tool to  A situation that people want to change or create can be
determine if it works as intended. (K-PS2-2) approached as a problem to be solved through engineering. Such
problems may have many acceptable solutions. (secondary to K-
--------- ------- ------ ------- ------- ---- --------- ---- PS2-2)
Co n n e c t i o ns t o N a t u r e o f S ci e n c e

Scientific Investigations Use a Variety of Methods

 Scientists use different ways to study the world. (K-
PS2-1)
Connections to other DCIs in kindergarten: K.ETS1.A (K-PS2-2); K.ETS1.B (K-PS2-2)
Articulation of DCIs across grade-levels: 2.ETS1.B (K-PS2-2); 3.PS2.A (K-PS2-1),(K-PS2-2); 3.PS2.B (K-PS2-1); 4.PS3.A (K-PS2-1); 4.ETS1.A (K-PS2-2)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
KR1 Develop and answer questions about a text. (K-PS2-2)
KW6 Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge. (K-PS2-1)
KSL3 Develop and answer questions to clarify what the speaker says. (K-PS2-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (K-PS2-1)
NY-K.MD.1 Describe measurable attributes of object(s), such as length or weight, using appropriate vocabulary. (K-PS2-1)
NY-K.MD.2 Directly compare two objects with a common measurable attribute and describe the difference. (K-PS2-1)
*Connection boxes updated as of September 2018

5 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
K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
Students who demonstrate understanding can:
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
[Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed
by different types of animals; the requirement of plants to have light; and that all living things need water and other materials to live, grow, and
thrive.]
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can
change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their
environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including
humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves,
therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make
up a system.]
K-ESS3-3. Communicate solutions that will reduce the impact of humans on living organisms and non-living
things in the local environment. * [Clarification Statement: Examples of human impact on the environment (land, water, air, plants,
and animals) could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper
and recycling cans and bottles.]
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 in Patterns
Modeling in K–2 builds on prior experiences and Organisms  Patterns in the natural and
progresses to include using and developing models  (NYSED) All animals need food, air, and water in order to live, human designed world can be
(i.e., diagram, drawing, physical replica, diorama, grow, and thrive. Animals obtain food from plants or from other observed and used as evidence.
dramatization, or storyboard) that represent animals. Plants need water, air, and light to live, grow, and (K-LS1-1)
concrete events or design solutions. thrive. (K-LS1-1) Cause and Effect
 Use a model to represent relationships in ESS2.E: Biogeology  Events have causes that
the natural world. (K-ESS3-1)  Plants and animals can change their environment. (K-ESS2-2) generate observable patterns.
Analyzing and Interpreting Data ESS3.A: Natural Resources (K-ESS3-3)
Analyzing data in K–2 builds on prior experiences  Living things need water, air, and resources from the land, and Systems and System Models
and progresses to collecting, recording, and they live in places that have the things they need. Humans use  Systems in the natural and
sharing observations. natural resources for everything they do. (K-ESS3-1) designed world have parts that
 Use observations (firsthand or from media) to ESS3.C: Human Impacts on Earth Systems work together. (K-ESS2-2),(K-
describe patterns in the natural world in order  Things that people do to live comfortably can affect the world ESS3-1)
to answer scientific questions. (K-LS1-1) around them. But they can make choices that reduce their
Engaging in Argument from Evidence impacts on the land, water, air, and other living things.
Engaging in argument from evidence in K–2 (secondary to K-ESS2-2),(K-ESS3-3)
builds on prior experiences and progresses to ETS1.B: Developing Possible Solutions
comparing ideas and representations about the  Designs can be conveyed through sketches, drawings, or
natural and designed world(s). physical models. These representations are useful in
 Construct an argument with evidence to communicating ideas for a problem’s solutions to other people.
support a claim. (K-ESS2-2) (secondary to K-ESS3-3)
Obtaining, Evaluating, and Communicating
Information Obtaining, evaluating, and
communicating information in K–2 builds on prior
experiences and uses observations and texts to
communicate new information.
 Communicate solutions with others in oral
and/or written forms using models and/or
drawings that provide detail about scientific
ideas. (K-ESS3-3)
----------------------------------------
Connections to Nature of Science

Scientific Knowledge is Based on Empirical

Evidence
 Scientists look for patterns and order
when making observations about the
world. (K-LS1-1)

Connections to other DCIs in kindergarten: K.ETS1.A (K-ESS3-3)

Articulation of DCIs across grade-levels: 1.LS1.A (K-LS1-1),(K-ESS3-1); 2.LS2.A (K-LS1-1); 2.ETS1.B (K-ESS3-3); 3.LS2.C (K-LS1-1); 3.LS4.B (K-LS1-1); 4.ESS2.E (K-
ESS2-2);
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
KR1 Develop and answer questions about a text. (K-ESS2-2)
KW1 Use a combination of drawing, dictating, oral expression and/or emergent writing to state an opinion pieces about a familiar topic, personal experience
and state a reason to support that topic. (K-ESS2-2)
KW2 Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information. (K-ESS2-2),(K-ESS2-3)
KW7 Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge. (K-LS1-1)
KSL5 Create and/or utilize existing visual displays to support descriptions. (K-ESS3-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (K-ESS3-1)
MP.4 Model with mathematics. (K-ESS3-1)
NY-K.CC Counting and Cardinality (K-ESS3-1)
6

NY-K.MD.2 Directly compare two objects with a common measurable attribute and describe the difference. (K-LS1-1)
*Connection boxes updated as of September 2018
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
K. Weather and Climate
Students who demonstrate understanding can:
K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification
Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of
quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler
in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of
quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and
respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather and local resources available for
preparedness measures.]
K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of
Earth’s surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as
warmer/cooler.]
K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight
on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the
sun.]
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 PS3.B: Conservation of Energy and Energy Transfer Patterns
Asking questions and defining problems in  Sunlight warms Earth’s surface. (K-PS3-1),(K-PS3-2)  Patterns in the natural world can be
grades K–2 builds on prior experiences and ESS2.D: Weather and Climate observed, used to describe phenomena,
progresses to simple descriptive questions  Weather is the combination of sunlight, wind, snow or rain, and and used as evidence. (K-ESS2-1)
that can be tested. temperature in a particular region at a particular time. People Cause and Effect
 Ask questions based on observations to measure these conditions to describe and record the weather  Events have causes that generate
find more information about the designed and to notice patterns over time. (K-ESS2-1) observable patterns. (K-PS3-1),(K-PS3-
world. (K-ESS3-2) ESS3.B: Natural Hazards 2),(K-ESS3-2)
Planning and Carrying Out Investigations  Some kinds of severe weather are more likely than others in a
Planning and carrying out investigations to given region. Weather scientists forecast severe weather so that ----------------------------------------
answer questions or test solutions to the communities can prepare for and respond to these events. (K- Connections to Engineering, Technology
problems in K–2 builds on prior experiences ESS3-2) and Applications of Science
and progresses to simple investigations, ETS1.A: Defining and Delimiting an Engineering
based on fair tests, which provide data to Problem Interdependence of Science,
support explanations or design solutions.  Asking questions, making observations, and gathering Engineering, and Technology
 Make observations (firsthand or from information are helpful in thinking about problems. (secondary  People encounter questions about the
media) to collect data that can be used to to K-ESS3-2) natural world every day. (K-ESS3-2)
make comparisons. (K-PS3-1) Influence of Engineering, Technology,
Analyzing and Interpreting Data and Science on Society and the Natural
Analyzing data in K–2 builds on prior World
experiences and progresses to collecting,  People depend on various technologies
recording, and sharing observations. in their lives; human life would be very
 Use observations (firsthand or from different without technology. (K-
media) to describe patterns in the natural ESS3-2)
world in order to answer scientific
questions. (K-ESS2-1)
Constructing Explanations and Designing
Solutions
Constructing explanations and designing
solutions in K–2 builds on prior experiences
and progresses to the use of evidence and
ideas in constructing evidence-based
accounts of natural phenomena and
designing solutions.
 Use tools and materials provided to
design and build a device that solves a
specific problem or a solution to a
specific problem. (K-PS3- 2)
Obtaining, Evaluating, and
Communicating Information Obtaining,
evaluating, and communicating information
in K–2 builds on prior experiences and uses
observations and texts to communicate new
information.
 Read grade-appropriate texts and/or use
media to obtain scientific information to
describe patterns in the natural world.
------------------------------------------------
---- Connections to Nature of Science
Scientific Investigations Use a Variety of
Methods
 Scientists use different ways to study the
world. (K-PS3-1)
Science Knowledge is Based on Empirical
Evidence
 Scientists look for patterns and
order when making observations
7

about the world. (K-ESS2-1)

Page

Connections to other DCIs in kindergarten: K.ETS1.A (K-PS3-2),(K-ESS3-2); K.ETS1.B (K-PS3-2)

*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
Articulation of DCIs across grade-levels: 1.PS4.B (K-PS3-1),(K-PS3-2); 2.ESS1.C (K-ESS3-2); 2.ESS2.A (K-ESS2-1); 2.ETS1.B (K-PS3-2); 3.ESS2.D (K-PS3-1),(K-ESS2-
1); 3.ESS3.B
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
KR1 Develop and answer questions about a text. (K-ESS3-2)
KW6 Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge. (K-PS3-1),(K-PS3-2),(K-
ESS2-1)
KSL3 Develop and answer questions to clarify what the speaker says. (K-ESS3-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (K-ESS2-1)
MP.4 Model with mathematics. (K-ESS2-1),(K-ESS3-2)
NY-K.CC Counting and Cardinality (K-ESS2-1),(K-ESS3-2)
NY-K.MD.1 Describe measurable attributes of objects, such as length or weight, using appropriate vocabulary. (K-ESS2-1)
NY-K.MD.2 Directly compare two objects with a common measurable attribute and describe the difference. (K-PS3-1),(K-PS3-2)
NY-K.MD.3 Classify objects into given categories; count the objects in each category and sort the categories by count. (K-ESS2-1)
*Connection boxes updated as of September 2018

8 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
1. Waves: Light and Sound
Students who demonstrate understanding can:
1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that
sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks
and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and
holding an object near a vibrating tuning fork.]
1-PS4-2. Make observations (firsthand or from media) to construct an evidence-based account that objects can be
seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole
box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]
1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different
materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such
as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment
does not include the speed of light.]
1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of
communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup
and string “telephones,” and a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how
communication devices work.]
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

Planning and Carrying Out Investigations PS4.A: Wave Properties Cause and Effect
Planning and carrying out investigations to answer  Sound can make matter vibrate, and vibrating matter can  Simple tests can be designed to gather
questions or test solutions to problems in K–2 builds on make sound. (1-PS4-1) evidence to support or refute student
prior experiences and progresses to simple investigations, PS4.B: Electromagnetic Radiation ideas about causes. (1-PS4-1),(1-PS4-
based on fair tests, which provide data to support  Objects can be seen if light is available to illuminate them 2),(1-PS4-3)
explanations or design solutions. or if they give off their own light. (1-PS4-2)
 Plan and conduct investigations collaboratively to  Some materials allow light to pass through them, others ------------------------------------------------
produce data to serve as the basis for evidence to allow only some light through and others block all the light Connections to Engineering, Technology,
answer a question. (1-PS4-1),(1-PS4-3) and create a dark shadow on any surface beyond them, and Applications of Science
Constructing Explanations and Designing where the light cannot reach. Mirrors can be used to
Solutions Constructing explanations and designing redirect a light beam. (Boundary: The idea that light travels Influence of Engineering, Technology,
solutions in K–2 builds on prior experiences and from place to place is developed through experiences with and Science, on Society and the
progresses to the use of evidence and ideas in light sources, mirrors, and shadows, but no attempt is Natural World
constructing evidence-based accounts of natural made to discuss the speed of light.) (1-  People depend on various technologies in
phenomena and designing solutions. PS4-3) their lives; human life would be very
 Make observations (firsthand or from media) to PS4.C: Information Technologies and different without technology. (1-PS4-4)
construct an evidence-based account for natural Instrumentation
phenomena (1-PS4- 2)  People also use a variety of devices to communicate
 Use tools and materials provided to design a (send and receive information) over long distances. (1-
device that solves a specific problem. (1-PS4-4) PS4-4)

--------------------------------------------------------
Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

 Science investigations begin with a question. (1-PS4-1)
 Scientists use different ways to study the world. (1-
PS4-1)
Connections to other DCIs in first grade: N/A
Articulation of DCIs across grade-levels: K.ETS1.A (1-PS4-4); 2.PS1.A (1-PS4-3); 2.ETS1.B (1-PS4-4); 4.PS4.C (1-PS4-4); 4.PS4.B (1-PS4-2); 4.ETS1.A (1-PS4-4)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
1W2 Write an informative/explanatory text to introduce a topic, supplying some facts to develop points, and provide some sense of closure. (1-PS4-2),(1-
PS4-1),(1-PS4-2),(1-PS4-3),(1-PS4-4)
1W6 Develop questions and participate in shared research and explorations to answer questions and to build knowledge. (1-PS4-1),(1-PS4-2),(1-PS4-3)
1W7 Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways. (1-PS4-
1),(1-PS4-2),(1-PS4-3)
1SL1 Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play). (1-PS4-1),(1-PS4-2),(1-PS4-3)
Mathematics –
MP.5 Use appropriate tools strategically. (1-PS4-4)
NY-1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-PS4-4)
NY-1.MD.2 Measure the length of an object using same-size "length units" placed end to end with no gaps or overlaps. Express the length of an object as a whole
number of "length units". (1-PS4-4)
*Connection boxes updated as of September 2018
9 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
1. Structure, Function, and Information Processing
Students who demonstrate understanding can:
1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and / or animals use their
external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems
that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn
shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and
animal quills; and, detecting intruders by mimicking eyes and ears.]
1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring
survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other
vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]
1-LS3-1. Make observations to construct an evidence-based account that some young plants and animals are similar
to, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share.
Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like
its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]
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

Constructing Explanations and Designing Solutions LS1.A: Structure and Function Patterns
Constructing explanations and designing solutions in K–2  All organisms have external parts. Different animals use their body  Patterns in the natural world can
builds on prior experiences and progresses to the use of parts in different ways to see, hear, grasp objects, protect be observed, used to describe
evidence and ideas in constructing evidence-based accounts themselves, move from place to place, and seek, find, and take in phenomena, and used as
of natural phenomena and designing solutions. food, water and air. Plants also have different parts (roots, stems, evidence. (1-LS1-2),(1-LS3- 1)
 Make observations (firsthand or from media) to leaves, flowers, fruits) that help them survive and grow. (1-LS1-1) Structure and Function
construct an evidence-based account for LS1.B: Growth and Development of Organisms  The shape and stability of
natural phenomena. (1-LS3-1)  Adult plants and animals can have young. In many kinds of structures of natural and designed
 Use materials to design a device that solves a animals, parents and the offspring themselves engage in objects are related to their
specific problem or a solution to a specific problem. behaviors that help the offspring to survive. (1-LS1-2) function(s). (1-LS1-1)
(1-LS1-1) LS1.D: Information Processing ----------------------------------------
Obtaining, Evaluating, and  Animals have body parts that capture and convey different kinds Connections to Engineering,
Communicating Information of information needed for growth and survival. Animals respond to Technology and Applications of
Obtaining, evaluating, and communicating information in these inputs with behaviors that help them survive. Plants also Science
K–2 builds on prior experiences and uses observations and respond to some external inputs. (1-LS1-1)
texts to communicate new information. LS3.A: Inheritance of Traits Influence of Engineering,
 Read grade-appropriate texts and use media to  (NYSED) Some young animals are similar to, but not exactly, like Technology, and Science on
obtain scientific information to determine patterns in their parents. Some young plants are also similar to, but not Society and the Natural World
the natural world. (1-LS1-2) exactly, like their parents. (1-LS3-1)  Every human-made product is
LS3.B: Variation of Traits designed by applying some
-------------------------------------------------------------  Individuals of the same kind of plant or animal are recognizable knowledge of the natural world
Connections to Nature of Science as similar but can also vary in many ways. (1-LS3-1) and is built by using materials
derived from the natural world.
Science Knowledge is Based on Empirical Evidence (1-LS1-1)
 Scientists look for patterns and order when making
observations about the world. (1-LS1-2)

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels: K.ETS1.A (1-LS1-1); 3.LS2.D (1-LS1-2) 3.LS3.A (1-LS3-1); 3.LS3.B (1-LS3-1); 4.LS1.A (1-LS1-1); 4.LS1.D (1-LS1-1); 4.ETS1.A
(1-LS1-1)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
1R1 Develop and answer questions about key ideas and details in a text. (1-LS1-2),(1-LS3-1)
1R2 Identify a main topic or idea in a text and retell important details. (1-LS1-2)
1W6 Develop questions and participate in shared research and explorations to answer questions and to build knowledge. (1-PS4-1),(1-PS4-2),(1-PS4-3),(1-PS4-4)
1W7 Recall and represent information from experiences or gather information from provided sources to answer a question. (1-LS3-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (1-LS3-1)
MP.5 Use appropriate tools strategically. (1-LS3-1)
NY-1.NBT.3 Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols >, =, and <. (1-LS1-2)
NY-1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10. Use concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Understand that in adding
two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Relate the strategy to a written method and
explain the reasoning uses. (1-LS1-2)
NY-1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1-LS1-2)
NY-1.NBT.6 Subtract multiples of 10 from the range 10-90 from multiples of 10 in the range 10-90 using concrete models or drawings, and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the
reasoning used. (1-LS1-2)
NY-1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-LS3-1)
*Connection boxes updated as of September 2018
10Page

*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
1. Space Systems: Patterns and Cycles
Students who demonstrate understanding can:
1-ESS1-1. Use observations of the Sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement:
Examples of patterns could include that the Sun and moon appear to rise along the eastern horizon, move in a predictable pathway across the sky, and set
along the western horizon; and stars other than our Sun are visible at night depending on weather and other conditions such as light pollution but not visible
during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]
1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification
Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary:
Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
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

Planning and Carrying Out Investigations ESS1.A: The Universe and its Stars Patterns
Planning and carrying out investigations to answer  Patterns of the motion of the sun, moon, and stars in  Patterns in the natural world can be
questions or test solutions to problems in K–2 builds on the sky can be observed, described, and predicted. (1- observed, used to describe phenomena, and
prior experiences and progresses to simple ESS1-1) used as evidence. (1-ESS1-1),(1-ESS1-2)
investigations, based on fair tests, which provide data to ESS1.B: Earth and the Solar System
support explanations or design solutions.  Seasonal patterns of sunrise and sunset can be -----------------------------------------------
 Make observations (firsthand or from media) to observed, described, and predicted. (1-ESS1-2) Connections to Nature of Science
collect data that can be used to make comparisons.
(1-ESS1-2) Scientific Knowledge Assumes an Order and
Analyzing and Interpreting Data Consistency in Natural Systems
Analyzing data in K–2 builds on prior experiences and  Science assumes natural events happen today
progresses to collecting, recording, and sharing as they happened in the past. (1-ESS1-1)
observations.  Many events are repeated. (1-ESS1-1)
 Use observations (firsthand or from media) to describe
patterns in the natural world in order to answer
scientific questions. (1-ESS1-1)
Connections to other DCIs in first grade: N/A
Articulation of DCIs across grade-levels: 3.PS2.A (1-ESS1-1); 5.PS2.B (1-ESS1-1),(1-ESS1-2) 5-ESS1.B (1-ESS1-1),(1-ESS1-2)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
1W6 Develop questions and participate in shared research and explorations to answer questions and to build knowledge. (1-ESS1-1),(1-ESS1-2)
1W7 Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways. (1-ESS1-1),(1-
ESS1-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (1-ESS1-2)
MP.4 Model with mathematics. (1-ESS1-2)
MP.5 Use appropriate tools strategically. (1-ESS1-2)
NY-1.OA.1 Use addition and subtraction within 20 to solve one step word problems involving situations of adding to, taking from, putting together, taking apart,
and/or comparing, with unknowns in all positions. (1-ESS1-2)
NY-1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each
category, and how many more or less are in one category than in another. (1-ESS1-2)
*Connection boxes updated as of September 2018

11 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
2. Structure and Properties of Matter
Students who demonstrate understanding can:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the
similar properties that different materials share.]
2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that
are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness,
texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]
2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces
can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or
other assorted small objects.]
2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and
some cannot. [Clarification Statement: An example of a reversible change could include freezing and melting. An example of an irreversible change
could include cooking an egg.]
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

Planning and Carrying Out Investigations PS1.A: Structure and Properties of Matter Patterns
Planning and carrying out investigations to answer questions or  Different kinds of matter exist and many of them can be  Patterns in the natural and human
test solutions to problems in K–2 builds on prior experiences and either solid or liquid, depending on temperature. Matter designed world can be observed. (2-PS1-
progresses to simple investigations, based on fair tests, which can be described and classified by its observable 1)
provide data to support explanations or design solutions. properties. (2-PS1-1) Cause and Effect
 Plan and conduct an investigation collaboratively to produce  Different properties are suited to different purposes. (2-  Events have causes that
data to serve as the basis for evidence to answer a question. PS1-2),(2-PS1-3) generate observable patterns.
(2-PS1-1)  A great variety of objects can be built up from a small set (2-PS1-4)
Analyzing and Interpreting Data of pieces. (2-PS1-3)  Simple tests can be designed to gather
Analyzing data in K–2 builds on prior experiences and progresses PS1.B: Chemical Reactions evidence to support or refute student
to collecting, recording, and sharing observations.  Heating or cooling a substance may cause changes that ideas about causes. (2-PS1-2)
 Analyze data from tests of an object or tool to determine if it can be observed. Sometimes these changes are Energy and Matter
works as intended. (2-PS1-2) reversible, and sometimes they are not. (2-PS1-4)  Objects may break into smaller pieces
Constructing Explanations and Designing Solutions and be put together into larger pieces,
Constructing explanations and designing solutions in K–2 builds on or change shapes. (2-PS1-3)
prior experiences and progresses to the use of evidence and ideas
in constructing evidence-based accounts of natural phenomena ---------------------------------------------
and designing solutions. Connections to Engineering,
 Make observations (firsthand or from media) to construct an Technology, and Applications of Science
evidence-based account for natural phenomena. (2-PS1-3)
Engaging in Argument from Evidence Influence of Engineering,
Engaging in argument from evidence in K–2 builds on prior Technology, and Science on Society
experiences and progresses to comparing ideas and and the Natural World
representations about the natural and designed world(s).  Every human-made product is designed
 Construct an argument with evidence to support a claim. by applying some knowledge of the
(2-PS1-4) natural world and is built using
materials derived from the natural
---------------------------------------------------------
Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain

Natural Phenomena
 Scientists search for cause and effect relationships to
explain natural events. (2-PS1-4)
Connections to other DCIs in second grade: N/A
Articulation of DCIs across grade-levels: 4.ESS2.A (2-PS1-3); 5.PS1.A (2-PS1-1),(2-PS1-2),(2-PS1-3); 5.PS1.B (2-PS1-4); 5.LS2.A (2-PS1-3)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
2R1 Develop and answer questions to demonstrate an understanding of key ideas and details in a text. (2-PS1-4)
2R3 In informational texts, describe the connections among ideas, concepts, or a series of events. (2-PS1-4)
2R8 Explain how specific points the author or illustrator makes in a text are supported by relevant reasons. (2-PS1-2),(2-PS1-4)
2W1 Write an opinion about a topic or personal experience, using clear reasons and relevant evidence. Please note: Students in 2nd grade should understand the
difference between opinions and arguments and begin to learn how to write arguments with claims and supporting reasons. (2-PS1-4)
2W6 Develop questions and participate in shared research and explorations to answer questions and to build knowledge. (2-PS1-1),(2-PS1-2),(2-PS1-3)
2W7 Recall and represent relevant information from experiences or gather information from provided sources to answer a question. (2-PS1-1),(2-PS1-2),(2-PS1-3)
Mathematics –
MP.2 Reason abstractly and quantitatively. (2-PS1-2)
MP.4 Model with mathematics. (2-PS1-1),(2-PS1-2)
MP.5 Use appropriate tools strategically. (2-PS1-2)
NY-2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and
compare problems using information presented in a picture graph or a bar graph. (2-PS1-1),(2-PS1-2)
*Connection boxes updated as of September 2018
12 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
2. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment
Boundary: Assessment is limited to testing one variable at a time.]
2-LS2-2. Develop a simple model that illustrates how plants and animals depend on each other for survival.*
[Clarification Statement: Examples could include animals dispersing seeds or pollinating plants, and plants providing food, shelter, and other materials
for animals.]
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification
Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include
specific animal and plant names in specific habitats.]
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 LS2.A: Interdependent Relationships in Ecosystems Cause and Effect
Modeling in K–2 builds on prior experiences and  Animals depend on plants or other animals for food. (2-LS2-2)  Events have causes that generate
progresses to include using and developing models  (NYSED) Plants depend on water, light and air to grow. (2-LS2- observable patterns. (2-LS2-1)
(i.e., diagram, drawing, physical replica, diorama, 1) Structure and Function
dramatization, or storyboard) that represent concrete  (NYSED) Some plants depend on animals for pollination and for  The shape and stability of structures
events or design solutions. dispersal of seeds from one location to another. (2-LS2-2) of natural and designed objects are
 Develop a simple model based on evidence to LS4.D: Biodiversity and Humans related to their function(s). (2-LS2-2)
represent a proposed object or tool. (2-LS2-2)  There are many different kinds of living things in any area, and Patterns
Planning and Carrying Out Investigations they exist in different places on land and in water. (2-LS4-1)  Similarities and differences in patterns
Planning and carrying out investigations to answer ETS1.B: Developing Possible Solutions can be used to sort and classify
questions or test solutions to problems in K–2 builds on  (NYSED) Designs can be conveyed through sketches, drawings, organisms. (2-LS4-1)
prior experiences and progresses to simple or physical models. These representations are useful in
investigations, based on fair tests, which provide data to communicating ideas to other people (secondary to 2-LS2-2)
support explanations or design solutions.
 Plan and conduct an investigation collaboratively to
produce data to serve as the basis for evidence to
answer a question. (2-LS2-1)
 Make observations (firsthand or from media) to
collect data that can be used to make comparisons.
(2-LS4-1)

------------------------------------------------------
Connections to Nature of Science

Scientific Knowledge is Based on Empirical

Evidence
 Scientists look for patterns and order when
making observations about the world. (2-
LS4-1)
Connections to other DCIs in second grade: N/A
Articulation of DCIs across grade-levels: K.LS1.C (2-LS2-1); K-ESS3.A (2-LS2-1); K.ETS1.A (2-LS2-2); 3.LS4.C (2-LS4-1); 3.LS4.D (2-LS4-1); 5.LS1.C (2-LS2-1); 5.LS2.A
(2-LS2-2),(2-LS4-1)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
2W6 Develop questions and participate in shared research and explorations to answer questions and to build knowledge. (2-LS2-1),(2-LS4-1)
2W7 Recall and represent relevant information from experiences or gather information from provided sources to answer a question. (2-LS2-1),(2-LS4-1)
2SL5 Include digital media and/or visual displays in presentations to clarify or support ideas, thoughts, and feelings. (2-LS2-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (2-LS2-1),(2LS4-1)
MP.4 Model with mathematics. (2-LS2-1),(2-LS2-2),(2-LS4-1)
MP.5 Use appropriate tools strategically. (2-LS2-1)
NY-2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and
compare problems using information presented in a picture graph or a bar graph. (2-LS2-2),(2-LS4-1)
*Connection boxes updated as of September 2018

13Page

*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
2. Earth’s Systems: Processes that Shape the Earth
Students who demonstrate understanding can:
2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
[Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and weathering and
erosion of rocks, which may occur slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]
2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the
land.* [Clarification Statement: Examples of solutions could include different designs for using rocks, shrubs, grass, and trees to hold back wind, water,
and land.]
2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment
Boundary: Assessment does not include quantitative scaling in models.]
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.
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.C: The History of Planet Earth Patterns
Modeling in K–2 builds on prior experiences and  Some events happen very quickly; others occur very  Patterns in the natural world can be
progresses to include using and developing models slowly, over a time period much longer than one can observed. (2-ESS2-2),(2-ESS2-3)
(i.e., diagram, drawing, physical replica, diorama, observe. (2-ESS1-1) Stability and Change
dramatization, or storyboard) that represent concrete ESS2.A: Earth Materials and Systems  Things may change slowly or rapidly. (2-
events or design solutions.  Wind and water can change the shape of the land. (2- ESS1-1),(2-ESS2-1)
 Develop a model to represent patterns in the ESS2-1)
natural world. (2-ESS2-2) ESS2.B: Plate Tectonics and Large-Scale System --------------------------------------------------
Constructing Explanations and Designing Interactions Connections to Engineering, Technology,
Solutions Constructing explanations and designing  Maps show where things are located. One can map the and Applications of Science
solutions in K–2 builds on prior experiences and shapes and kinds of land and water in any area. (2-ESS2-
progresses to the use of evidence and ideas in 2) Influence of Engineering, Technology, and
constructing evidence-based accounts of natural ESS2.C: The Roles of Water in Earth’s Surface Science on Society and the Natural World
phenomena and designing solutions. Processes  Developing and using technology has impacts
 Make observations from several sources to construct  Water is found in the ocean, rivers, lakes, and ponds. on the natural world. (2-ESS2-1)
an evidence-based account for natural phenomena. Water exists as solid ice and in liquid form. (2-ESS2-3)
(2-ESS1-1) ETS1.C: Optimizing the Design Solution --------------------------------------------------
 Compare multiple solutions to a problem. (2-ESS2- 1)  Because there is always more than one possible solution Connections to Nature of Science
Obtaining, Evaluating, and Communicating to a problem, it is useful to compare and test designs.
Information Obtaining, evaluating, and (secondary to 2-ESS2-1) Science Addresses Questions About the
communicating information in K–2 builds on prior Natural and Material World
experiences and uses observations and texts to  Scientists study the natural and material
communicate new information. world. (2-ESS2-1)
 Obtain information using various texts, text
features (e.g., headings, tables of contents,
glossaries, electronic menus, icons), and other
media that will be useful in answering a scientific
question. (2-ESS2-3)
Connections to other DCIs in second grade: 2.PS1.A (2-ESS2-3)
Articulation of DCIs across grade-levels: K.ETS1.A (2-ESS2-1); 3.LS2.C (2-ESS1-1); 4.ESS1.C (2-ESS1-1); 4.ESS2.A (2-ESS1-1),(2-ESS2-1); 4.ESS2.B (2-ESS2-2);
4.ETS1.A (2-ESS2-1); 4.ETS1.B (2-ESS2-1); 4.ETS1.C (2-ESS2-1); 5.ESS2.A (2-ESS2-1); 5.ESS2.C (2-ESS2-2);(2-ESS2-1)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
2RI Develop and answer such questions to demonstrate understanding of key ideas and details in a text. (2-ESS1-1)
2R3 In literary texts, describe how characters respond to major events and challenges. (2-ESS1-1),(2-ESS2-1)
2W6 Develop questions and participate in shared research and explorations to answer questions and to build knowledge. (2-ESS1-1), (2-ESS1-1)
2W7 Recall and represent relevant information from experiences or gather information from provided sources to answer a question. (2-ESS1-1),(2-ESS2-3)
2SL2 Recount or describe key ideas or details of diverse texts and formats. (2-ESS1-1)
2SL5 Include digital media and/or visual displays in presentations to clarify or support ideas, thoughts, and feelings. (2-ESS2-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (2-ESS2-1),(2-ESS2-1),(2-ESS2-2)
MP.4 Model with mathematics. (2-ESS1-1),(2-ESS2-1),(2-ESS2-2)
MP.5 Use appropriate tools strategically. (2-ESS2-1)
NY-2.NBT Understand place value. (2-ESS1-1)
NY-2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2-ESS2-2)
NY-2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., using drawings and equations with a
symbol for the unknown number to represent the problem. (2-ESS2-1)
*Connection boxes updated as of September 2018
14 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
K-2.Engineering Design
Students who demonstrate understanding can:
K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to
define a simple problem that can be solved through the development of a new or improved object or
tool.

K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it
function as needed to solve a given problem.

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths
and weaknesses of how each performs.
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 Problems Structure and Function
Asking questions and defining problems in K–2 builds on  A situation that people want to change or create can be  The shape and stability of
prior experiences and progresses to simple descriptive approached as a problem to be solved through engineering. (K-2- structures of natural and
questions. ETS1-1) designed objects are related
 Ask questions based on observations to find more  Asking questions, making observations, and gathering information to their function(s). (K-2-
information about the natural and/or designed world. are helpful in thinking about problems. (K-2-ETS1-1) ETS1-2)
(K-2-ETS1-1)  Before beginning to design a solution, it is important to clearly
 Define a simple problem that can be solved through understand the problem. (K-2-ETS1-1)
the development of a new or improved object or tool. ETS1.B: Developing Possible Solutions
(K-2-ETS1-1)  Designs can be conveyed through sketches, drawings, or physical
Developing and Using Models models. These representations are useful in communicating ideas
Modeling in K–2 builds on prior experiences and for a problem’s solutions to other people. (K-2-ETS1-2)
progresses to include using and developing models (i.e., ETS1.C: Optimizing the Design Solution
diagram, drawing, physical replica, diorama, dramatization,  Because there is always more than one possible solution to a
or storyboard) that represent concrete events or design problem, it is useful to compare and test designs. (K-2-ETS1-3)
solutions.
 Develop a simple model based on evidence to
represent a proposed object or tool. (K-2-ETS1-2)
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and
progresses to collecting, recording, and sharing
observations.
 Analyze data from tests of an object or tool to
determine if it works as intended. (K-2-ETS1-3)
Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:
Kindergarten: K-PS2-2, K-ESS3-2
Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:
Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2
Connections to K-2-ETS1.C: Optimizing the Design Solution include:
Second Grade: 2-ESS2-1
Articulation of DCIs across grade-bands: 3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2 -ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-
ETS1-2),(K-2-ETS1-3)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
2R1 Develop and answer to demonstrate understanding of key ideas and details in a text. (K-2-ETS1-1)
2W7 Recall and represent information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1),(K-2-ETS1-3)
2SL5 Include digital media and/or visual displays in presentations to clarify ideas, thoughts, and feelings. (K-2-ETS1-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (K-2-ETS1-1),(K-2-ETS1-3)
MP.4 Model with mathematics. (K-2-ETS1-1),(K-2-ETS1-3)
MP.5 Use appropriate tools strategically. (K-2-ETS1-1),(K-2-ETS1-3)
NY-2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and
compare problems using information presented in a bar graph. (K-2-ETS1-1),(K-2-ETS1-3)
*Connection boxes updated as of September 2018

15 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
3. Forces and Interactions
Students who demonstrate understanding can:
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced
forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of an object can
make it start moving; and, balanced forces (including friction) acting on a stationary object from both sides will not produce any motion at all.]
[Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative
force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]
3-PS2-2. Make observations and / or measurements of an object’s motion to provide evidence that a pattern can
be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging
in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms
such as period and frequency.]
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between
two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair
from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include
the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus
the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the
force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces
produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]
3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.*
[Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving
objects from touching each other.]
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 PS2.A: Forces and Motion Patterns
Asking questions and defining problems in grades 3–5  Each force acts on one particular object and has both  Patterns of change can be
builds on grades K–2 experiences and progresses to strength and a direction. An object at rest typically has used to make predictions.
specifying qualitative relationships. multiple forces acting on it, but they add to give zero net (3-PS2-2)
 Ask questions that can be investigated based on force on the object. Forces that do not sum to zero can Cause and Effect
patterns such as cause and effect relationships. (3- cause changes in the object’s speed or direction of  Cause and effect relationships
PS2-3) motion. (Boundary: Qualitative and conceptual, but not are routinely identified. (3-
 Define a simple problem that can be solved through the quantitative addition of forces are used at this level.) (3- PS2-1)
development of a new or improved object or tool. (3- PS2-1)  Cause and effect relationships
PS2-4)  The patterns of an object’s motion in various situations are routinely identified, tested,
Planning and Carrying Out Investigations can be observed and measured; when that past motion and used to explain change.
Planning and carrying out investigations to answer exhibits a regular pattern, future motion can be predicted (3-PS2-3)
questions or test solutions to problems in 3–5 builds on K– from it. (Boundary: Technical terms, such as magnitude,
2 experiences and progresses to include investigations that velocity, momentum, and vector quantity, are not -------------------------------------
control variables and provide evidence to support introduced at this level, but the concept that some Connections to Engineering,
explanations or design solutions. quantities need both size and direction to be described is Technology, and Applications of
 Plan and conduct an investigation collaboratively to developed.) (3-PS2-2) Science
produce data to serve as the basis for evidence, using PS2.B: Types of Interactions
fair tests in which variables are controlled and the  Objects in contact exert forces on each other. (3-PS2-1) Interdependence of Science,
number of trials considered. (3-PS2-1)  Electric and magnetic forces between a pair of objects do Engineering, and Technology
 Make observations and/or measurements to produce not require that the objects be in contact. The sizes of the  Scientific discoveries about the
data to serve as the basis for evidence for an forces in each situation depend on the properties of the natural world can often lead to
explanation of a phenomenon or test a design solution. objects and their distances apart and, for forces between new and improved
(3-PS2-2) two magnets, on their orientation relative to each other. technologies, which are
-------------------------------------------------------- (3-PS2-3),(3-PS2-4) developed through the
Connections to Nature of Science engineering design process. (3-
PS2-4)
Science Knowledge is Based on Empirical Evidence
 Science findings are based on recognizing patterns. (3-
PS2-2)
Scientific Investigations Use a Variety of Methods
 Science investigations use a variety of methods, tools,
and techniques. (3-PS2-1)
Connections to other DCIs in third grade: N/A
Articulation of DCIs across grade-levels: K.PS2.A (3-PS2-1); K.PS2.B (3-PS2-1); K.PS3.C (3-PS2-1); K.ETS1.A (3-PS2-4); 1.ESS1.A (3-PS2-2); 4.PS4.A (3-PS2-2);
4.ETS1.A (3-PS2-4); 5.PS2.B (3-PS2-1); MS.PS2.A (3-PS2-1),(3-PS2-2); MS.PS2.B (3-PS2-3),(3-PS2-4); MS.ESS1.B (3-PS2-1),(3-PS2-2); MS.ESS2.C (3-PS2-1)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
3R1 Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (3-PS2-1),(3-PS2-3)
3R3 In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time,
sequence, and cause/effect. (3-PS2-3)
3R8 Explain how claims in a text are supported by relevant reasons and evidence. (3-PS2-1),(3-PS2-2)
3W6 Conduct research to answer questions, including self-generated questions, and to build knowledge. (3-PS2 1),(3-PS2-2)
3W7 Recall relevant information from experiences or gather information from multiple sources; take brief notes on sources and sort evidence into provided
categories . (3-PS2-1),(3-PS2-2)
3SL3 Ask and answer questions in order to evaluate a speaker’s point of view, offering appropriate elaboration and detail. (3-PS2-3)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3-PS2-1)
MP.5 Use appropriate tools strategically. (3-PS2-1)
NY-3.MD.2 Measure and estimate liquid volumes and masses of objects using grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-
step word problems involving masses or volumes that are given in the same units. (3-PS2-1)
16

*Connection boxes updated as of September 2018

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
3. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
3-LS2-1. Construct an argument that some animals form groups that help members survive. [Clarification Statement:
Examples of groups could include a herd of cattle, a swarm of bees, a flock of geese, a pod of whales, etc.]
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in
which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms.
Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct
organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to
major fossil types and relative ages.]
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some
survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and
characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the
types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could
include both natural and human-influenced changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment
Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]
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 LS2.C: Ecosystem Dynamics, Functioning, and Resilience Cause and Effect
Analyzing data in 3–5 builds on K–2 experiences and  When the environment changes in ways that affect a place’s  Cause and effect relationships are
progresses to introducing quantitative approaches to physical characteristics, temperature, or availability of routinely identified and used to
collecting data and conducting multiple trials of resources, some organisms survive and reproduce, others explain change. (3-LS2-1),(3-LS4-3)
qualitative observations. When possible and feasible, move to new locations, yet others move into the transformed Scale, Proportion, and Quantity
digital tools should be used. environment, and some die. (secondary to 3-LS4-4)  Observable phenomena exist from
 Analyze and interpret data to make sense LS2.D: Social Interactions and Group Behavior very short to very long time periods.
of phenomena using logical reasoning.  (NYSED) Being part of a group helps some animals obtain food, (3-LS4-1)
(3-LS4-1) defend themselves, and survive. Groups may serve different Systems and System Models
Engaging in Argument from Evidence functions and vary dramatically in size. (Note: Moved from K–2)  A system can be described in terms of
Engaging in argument from evidence in 3–5 builds on (3-LS2-1) its components and their interactions.
K–2 experiences and progresses to critiquing the LS4.A: Evidence of Common Ancestry and Diversity (3-LS4-4)
scientific explanations or solutions proposed by peers  Some kinds of plants and animals that once lived on Earth are
by citing relevant evidence about the natural and no longer found anywhere. (Note: Moved from K–2) (3-LS4-1) --------------------------------------------
designed worlds.  Fossils provide evidence about the types of organisms that lived Connections to Engineering,
 Construct an argument with evidence, data, long ago and also about the nature of their environments. (3- Technology, and Applications of
and/or a model. (3-LS2-1) LS4-1) Science
 Construct an argument with evidence. (3-LS4-3) LS4.C: Adaptation
 Make a claim about the merit of a solution to a  For any particular environment, some kinds of organisms Interdependence of Science,
problem by citing relevant evidence about how it survive well, some survive less well, and some cannot survive Engineering, and Technology
meets the criteria and constraints of the problem. at all. (3-LS4-3)  Knowledge of relevant scientific
(3-LS4-4) LS4.D: Biodiversity and Humans concepts and research findings is
 Populations live in a variety of habitats, and change in those important in engineering. (3-LS4-4)
habitats affects the organisms living there. (3-LS4-4)
-------------------------------------------
Connections to Nature of Science

Scientific Knowledge Assumes an

Order and Consistency in Natural
Systems
 Science assumes consistent
patterns in natural systems. (3-
LS4-1)
Connections to other DCIs in third grade: 3.ESS2.D (3-LS4-3); 3.ESS3.B (3-LS4-4)
Articulation of DCIs across grade-levels: K.ESS3.A (3-LS4-3)(3-LS4-4); K.ETS1.A (3-LS4-4); 1.LS1.B (3-LS2-1); 2.LS2.A (3-LS4-3),(3-LS4-4); 2.LS4.D (3-LS4-3),(3-LS4-4);
4.ESS1.C (3-LS4-1); 4.ESS3.B (3-LS4-4); 4.ETS1.A (3-LS4-4); MS.LS2.A (3-LS2-1),(3-LS4-1)(3-LS4-3),(3-LS4-4); MS.LS2.C (3-LS4-4); MS.LS4.A (3-LS4-1); MS.LS4.B
(3-LS4-3);
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
3R1 Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4)
3R2 Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text. (3-LS4-1),(3-LS4-3),(3LS4-4)
3R3 In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time,
sequence, and cause/effect. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4)
3W1 Write an argument to support claim(s), using clear reasons and relevant evidence. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4)
3W7 Recall relevant information from experiences or gather information from multiple sources; take brief notes on sources and sort evidence into provided
categories. (3-LS4-1)
3SL4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable
pace. (3-LS4 3),(3-LS4-4)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3-LS4-1),(3-LS4-3),(3-LS4-4)
MP.4 Model with mathematics. (3-LS2-1),(3-LS4-1),(3-LS4-3),(3-LS4-4)
MP.5 Use appropriate tools strategically. (3-LS4-1)
NY-3.NBT Number and Operations in Base Ten (3-LS2-1)
NY-3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how
many less" problems using information presented in scaled bar graphs. (3-LS4-3)
17

NY-3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS4-1)
*Connection boxes updated as of September 2018
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
3. Inheritance and Variation of Traits: Life Cycles and Traits
Students who demonstrate understanding can:
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common
birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.]
[Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents
and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the
similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.]
[Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human
examples.]
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment. [Clarification
Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is
given too much food and little exercise may become overweight.]
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of
the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement:
Examples of cause and effect relationships could include plants that have larger thorns than other plants may be less likely to be eaten by predators; and,
animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to produce offspring.]
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.B: Growth and Development of Organisms Patterns
Modeling in 3–5 builds on K–2 experiences and progresses  Reproduction is essential to the continued existence of every kind  Similarities and differences
to building and revising simple models and using models of organism. Plants and animals have unique and diverse life in patterns can be used to
to represent events and design solutions. cycles. (3-LS1-1) sort and classify natural
 Develop models to describe phenomena. (3-LS1-1) LS3.A: Inheritance of Traits phenomena. (3-LS3-1)
Analyzing and Interpreting Data  Many characteristics of organisms are inherited from their  Patterns of change can be
Analyzing data in 3–5 builds on K–2 experiences and parents. (3-LS3-1) used to make predictions. (3-
progresses to introducing quantitative approaches to  Other characteristics result from individuals’ interactions with the LS1-1)
collecting data and conducting multiple trials of qualitative environment, which can range from diet to learning. (3-LS3-2) Cause and Effect
observations. When possible and feasible, digital tools  (NYSED) Some characteristics result from the interactions of both  Cause and effect
should be used. inheritance and the effect of the environment. (3-LS3-2) relationships are routinely
 Analyze and interpret data to make sense of LS3.B: Variation of Traits identified and used to
phenomena using logical reasoning. (3-LS3-1)  Different organisms vary in how they look and function because explain change. (3-LS3-
Constructing Explanations and Designing Solutions they have different inherited information. (3-LS3-1) 2),(3-LS4-2)
Constructing explanations and designing solutions in 3–5  The environment also affects the traits that an organism
builds on K–2 experiences and progresses to the use of develops. (3-LS3-2)
evidence in constructing explanations that specify variables LS4.B: Natural Selection
that describe and predict phenomena and in designing  Sometimes the differences in characteristics between
multiple solutions to design problems. individuals of the same species provide advantages in
 Use evidence (e.g., observations, patterns) to surviving, finding mates, and reproducing. (3-LS4-2)
support an explanation. (3-LS3-2)
 Use evidence (e.g., observations, patterns) to
construct an explanation. (3-LS4-2)

-------------------------------------------------------------
Connections to Nature of Science

Scientific Knowledge is Based on Empirical

Evidence
• Science findings are based on recognizing
patterns. (3-LS1-1)
Connections to other DCIs in third grade: 3.LS4.C (3-LS4-2)
Articulation of DCIs across grade-levels: 1.LS3.A (3-LS3-1),(3-LS4-2); 1.LS3.B (3-LS3-1); MS.LS1.B (3-LS1-1), (3-LS3-2); MS.LS2.A (3-LS4-2); MS.LS3.A (3-LS3-1);
MS.LS3.B; (3-LS3-1),(3-LS4-2); MS.LS4.B (3-LS4-2)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
3R1 Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (3-LS3-1),(3-LS3-2),(3-LS4-2)
3R2 Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text. (3-LS3-1),(3-LS3-2),(3-LS4-2)
3R3 In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence,
and cause/effect. (3-LS3-1),(3-LS3-2),(3-LS4-2)
3R7 Explain how specific illustrations or text features contribute to what is conveyed by the words in a text (e.g., create mood, emphasize character or setting, or
determine where, when, why, and how key events occur). (3-LS1-1)
3W2 Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject. (3-LS3-1),(3-LS3-2),(3-LS4-2)
3SL4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable
pace. (3-LS3-1),(3-LS3-2),(3-LS4-2)
3SL5 Include digital media and/or visual displays in presentations to emphasize certain facts or details. (3-LS1-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3-LS3-1),(3-LS3-2),(3-LS4-2)
MP.5 Use appropriate tools strategically. (3-LS3-1),(3-LS3-2),(3-LS4-2)
NY-3.NBT Number and Operations in Base Ten (3-LS1-1)
NY-3.NF Number and Operations-Fractions (3-LS1-1)
NY-3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how
many less” problems using information presented in scaled bar graphs. (3-LS4-2)
NY-3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS3-1),(3-LS3-2)
*Connection boxes updated as of September 2018
18Page

*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
3. Weather and Climate
Students who demonstrate understanding can:
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a
particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment
Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. [Clarification Statement:
Emphasis should be on various climates in different regions rather than on localized weather conditions.]
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*
[Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning
rods.]
3-ESS2-3. Plan and conduct an investigation to determine the connections between weather and water processes in
Earth systems. [Clarification Statement: Emphasis should be on the processes that connect the water cycle and weather patterns.]
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

Planning and Carrying Out Investigations ESS2.D: Weather and Climate Patterns
Planning and carrying out investigations to answer questions  Scientists record patterns of the weather across different  Patterns of change can be used to
or test solutions to problems in 3–5 builds on K–2 times and areas so that they can make predictions about make predictions. (3-ESS2-1),(3-ESS2-
experiences and progresses to include investigations that what kind of weather might happen next. (3-ESS2-1) 2)
control variables and provide evidence to support  Climate describes a range of an area's typical weather Cause and Effect
explanations or design solutions. conditions and the extent to which those conditions vary  Cause and effect relationships are
 Plan and conduct an investigation collaboratively to over years. (3-ESS2-2) routinely identified, tested, and used to
produce data to serve as the basis for evidence, using  (NYSED) Earth’s processes continuously cycle water, explain change. (3-ESS2-3),(3-ESS3-1)
fair tests in which variables are controlled and the contributing to weather and climate. (3-ESS2-3)
number of trials considered. (3-ESS2-3) ESS3.B: Natural Hazards ---------------------------------------------
 Make observations and/or measurements to produce data  A variety of natural hazards result from natural processes. Connections to Engineering,
to serve as the basis for evidence for an explanation of a Humans cannot eliminate natural hazards but can take steps Technology, and Applications of
phenomenon or test a design solution. (3-ESS2-3) to reduce their impacts. (3-ESS3-1) (Note: This Disciplinary Science
Analyzing and Interpreting Data Core Idea is also addressed by 4-ESS3-2)
Analyzing data in 3–5 builds on K–2 experiences and Influence of Engineering,
progresses to introducing quantitative approaches to Technology, and Science on Society
collecting data and conducting multiple trials of qualitative and the Natural World
observations. When possible and feasible, digital tools should  (NYSED) Engineers improve existing
be used. technologies or develop new ones to
 Represent data in tables and various graphical displays increase their benefits (e.g., improved
(bar graphs and pictographs) to reveal patterns that Doppler radar), decrease known risks
indicate relationships. (3-ESS2-1) (e.g., severe weather alerts), and
Engaging in Argument from Evidence meet societal demands (e.g., cell
Engaging in argument from evidence in 3–5 builds on K–2 phone applications). (3-ESS3-1)
experiences and progresses to critiquing the scientific
explanations or solutions proposed by peers by citing relevant --------------------------------------------
evidence about the natural and designed world(s). Connections to Nature of Science
 Make a claim about the merit of a solution to a problem
by citing relevant evidence about how it meets the Science is a Human Endeavor
criteria and constraints of the problem. (3-ESS3-1)  Science affects everyday life. (3-ESS3-1)
Obtaining, Evaluating, and Communicating
Information
Obtaining, evaluating, and communicating information in 3–5
builds on K–2 experiences and progresses to evaluating the
merit and accuracy of ideas and methods.
 Obtain and combine information from books and other
reliable media to explain phenomena. (3-ESS2-2)
Connections to other DCIs in third grade: N/A
Articulation of DCIs across grade-levels: K.ESS2.D (3-ESS2-1); K.ESS3.B (3-ESS3-1); K.ETS1.A (3-ESS3-1); 4.ESS2.A (3-ESS2-1); 4.ESS3.B (3-ESS3-1); 4.ETS1.A (3-ESS3-1)
5.ESS2.A (3-ESS2-1); MS.ESS2.C (3-ESS2-1),(3-ESS2-2); MS.ESS2.D (3-ESS2-1),(3-ESS2-2); MS.ESS3.B (3-ESS3-1)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
3R1 Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (3-ESS2-2)
3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1)
3W6 Conduct research to answer questions, including self-generated questions, and to build knowledge about a topic. (3-ESS2-3),(3-ESS3-1)
3W7 Recall relevant information from experiences or gather information from multiple sources; take brief notes on sources and sort evidence into provided categories.
(3-ESS2-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3-ESS2-1),(3-ESS2-2),(3-ESS3-1)
MP.4 Model with mathematics. (3-ESS2-1),(3-ESS2-2),(3-ESS3-1)
MP.5 Use appropriate tools strategically. (3-ESS2-1),(3-ESS2-3)
NY-3.MD.2 Measure and estimate liquid volumes and masses of objects using grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step
word problems involving masses or liquid volumes that are given in the same units. (3-ESS2-1),(3-ESS2-3)
NY-3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many
less” problems using information presented in scaled picture graph or scaled bar graphs. (3-ESS2-1)
*Connection boxes updated as of September 2018
19Page

*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
4. Energy
Students who demonstrate understanding can:
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
[Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition
of energy.]
4-PS3-2. Make observations to provide evidence that energy is conserved as it is transferred and / or converted from
one form to another. [Clarification Statement: Examples of forms of energy could include sound, light, heat, and electrical.] [Assessment
Boundary: Assessment does not include quantitative measurements of energy.]
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.
[Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment
Boundary: Assessment does not include quantitative measurements of energy.]
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*
[Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into energy of motion of a vehicle, light, or sound;
batteries that convert chemical energy to electrical energy; and, a passive solar heater that converts light into heat. Examples of constraints could include
the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy
or use stored energy to cause motion or produce light or sound.]
4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and
their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind, water behind
dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat
due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]
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 PS3.A: Definitions of Energy Cause and Effect
Asking questions and defining problems in grades 3–5  (NYSED) A given object possesses more energy of motion  Cause and effect relationships are
builds on grades K–2 experiences and progresses to when it is moving faster. (4-PS3-1) routinely identified and used to
specifying qualitative relationships.  (NYSED) Energy can be transferred by moving objects or by explain change. (4-ESS3-1)
 Ask questions that can be investigated and sound, light, heat, or electric currents. (4-PS3-2), (4-PS3-3) Energy and Matter
predict reasonable outcomes based on patterns PS3.B: Conservation of Energy and Energy Transfer  Energy can be transferred in
such as cause and effect relationships. (4-PS3-3)  Energy is present whenever there are moving objects, sound, various ways and between
Planning and Carrying Out Investigations light, or heat. When objects collide, energy can be transferred objects. (4-PS3-1),(4- PS3-2),(4-
Planning and carrying out investigations to answer from one object to another, thereby changing their motion. In PS3-3),(4-PS3-4)
questions or test solutions to problems in 3–5 builds such collisions, some energy is typically also transferred to the -----------------------------------
on K–2 experiences and progresses to include surrounding air; as a result, the air gets heated and sound is Connections to Engineering, Technology,
investigations that control variables and provide produced. (4-PS3-2),(4-PS3-3) and Applications of Science
evidence to support explanations or design solutions.  (NYSED) Energy can also be transferred by electric currents,
 Make observations to produce data to serve which can then be used locally to produce motion, sound, Interdependence of Science,
as the basis for evidence for an explanation heat, or light. The currents may have been produced to begin Engineering, and Technology
of a phenomenon or test a design solution. with by transforming the energy of motion into electrical  Knowledge of relevant scientific
(4-PS3-2) energy. (4-PS3-2),(4-PS3-4) concepts and research findings is
Constructing Explanations and Designing PS3.C: Relationship Between Energy and Forces important in engineering. (4-ESS3-
Solutions Constructing explanations and designing  When objects collide, the contact forces transfer energy so as 1)
solutions in 3–5 builds on K–2 experiences and to change the objects’ motions.(4-PS3-3) Influence of Engineering,
progresses to the use of evidence in constructing PS3.D: Energy in Chemical Processes and Everyday Life Technology, and Science on Society
explanations that specify variables that describe and  The expression “produce energy” typically refers to the and the Natural World
predict phenomena and in designing multiple conversion of stored energy into a desired form for practical  Over time, people’s needs and wants
solutions to design problems. use. (4-PS3-4) change, as do their demands for new
 Use evidence (e.g., measurements, ESS3.A: Natural Resources and improved technologies. (4-ESS3-
observations, patterns) to construct an  Energy and fuels that humans use are derived from natural 1)
explanation. (4-PS3-1) sources, and their use affects the environment in multiple  Engineers improve existing
 Apply scientific ideas to solve design ways. Some resources are renewable over time, and others technologies or develop new ones.
problems. (4-PS3-4) are not. (4-ESS3-1) (4-PS3-4)
Obtaining, Evaluating, and ETS1.A: Defining Engineering Problems
Communicating Information  Possible solutions to a problem are limited by available ------------------------------------
Obtaining, evaluating, and communicating information materials and resources (constraints). The success of a Connections to Nature of Science
in 3–5 builds on K–2 experiences and progresses to designed solution is determined by considering the desired Science is a Human Endeavor
evaluate the merit and accuracy of ideas and features of a solution (criteria). Different proposals for  Most scientists and engineers
methods. solutions can be compared on the basis of how well each one work in teams. (4-PS3-4)
 Obtain and combine information from books and meets the specified criteria for success or how well each takes  Science affects everyday life. (4-PS3-4)
other reliable media to explain phenomena. (4- the constraints into account. (secondary to 4-PS3-4)
ESS3-1)
Connections to other DCIs in fourth grade: N/A
Articulation of DCIs across grade-levels: K.PS2.B (4-PS3-3); K.ETS1.A (4-PS3-4); 2.ETS1.B (4-PS3-4); 3.PS2.A (4-PS3-3); 5.PS3.D (4-PS3-4); 5.LS1.C (4-PS3-4);
5.ESS3.C (4-ESS3-1); MS.PS2.A (4-PS3-3); MS.PS2.B (4-PS3-2); MS.PS3.A (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4); MS.PS3.B (4-PS3-2),(4-PS3-3),(4-PS3-4); MS.PS3.C
(4-PS3-3); MS.PS3.D (4-ESS3-1); MS.PS4.B (4-PS3-2); MS.ESS2.A (4-ESS3-1); MS.ESS3.A (4-ESS3-1); MS.ESS3.C (4-ESS3-1); MS.ESS3.D (4-ESS3-1); MS.ETS1.B (4-
PS3-4); MS.ETS1.C (4-PS3-4)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
4R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (4-PS3-1)
4R3 In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text . (4-PS3-1)
4W2 Write informative/explanatory texts to examine a topic and convey ideas and information relevant to the subject. (4-PS3-1)
4W6 Conduct research to answer questions, including self-generated questions, and to build knowledge through investigating multiple aspects of a topic. (4-PS3-2),(4-
PS3-3),(4-PS3-4),(4-ESS3-1)
4W7 Recall relevant information from experiences or gather relevant information from multiple sources; take notes and categorize information, and provide a list of
sources. (4-PS3-1),(4-PS3-2),(4-PS3-3),(4-PS3-4),(4-ESS3-1)
20

4W8 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-PS3-1),(4-ESS3-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (4-ESS3-1)
Page

MP.4 Model with mathematics. (4-ESS3-1)

NY-4.OA.1 Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations. (4-ESS3-1)
*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
NY-4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders
must be interpreted. (4-PS3-4)
*Connection boxes updated as of September 2018

21 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
4. Waves: Waves and Information
Students who demonstrate understanding can:
4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can
cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to
illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-
periodic waves, or quantitative models of amplitude and wavelength.]
4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement:
Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to
send information about a picture, and using Morse code to send text.]
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 PS4.A: Wave Properties Patterns
Modeling in 3–5 builds on K–2 experiences and progresses  Waves, which are regular patterns of motion, can be made  Similarities and differences in patterns can
to building and revising simple models and using models in water by disturbing the surface. When waves move used to sort and classify natural
to represent events and design solutions. across the surface of deep water, the water goes up and (4-PS4-1)
 Develop a model using an analogy, example, or down in place; there is no net motion in the direction of  Similarities and differences in patterns can
abstract representation to describe a scientific the wave except when the water meets a beach. (Note: used to sort and classify designed products.
principle. (4-PS4-1) This grade band endpoint was moved from K–2) . (4-PS4-1) (4-PS4-3)
Constructing Explanations and Designing Solutions  Waves of the same type can differ in amplitude (height of
Constructing explanations and designing solutions in 3–5 the wave) and wavelength (spacing between wave peaks). -----------------------------------------------
builds on K–2 experiences and progresses to the use of (4-PS4-1)
Connections to Engineering,
evidence in constructing explanations that specify PS4.C: Information Technologies and Instrumentation
variables that describe and predict phenomena and in  Digitized information can be transmitted over long
and Applications of Science
designing multiple solutions to design problems. distances without significant degradation. High-tech
Interdependence of Science, Engineering,
 Generate and compare multiple solutions to a devices, such as computers or cell phones, can receive and
problem based on how well they meet the criteria Technology
decode information—convert it from digitized form to voice—
and constraints of the design solution. (4-PS4-3) and vice versa. (4-PS4-3)  Knowledge of relevant scientific concepts
ETS1.C: Optimizing The Design Solution and research findings is important in
-------------------------------------------------
 Different solutions need to be tested in order to determine engineering. (4-PS4-3)
Connections to Nature of Science which of them best solves the problem, given the criteria
Scientific Knowledge is Based on Empirical and the constraints. (secondary to 4-PS4-3)
Evidence
 Science findings are based on recognizing patterns.
(4-PS4-1)

Connections to other DCIs in fourth grade: 4.PS3.A (4-PS4-1); 4.PS3.B (4-PS4-1); 4.ETS1.A (4-PS4-3)
Articulation of DCIs across grade-levels: K.ETS1.A (4-PS4-3); 1.PS4.C (4-PS4-3); 2.ETS1.B (4-PS4-3); 2.ETS1.C (4-PS4-3); 3.PS2.A (4-PS4-3); MS.PS4.A (4-PS4-1);
MS.PS4.C
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
4R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (4-PS3-1)
4SL5 Include digital media and/or visual displays in presentations to emphasize central ideas or themes. (4-PS4-1)
Mathematics -
MP.4 Model with mathematics. (4-PS4-1)
NY-4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. (4-PS4-1)
*Connection boxes updated as of September 2018

22 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
4. Structure, Function, and Information Processing
Students who demonstrate understanding can:
4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be
seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how
the retina works.]
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to
support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems,
roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal
systems.]
4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process
the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis
is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls
information or the mechanisms of how sensory receptors function.]
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 PS4.B: Electromagnetic Radiation Cause and Effect
Modeling in 3–5 builds on K–2 experiences and progresses to  An object can be seen when light reflected from its surface  Cause and effect relationships
building and revising simple models and using models to enters the eyes. (4-PS4-2) are routinely identified. (4-PS4
represent events and design solutions. LS1.A: Structure and Function 2)
 Develop a model to describe phenomena. (4- PS4-2)  Plants and animals have both internal and external structures Systems and System Models
 Use a model to test interactions concerning the that serve various functions in growth, survival, behavior, and  A system can be
functioning of a natural system. (4-LS1-2) reproduction. (4-LS1-1) described in terms of
Engaging in Argument from Evidence LS1.D: Information Processing its components and
Engaging in argument from evidence in 3–5 builds on K–2  Different sense receptors are specialized for particular kinds of their interactions. (4-
experiences and progresses to critiquing the scientific information, which may be then processed by the animal’s LS1-1), (LS1-2)
explanations or solutions proposed by peers by citing brain. Animals are able to use their perceptions and memories
relevant evidence about the natural and designed world(s). to guide their actions. (4-LS1-2)
 Construct an argument with evidence, data, and/or a
model. (4-LS1-1)
Connections to other DCIs in fourth grade: N/A
Articulation of DCIs across grade-levels: 1.PS4.B (4-PS4-2); 1.LS1.A (4-LS1-1); 1.LS1.D (4-LS1-2); 3.LS3.B (4-LS1-1); MS.PS4.B (4-PS4-2); MS.LS1.A (4-LS1-1),(4-LS1-
2); MS.LS1.D (4-PS4-2),(4-LS1-2)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
4W1 Write an argument to support claim(s), using clear reasons and relevant evidence. (4-LS1-1)
4SL5 Include digital media and/or visual displays in presentations to emphasize central ideas or themes. (4-PS4-2),(4-LS1-2)
Mathematics –
MP.4 Model with mathematics. (4-PS4-2)
NY-4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. (4-LS1-1)
NY-4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify
line- symmetric figures and draw lines of symmetry. (4-PS3-4)
*Connection boxes updated as of September 2018

23 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
4. Earth’s Systems: Processes that Shape the Earth
Students who demonstrate understanding can:
4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for
changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils
above rock layers with plant fossils and no shells, indicating a change from land to water over time; tilted rock layers indicate past crustal movement; glacial
scratches on rock formations indicating glacier movement; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a
river cut through the rock.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of
specific rock formations and layers. Assessment is limited to relative time.]
4-ESS2-1. Make observations and / or measurements to provide evidence of the effects of weathering or the rate of
erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill
movement of water and/or loose Earth materials due to gravity, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of
water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.]
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can
include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and
earthquakes.]
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.*
[Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.]
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

Planning and Carrying Out Investigations Planning and ESS1.C: The History of Planet Earth Patterns
carrying out investigations to answer questions or test solutions  Local, regional, and global patterns of rock formations reveal  Patterns can be used as
to problems in 3–5 builds on K–2 experiences and progresses to changes over time due to earth forces, such as earthquakes. The evidence to support an
include investigations that control variables and provide presence and location of certain fossil types indicate the order in explanation. (4-ESS1-1),(4-
evidence to support explanations or design solutions. which rock layers were formed. (4-ESS1-1) ESS2-2)
 Make observations and/or measurements to produce data to ESS2.A: Earth Materials and Systems Cause and Effect
serve as the basis for evidence for an explanation of a  Rainfall helps to shape the land and affects the types of living things  Cause and effect relationships
phenomenon. (4-ESS2-1) found in a region. Water, ice, wind, living organisms, and gravity are routinely identified, tested,
Analyzing and Interpreting Data break rocks, soils, and sediments into smaller particles and move and used to explain change. (4-
Analyzing data in 3–5 builds on K–2 experiences and them around. (4-ESS2-1) ESS2-1),(4-ESS3-2)
progresses to introducing quantitative approaches to collecting ESS2.B: Plate Tectonics and Large-Scale System Interactions ---------------------------------------
data and conducting multiple trials of qualitative observations.  The locations of mountain ranges, deep ocean trenches, ocean Connections to Engineering,
When possible and feasible, digital tools should be used. floor structures, earthquakes, and volcanoes occur in patterns. Technology, and Applications of
 Analyze and interpret data to make sense of phenomena Most earthquakes and volcanoes occur in bands that are often Science
using logical reasoning. (4-ESS2-2) along the boundaries between continents and oceans. Major
Constructing Explanations and Designing mountain chains form inside continents or near their edges. Influence of Engineering,
Solutions Maps can help locate the different land and water features areas Technology, and Science on
Constructing explanations and designing solutions in 3– 5 builds of Earth. (4-ESS2-2) Society and the Natural World
on K–2 experiences and progresses to the use of evidence in ESS2.E: Biogeology  Engineers improve existing
constructing explanations that specify variables that describe and  Living things affect the physical characteristics of their regions. technologies or develop new
predict phenomena and in designing multiple solutions to design (4-ESS2-1) ones to increase their benefits,
problems. ESS3.B: Natural Hazards to decrease known risks, and to
 Identify the evidence that supports particular points in an  A variety of hazards result from natural processes (e.g., meet societal demands. (4-ESS3-
explanation. (4-ESS1-1) earthquakes, tsunamis, volcanic eruptions). Humans cannot 2)
 Generate and compare multiple solutions to a problem eliminate the hazards but can take steps to reduce their impacts.
based on how well they meet the criteria and constraints of (4-ESS3-2) (Note: This Disciplinary Core Idea can also be found in ---------------------------------------
the design solution. (4-ESS3-2) 3.WC.) Connections to Nature of Science
ETS1.B: Designing Solutions to Engineering Problems
 Testing a solution involves investigating how well it performs Scientific Knowledge Assumes an
under a range of likely conditions. (secondary to 4-ESS3-2) Order and Consistency in Natural
Systems
 Science assumes consistent
patterns in natural systems. (4-
ESS1-1)
Connections to other DCIs in fourth grade: 4.ETS1.C (4-ESS3-2)
Articulation of DCIs across grade-levels: K.ETS1.A (4-ESS3-2); 2.ESS1.C (4-ESS1-1),(4-ESS2-1); 2.ESS2.A (4-ESS2-1); 2.ESS2.B (4-ESS2-2); 2.ESS2.C (4-ESS2-2); 2.ETS1.B
(4-ESS3-2); 2.ETS1.C (4-ESS3-2); 3.LS4.A (4-ESS1-1); 5.ESS2.A (4-ESS2-1); 5.ESS2.C (4-ESS2-2); MS.LS4.A (4-ESS1-1); MS.ESS1.C (4-ESS1-1),(4-ESS2-2); MS.ESS2.A (4-
ESS1-1),(4-ESS2-2),(4-ESS3-2); MS.ESS2.B (4-ESS1-1),(4-ESS2-2); MS.ESS3.B (4-ESS3-2); MS.ETS1.B (4-ESS3-2)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
4R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (4-ESS3-2)
4R7 Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, illustrations, and explain how the
information contributes to an understanding of the text). (4-ESS2-2)
4W6 Conduct research to answer questions, including self-generated questions, and to build knowledge through investigating multiple aspects of a topic. (4-ESS1-
1),(4-ESS2-1)
4W7 Recall relevant information from experiences or gather relevant information from multiple sources; take notes and categorize information, and provide a list of sources.
(4-ESS1-1),(4-ESS2-1)
4W5 Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying grade 4 reading standards. (4-ESS1-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (4-ESS1-1),(4-ESS2-1),(4-ESS3-2)
MP.4 Model with mathematics. (4-ESS1-1),(4-ESS2-1),(4-ESS3-2)
MP.5 Use appropriate tools strategically. (4-ESS2-1)
NY-4.MD.1 Know relative sizes of measurement units: ft., in.; km, m, cm. Know the conversion factor and use it to convert measurements in a larger unit in terms of a smaller
unit: ft., in.; Km, m, cm; hr., min., sec. Given the conversion factor, convert all other measurements within a single system of measurement from a larger unit to a
smaller unit. Record measurement equivalents in a two-column table. (4-ESS1-1),(4-ESS2-1)
24

NY-4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money. Solve problems involving
fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using
diagrams that feature a measurement scale, such as number line diagrams. (4-ESS2-1),(4-ESS2-2)
Page

NY-4.OA.1 Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations. (4-ESS3-2)
*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
5. Structure and Properties of Matter
Students who demonstrate understanding can:
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement:
Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and
evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining
the unseen particles.]
5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when
heating, cooling, or mixing substances the total amount of matter is conserved. [Clarification Statement: Examples of
reactions or changes could include phase changes, dissolving, and mixing that form new substances. Assume that reactions with any gas production are
conducted in a closed system.] [Assessment Boundary: Assessment does not include distinguishing between mass and weight.]
5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement:
Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color,
hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable
property.] [Assessment Boundary: Assessment does not include density or distinguishing between mass and weight.]
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new
substances. [Clarification Statement: Examples could include mixing baking soda and water compared to mixing baking soda and vinegar.]
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 Cause and Effect
Modeling in 3–5 builds on K–2 experiences and  Matter of any type can be subdivided into particles that are too  Cause and effect relationships are routinely
progresses to building and revising simple models small to see, but even then the matter still exists and can be identified, tested, and used to explain
and using models to represent events and design detected by other means. A model showing that gases are change. (5-PS1-4)
solutions. made from matter particles that are too small to see and are Scale, Proportion, and Quantity
 Develop a model to describe phenomena. (5- moving freely around in space can explain many observations,  Natural objects exist from the very small to
PS1-1) including the inflation and shape of a balloon and the effects of the immensely large. (5-PS1-1)
Planning and Carrying Out Investigations air on larger particles or objects. (5-PS1-1)  Standard units are used to measure and
Planning and carrying out investigations to  (NYSED) The total amount of matter is conserved when it describe physical quantities such as
answer questions or test solutions to problems in changes form, even in transitions in which it seems to vanish. weight, time, temperature, and volume.
3–5 builds on K–2 experiences and progresses to (5-PS1-2) (5-PS1-2),(5- PS1-3)
include investigations that control variables and  Measurements of a variety of properties can be used to
provide evidence to support explanations or identify materials. (Boundary: At this grade level, mass and ------------------------------------------------
design solutions. weight are not distinguished, and no attempt is made to Connections to Nature of Science
 Conduct an investigation collaboratively to define the unseen particles or explain the atomic-scale
produce data to serve as the basis for evidence, mechanism of evaporation and condensation.) (5-PS1-3) Scientific Knowledge Assumes an Order
using fair tests in which variables are controlled PS1.B: Chemical Reactions and Consistency in Natural Systems
and the number of trials considered. (5-PS1-4)  When two or more different substances are mixed, a new  Science assumes consistent patterns in
 Make observations and measurements to produce substance with different properties may be formed. (5-PS1-4) natural systems. (5-PS1-2)
data to serve as the basis for evidence for an  No matter what reaction or change in properties occurs, the
explanation of a phenomenon. (5-PS1-3) total weight of the substances does not change. (Boundary:
Using Mathematics and Computational Mass and weight are not distinguished at this grade level.) (5-
Thinking Mathematical and computational thinking PS1-2)
in 3–5 builds on K–2 experiences and progresses to
extending quantitative measurements to a variety of
physical properties and using computation and
mathematics to analyze data and compare
alternative design solutions.
 Measure and graph quantities such as weight
to address scientific and engineering
questions and problems. (5-PS1-2)
Connections to other DCIs in fifth grade: N/A
Articulation of DCIs across grade-levels: 2.PS1.A (5-PS1-1),(5-PS1-2),(5-PS1-3); 2.PS1.B (5-PS1-2),(5-PS1-4); MS.PS1.A (5-PS1-1),(5-PS1-2),(5-PS1-3),(5-PS1-4);
MS.PS1.B (5-PS1-2),(5-PS1-4)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
5W6 Conduct research to answer questions, including self-generated questions, and to build knowledge through investigation of multiple aspects of a topic using
multiple sources. (5-PS1-2),(5-PS1-3),( 5-PS1-4)
5W7 Recall relevant information from experiences or gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of
sources. (5-PS1-2),(5-PS1-3),(5-PS1-4)
5W5 Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the Grade 5 Reading Standards. (5-PS1-
2),(5-PS1-3),(5-PS1-4)
Mathematics –
MP.2 Reason abstractly and quantitatively. (5-PS1-1),(5-PS1-2),(5-PS1-3)
MP.4 Model with mathematics. (5-PS1-1),(5-PS1-2),(5-PS1-3)
MP.5 Use appropriate tools strategically. (5-PS1-2),(5-PS1-3)
NY-5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents
in the place to its left. (5-PS1-1)
NY-5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)
NY-5.MD.1 Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions in
solving multi-step, real-world problems. (5-PS1-2)
NY-5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)
*Connection boxes updated as of September 2018
25 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
5. Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain
body warmth) was once energy from the Sun. [Clarification Statement: Emphasis should be on plants converting light energy by
photosynthesis into usable energy. Examples of models could include diagrams and flow charts.]
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
[Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
5-LS2-1. Develop a model to describe the movement of matter among plants (producers), animals (consumers),
decomposers, and the environment. [Clarification Statement: Emphasis is on the flow of energy and cycling of matter in systems such as
organisms, ecosystems, and/or Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
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.D: Energy in Chemical Processes and Everyday Life Systems and System Models
Modeling in 3–5 builds on K–2 experiences and  The energy released [from] food was once energy from the  A system can be described in terms of its
progresses to building and revising simple models sun that was captured by plants in the chemical process that components and their interactions. (5-LS2-
and using models to represent events and design forms plant matter (from air and water). (5-PS3-1) 1)
solutions. LS1.C: Organization for Matter and Energy Flow in Energy and Matter
 Use models to describe phenomena. (5-PS3-1) Organisms  Matter is transported into, out of, and
 Develop a model to describe phenomena. (5-LS2-1)  Food provides animals with the materials they need for body within systems. (5-LS1-1)
Engaging in Argument from Evidence repair and growth and the energy they need to maintain body  Energy can be transferred in various ways
Engaging in argument from evidence in 3–5 builds on warmth and for motion. (secondary to 5-PS3-1) and between objects. (5-PS3-1)
K–2 experiences and progresses to critiquing the  Plants acquire their material for growth chiefly from air and
scientific explanations or solutions proposed by peers water. (5-LS1-1)
by citing relevant evidence about the natural and LS2.A: Interdependent Relationships in Ecosystems
designed world(s).  The food of almost any kind of animal can be traced back to
 Support an argument with evidence, data, or a plants. Organisms are related in food webs in which some
model. (5-LS1-1) animals eat plants for food and other animals eat the animals
that eat plants. Some organisms, such as fungi and bacteria,
----------------------------------------------- break down dead organisms (both plants or plants’ parts and
Connections to Nature of Science animals) and therefore operate as “decomposers.”
Decomposition eventually restores (recycles) some materials
Science Models, Laws, Mechanisms, and back to the soil. Organisms can survive only in environments in
Theories Explain Natural Phenomena which their particular needs are met. A healthy ecosystem is
 Science explanations describe the one in which multiple species of different types are each able to
mechanisms for natural events. (5-LS2-1) meet their needs in a relatively stable web of life. Newly
introduced species can damage the balance of an ecosystem.
(5-LS2-1)
LS2.B: Cycles of Matter and Energy Transfer in
Ecosystems
 Matter cycles between the air and soil and among plants,
animals, and microbes as these organisms live and die.
Organisms obtain gases, and water, from the environment,
and release waste matter (gas, liquid, or solid) back into the
environment. (5-LS2-1)
Connections to other DCIs in fifth grade: 5.PS1.A (5-LS1-1),(5-LS2-1); 5.ESS2.A (5-LS2-1)
Articulation of DCIs across grade-levels: K.LS1.C (5-PS3-1),(5-LS1-1); 2.PS1.A (5-LS2-1); 2.LS2.A (5-PS3-1),(5-LS1-1); 2.LS4.D (5-LS2-1); 4.PS3.A (5-PS3-1); 4.PS3.B (5-
PS3-1); 4.PS3.D (5-PS3-1); 4.ESS2.E (5-LS2-1); MS.PS3.D (5-PS3-1),(5-LS2-1); MS.PS4.B (5-PS3-1); MS.LS1.C (5-PS3-1),(5-LS1-1),(5-LS2-1); MS.LS2.A (5-LS2-1);
MS.LS2.B (5-PS3-1),(5-LS2-1)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
5R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (5-LS1-1)
5R7 Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. (5-PS3-1),(5-LS2-1)
5W1 Write an argument to support claims with clear reasons and relevant evidence. (5-LS1-1)
5SL5 Include digital media and/or visual displays in presentations to emphasize and enhance central ideas or themes. (5-PS3-1),(5-LS2-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (5-LS1-1),(5-LS2-1)
MP.4 Model with mathematics. (5-LS1-1),(5-LS2-1)
MP.5 Use appropriate tools strategically. (5-LS1-1)
NY-5.MD.1 Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions
in solving multi-step, real world problems. (5-LS1-1)
*Connection boxes updated as of September 2018

26 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
5. Earth’s Systems
Students who demonstrate understanding can:
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and / or
atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate;
the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in
the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the
interactions of two systems at a time.]
5-ESS2-2. Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence
about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water,
and polar ice caps, and does not include the atmosphere.]
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect Earth’s
resources and environment. [Clarification Statement: Emphasis should be on how communities use information to sustain resources and the
environment locally, regionally, nationally, and/or internationally.]
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 Scale, Proportion, and Quantity
Modeling in 3–5 builds on K–2 experiences and  Earth’s major systems are the geosphere (solid and molten  Standard units are used to measure
progresses to building and revising simple models and rock, soil, and sediments), the hydrosphere (water and ice), and describe physical quantities
using models to represent events and design solutions. the atmosphere (air), and the biosphere (living things, such as weight, and volume. (5-
 Develop a model using an example to describe including humans). These systems interact in multiple ways to ESS2-2)
a scientific principle. (5-ESS2-1) affect Earth’s surface materials and processes. The ocean Systems and System Models
Using Mathematics and Computational Thinking supports a variety of ecosystems and organisms, shapes  A system can be described in terms
Mathematical and computational thinking in 3–5 builds on landforms, and influences climate. Winds and clouds in the of its components and their
K–2 experiences and progresses to extending quantitative atmosphere interact with the landforms to determine patterns interactions. (5-ESS2-1),(5-ESS3-1)
measurements to a variety of physical properties and of weather. (5-ESS2-1)
using computation and mathematics to analyze data and ESS2.C: The Roles of Water in Earth’s Surface Processes ---------------------------------------------
compare alternative design solutions.  Nearly all of Earth’s available water is in the ocean. Most fresh Connections to Nature of Science
 Describe and graph quantities such as area and water is in glaciers or underground; only a tiny fraction is in
volume to address scientific questions. (5-ESS2-2) streams, lakes, wetlands, and the atmosphere. (5- Science Addresses Questions
Obtaining, Evaluating, and ESS2-2) About the Natural and Material
Communicating Information ESS3.C: Human Impacts on Earth Systems World
Obtaining, evaluating, and communicating information in  Human activities in agriculture, industry, and everyday life  Science findings are limited to
3– 5 builds on K–2 experiences and progresses to have had major effects on the land, vegetation, streams, questions that can be answered with
evaluating the merit and accuracy of ideas and methods. ocean, air, and even outer space. But individuals and empirical evidence. (5-ESS3-1)
 Obtain and combine information from books and/or communities are doing things to help protect Earth’s
other reliable media to explain phenomena or resources and environments. (5-ESS3-1)
solutions to a design problem. (5-ESS3-1)
Connections to other DCIs in fifth grade: N/A
Articulation of DCIs across grade-levels: 2.ESS2.A (5-ESS2-1); 2.ESS2.C (5-ESS2-2); 3.ESS2.D (5-ESS2-1); 4.ESS2.A (5-ESS2-1); MS.ESS2.A (5-ESS2-1); MS.ESS2.C
(5-ESS2-1),(5-ESS2-2); MS.ESS2.D (5-ESS2-1); MS.ESS3.A (5-ESS2-2),(5-ESS3-1); MS.ESS3.C (5-ESS3-1); MS.ESS3.D (5-ESS3-1)
New York State Next Generation Learning Standards
Connections: ELA/Literacy –
5R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (5-ESS3-1)
5R7 Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
5W7 Recall relevant information from experiences or gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list
of sources. (5-ESS2-2),(5-ESS3-1)
5W8 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)
5SL5 Include digital media and/or visual displays in presentations to emphasize and enhance central ideas or themes. (5-ESS2-1),(5-ESS2-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
MP.4 Model with mathematics. (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
NY-5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in
the context of the situation. (5-ESS2-1)
*Connection boxes updated as of September 2018

27 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
5. Space Systems: Stars and the Solar System
Students who demonstrate understanding can:
5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification
Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not
include mathematical representation of gravitational force.]
5-ESS1-1. Support an argument that differences in the apparent brightness of the Sun compared to other stars is
due to their relative distances from Earth. [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars.
Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]
5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of
shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement:
Examples of patterns could include the position and motion of Earth with respect to the Sun, moon, and some stars that are visible only in particular
months.] [Assessment Boundary: Assessment does not include causes of seasons.]
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 PS2.B: Types of Interactions Patterns
Analyzing data in 3–5 builds on K–2 experiences and  The gravitational force of Earth acting on an object near Earth’s  Similarities and differences in
progresses to introducing quantitative approaches to surface pulls that object toward the planet’s center. (5-PS2-1) patterns can be used to sort,
collecting data and conducting multiple trials of ESS1.A: The Universe and its Stars classify, communicate and analyze
qualitative observations. When possible and feasible,  The sun is a star that appears larger and brighter than other stars simple rates of change for natural
digital tools should be used. because it is closer. Stars range greatly in their distance from Earth. phenomena. (5-ESS1-2)
 Represent data in graphical displays (bar (5-ESS1-1) Cause and Effect
graphs, pictographs and/or pie charts) to ESS1.B: Earth and the Solar System  Cause and effect relationships
reveal patterns that indicate relationships.  The orbits of Earth around the sun and of the moon around Earth, are routinely identified and
(5-ESS1-2) together with the rotation of Earth about an axis between its North used to explain change. (5-PS2-
Engaging in Argument from Evidence and South poles, cause observable patterns. These include day and 1)
Engaging in argument from evidence in 3–5 builds night; daily changes in the length and direction of shadows; and Scale, Proportion, and Quantity
on K–2 experiences and progresses to critiquing the different positions of the sun, moon, and stars at different times of  Natural objects exist from the
scientific explanations or solutions proposed by the day, month, and year. (5-ESS1-2) very small to the immensely
peers by citing relevant evidence about the natural large. (5-ESS1-1)
and designed world(s).
 Support an argument with evidence, data, or a
model. (5-PS2-1),(5-ESS1-1)
Connections to other DCIs in fifth grade: N/A
Articulation of DCIs across grade-levels: 1.ESS1.A (5-ESS1-2); 1.ESS1.B (5-ESS1-2); 3.PS2.A (5-PS2-1),(5-ESS1-2); 3.PS2.B (5-PS2-1); MS.PS2.B (5-PS2-1);
MS.ESS1.A (5-ESS1-1),(5-ESS1-2); MS.ESS1.B (5-PS2-1),(5-ESS1-1),(5-ESS1-2); MS.ESS2.C (5-PS2-1)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
5R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (5-PS2-1),(5-ESS1-1)
5R7 Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. (5-ESS1-1)
5R8 Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims. (5-ESS1-1)
5W1 Write an argument to support claims with clear reasons and relevant evidence. (5-PS2-1), (5-ESS1-1)
5SL5 Include digital media and/or visual displays in presentations to emphasize and enhance central ideas or themes. (5-ESS1-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (5-ESS1-1),(5-ESS1-2)
MP.5 Use appropriate tools strategically. (5-ESS1-1),(5-ESS1-2)
NY-5.NBT.2 Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and
explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. (5-ESS1-1)
NY-5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in
the context of the situation. (5-ESS1-2)
*Connection boxes updated as of September 2018

28 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
3-5. Engineering Design
Students who demonstrate understanding can:
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success
and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to
meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to
identify aspects of a model or prototype that can be improved.
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 Problems Influence of Science,
Asking questions and defining problems in 3–5 builds on  Possible solutions to a problem are limited by available materials Engineering, and Technology on
grades K–2 experiences and progresses to specifying and resources (constraints). The success of a designed solution is Society and the Natural World
qualitative relationships. determined by considering the desired features of a solution  People’s needs and wants
 Define a simple design problem that can be solved (criteria). Different proposals for solutions can be compared on the change over time, as do their
through the development of an object, tool, process, basis of how well each one meets the specified criteria for success demands for new and improved
or system and includes several criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) technologies. (3-5-ETS1-1)
and constraints on materials, time, or cost. (3-5- ETS1.B: Developing Possible Solutions  Engineers improve existing
ETS1-1)  Research on a problem should be carried out before beginning to technologies or develop new ones
Planning and Carrying Out Investigations design a solution. Testing a solution involves investigating how to increase their benefits,
Planning and carrying out investigations to answer well it performs under a range of likely conditions. (3-5-ETS1-2) decrease known risks, and meet
questions or test solutions to problems in 3–5 builds on  At whatever stage, communicating with peers about proposed societal demands. (3-5-ETS1-2)
K–2 experiences and progresses to include solutions is an important part of the design process, and shared
investigations that control variables and provide ideas can lead to improved designs. (3-5-ETS1-2)
evidence to support explanations or design solutions.  Tests are often designed to identify failure points or difficulties,
 Plan and conduct an investigation collaboratively to which suggest the elements of the design that need to be
produce data to serve as the basis for evidence, improved. (3-5-ETS1-3)
using fair tests in which variables are controlled ETS1.C: Optimizing the Design Solution
and the number of trials considered. (3-5-ETS1-3)  Different solutions need to be tested in order to determine which of
Constructing Explanations and Designing Solutions them best solves the problem, given the criteria and the constraints.
Constructing explanations and designing solutions in 3–5 (3-5-ETS1-3)
builds on K–2 experiences and progresses to the use of
evidence in constructing explanations that specify
variables that describe and predict phenomena and in
designing multiple solutions to design problems.
 Generate and compare multiple solutions to a
problem based on how well they meet the criteria
and constraints of the design problem. (3-5-ETS1-
2)
Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:
Fourth Grade: 4-PS3-4
Connections to 3-5-ETS1.B: Designing Solutions to Engineering Problems include:
Fourth Grade: 4-ESS3-2
Connections to 3-5-ETS1.C: Optimizing the Design Solution include:
Fourth Grade: 4-PS4-3
Articulation of DCIs across grade-bands: K-2.ETS1.A (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); K-2.ETS1.B (3-5-ETS1-2); K-2.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.A (3-5
ETS1-1); MS.ETS1.B (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
5R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (3-5-ETS1-2)
5R7 Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. (3-5-ETS1-2)
5W5 Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the Grade 5 Reading Standards. (3-5-
ETS1-2)
5W6 Conduct research to answer questions, including self-generated questions, and to build knowledge through investigation of multiple aspects of a topic using multiple
sources. (3-5-ETS1-2)
5W8 Recall relevant information from experiences or gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of
sources. (3-5-ETS1-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
MP.4 Modeling with Mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
MP.5 Use tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
3-5.OA Operations and Algebraic Thinking (3-5-ETS1-1),(3-5-ETS1-2)
*Connection boxes updated as of September 2018
29 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
MS. Structure and Properties of Matter
Students who demonstrate understanding can:
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia
and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of particulate-level models could include drawings,
3D ball and stick structures, or computer representations showing different substances with different types of atoms.] [Assessment Boundary:
Assessment does not include valence electrons and bonding energy, discussing the individual ions composing complex structures, or a complete depiction
of all individual atoms in a complex molecule or extended structure.]
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural
resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the
synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited
to the qualitative interpretation of evidence provided.]
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and phase (state)
of a substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative particulate-
level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a
change of phase occurs. Examples of models could include drawings and diagrams. Examples of particles could include ions, molecules, or atoms.
Examples of substances could include sodium chloride, water, carbon dioxide, and helium.]
MS-PS1-7. Use evidence to illustrate that density is a property that can be used to identify samples of matter.
[Clarification Statement: Emphasis should be on students measuring the masses and volumes of regular and irregular shaped objects, calculating their
densities, and identifying the samples of matter.]
MS-PS1-8. Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.
[Clarification Statement: Emphasis should be on analyzing the physical changes that occur as mixtures are formed and/or separated. Examples of
common mixtures could include salt water, oil and vinegar, and air.] [Assessment boundary: Assessment is limited to separation by evaporation,
filtration and magnetism.]
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

Patterns
Developing and Using Models PS1.A: Structure and Properties of Matter
 Macroscopic patterns are related to the
Modeling in 6–8 builds on K–5 and progresses to  (NYSED) Substances are made of one type of atom
nature of microscopic and atomic-level
developing, using and revising models to describe, test, or combinations of different types of atoms.
structure. (MS-PS1-1),(MS-PS1-7),(MS-
and predict more abstract phenomena and design Individual atoms are particles and can combine to
PS1-8)
systems. form larger particles that range in size from two to
 Graphs, charts, and images can be
 Develop a model to predict and/or describe thousands of atoms. (MS-PS1-1)
used to identify patterns in data.
phenomena. (MS-PS1-1),(MS-PS1-4)  (NYSED) Each substance has characteristic physical
(MS-PS1-1),(MS- PS1-4)
Planning and Carrying Out Investigations Planning and chemical properties (for any bulk quantity under
Cause and Effect
and carrying out investigations to answer questions or given conditions) that can be used to identify it. (MS-
PS1-3),(MS-PS1-7) (Note: This Disciplinary Core Idea is  Cause and effect relationships may be
test solutions to problems in 6–8 builds on
also addressed by MS- PS1-2.) used to predict phenomena in natural
K–5 experiences and progresses to include investigations
or designed systems. (MS-PS1-4)
that use multiple variables and provide evidence to  (NYSED) In a solid, the particles are closely spaced and
Scale, Proportion, and Quantity
support explanations or design solutions. vibrate in position but do not change their relative
 Time, space, and energy phenomena
 Plan an investigation individually and collaboratively, locations. In a liquid, the particles are closely spaced but
can be observed at various scales
and in the design: identify independent and are able to change their relative locations. In a gas, the
using models to study systems that
dependent variables and controls, what tools are particles are widely spaced except when they happen to
are too large or too small. (MS-PS1-1)
needed to do the gathering, how measurements will collide and constantly change their relative locations. (MS-
Structure and Function
be recorded, and how many data are needed to PS1-4)
 Structures can be designed to serve
support a claim. (MS-PS1-8)  Solids may be formed from molecules, or they may be
particular functions by taking into
 Collect data to produce data to serve as the basis for extended structures with repeating subunits (e.g.,
account properties of different
evidence to answer scientific questions or test design crystals). (MS-PS1-1)
materials, and how materials can be
solutions under a range of conditions. (MS-PS1-8)  (NYSED) The changes of state that occur with
Engaging in Argument from Evidence shaped and used. (MS-PS1-3)
variations in temperature and/or pressure can be
Engaging in argument from evidence in 6–8 builds from described and predicted using these models of matter. -----------------------------------------
K–5 experiences and progresses to constructing a (MS-PS1-4) Connections to Engineering, Technology,
convincing argument that supports or refutes claims for  (NYSED) Mixtures are physical combinations of one or and Applications of Science
either explanations or solutions about the natural and more samples of matter and can be separated by
designed world. Interdependence of Science,
physical means. (MS-PS1-8)
 Construct and present oral and written arguments Engineering, and Technology
PS1.B: Chemical Reactions
supported by empirical evidence and scientific  (NYSED) Substances react chemically in characteristic ways.  Engineering advances have led to
reasoning to support or refute an explanation or a In a chemical process, the atoms that make up the original important discoveries in virtually
model for a phenomenon or a solution to a problem. substances are regrouped into different particles, and these every field of science, and scientific
(MS-PS1-7) new substances have different properties from those of the discoveries have led to the
Obtaining, Evaluating, and Communicating reactants. (MS-PS1-3) (Note: This Disciplinary Core Idea is development of entire industries and
Information also addressed by MS-PS1-2 and MS-PS1-5.) engineered systems. (MS-PS1-3)
Obtaining, evaluating, and communicating information in 6– PS3.A: Definitions of Energy Influence of Science,
8 builds on K–5 and progresses to evaluating the merit and  (NYSED) The term “heat” as used in everyday language Engineering and Technology on
validity of ideas and methods. refers both to thermal energy (the motion of particles Society and the Natural World
 Gather, read, and synthesize information from within a substance) and the transfer of that thermal  The uses of technologies and any
multiple appropriate sources and assess the energy from one object to another. In science, heat is limitations on their use are driven by
credibility, accuracy, and possible bias of each used only for this second meaning; it refers to the energy individual or societal needs, desires,
publication and methods used, and describe how transferred due to the temperature difference between two and values; by the findings of
they are supported or not supported by evidence. objects. (secondary to MS-PS1-4) scientific research; and by differences
(MS-PS1-3)  (NYSED) Temperature is not a form of energy. in such factors as climate, natural
Temperature is a measurement of the average kinetic resources, and economic conditions.
energy of the particles in a sample of matter. (secondary to Thus technology use varies from
MS-PS1-4) region to region and over time. (MS-
PS1-3)

Connections to other DCIs in this grade-band : MS.LS2.A (MS-PS1-3); MS.LS4.D (MS-PS1-3); MS.ESS2.C (MS-PS1-1),(MS-PS1-4); MS.ESS3.A (MS-PS1-3); MS.ESS3.C
30

Articulation of DCIs across grade-bands: 5.PS1.A (MS-PS1-1); HS.PS1.A (MS-PS1-1),(MS-PS1-3),(MS-PS1-4); HS.PS1.B (MS-PS1-4); HS.PS3.A (MS-PS1-4); HS.LS2.A
(MS-PS1-3); HS.LS4.D (MS-PS1-3); HS.ESS1.A (MS-PS1-1); HS.ESS3.A (MS-PS1-3)
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
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
6-8RST1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set of
directions. (MS-PS1-3)
6-8RST7 Identify and match scientific or technical information presented as text with a version of that information presented visually (e.g., in a flowchart,
diagram, model, graph, or table). (MS-PS1-1),(MS-PS1-4)
6-8WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source by applying discipline specific criteria used in the social sciences or sciences; and quote or paraphrase the data/ accounts and conclusions of
others while avoiding plagiarism and following a standard format for citation or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation. (MS-PS1-3), (MS-PS1-7)
Mathematics –
MP.2 Reason abstractly and quantitatively. (MS-PS1-1), (MS-PS1-8)
MP.4 Model with mathematics. (MS-PS1-1)
NY-6.RP.4 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-1),(MS-PS1-7)
NY-6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. Use positive and
negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-PS1-4)
NY-8.EE.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express
how many times as much one is than the other. (MS-PS1-1)
*Connection boxes updated as of September 2018

31 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
MS. Chemical Reactions
Students who demonstrate understanding can:
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to
determine if a chemical reaction has occurred. [Clarification Statement: Examples of chemical reactions could include burning of a
wooden splint, souring of milk and decomposition of sodium bicarbonate. [Assessment Boundary: Assessment is limited to analysis of the following
properties: density, melting point, boiling point, solubility, flammability, color change, gas production and odor.]
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical
reaction and thus mass is conserved. [Clarification Statement: Emphasis is on the law of conservation of matter and on physical
models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses,
balancing symbolic equations, or intermolecular forces.]
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs
thermal energy during a chemical and / or physical process.* [Clarification Statement: Emphasis is on the design,
controlling the transfer of energy to the environment, and modification of a device using factors such as type and amount of a substance. Examples of
designs could include combining vinegar and baking soda, activating glow sticks at various temperatures and dissolving ammonium chloride or calcium
chloride.] [Assessment Boundary: Assessment is limited to the criteria of substance amounts, reaction time, and observed temperature 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 PS1.A: Structure and Properties of Matter Patterns
Modeling in 6–8 builds on K–5 and progresses to  (NYSED) Each substance has characteristic physical and chemical  Macroscopic patterns are
developing, using and revising models to describe, test, properties (for any bulk quantity under given conditions) that can related to the nature of
and predict more abstract phenomena and design be used to identify it. (MS-PS1-2) (Note : This Disciplinary Core microscopic and atomic-
systems. Idea is also addressed by MS-PS1-3.) level structure. (MS-PS1-
 Develop a model to describe unobservable PS1.B: Chemical Reactions 2)
mechanisms. (MS-PS1-5)  (NYSED) Substances react chemically in characteristic ways. In a Energy and Matter
Analyzing and Interpreting Data chemical process, the atoms that make up the original substances  Matter is conserved because
Analyzing data in 6–8 builds on K–5 and progresses to are regrouped into different particles and these new substances atoms are conserved in physical
extending quantitative analysis to investigations, have different properties from those of the reactants. (MS-PS1- and chemical processes. (MS-
distinguishing between correlation and causation, and 2),(MS-PS1-5) (Note: This Disciplinary Core Idea is also addressed PS1-5)
basic statistical techniques of data and error analysis. by MS-PS1-3.)  The transfer of energy can
 Analyze and interpret data to determine similarities  The total number of each type of atom is conserved, and thus the be tracked as energy flows
and differences in findings. (MS-PS1-2) mass does not change. (MS-PS1-5) through a designed or
Constructing Explanations and Designing  (NYSED) Some chemical reactions release energy, others absorb natural system. (MS-PS1-6)
Solutions energy. (MS-PS1-6)
Constructing explanations and designing solutions in 6–8 ETS1.B: Developing Possible Solutions
builds on K–5 experiences and progresses to include  A solution needs to be tested, and then modified on the basis of
constructing explanations and designing solutions the test results, in order to improve it. (secondary to MS-PS1-6)
supported by multiple sources of evidence consistent with ETS1.C: Optimizing the Design Solution
scientific knowledge, principles, and theories.  Although one design may not perform the best across all tests,
 Undertake a design project, engaging in the design identifying the characteristics of the design that performed the
cycle, to construct and/or implement a solution that best in each test can provide useful information for the redesign
meets specific design criteria and constraints. (MS- process—that is, some of the characteristics may be incorporated
PS1-6) into the new design. (secondary to MS-PS1-6 )
 The iterative process of testing the most promising solutions and
--------------------------------------------- modifying what is proposed on the basis of the test results leads to
Connections to Nature of Science greater refinement and ultimately to an optimal solution.
(secondary to MS-PS1-6)
Scientific Knowledge is Based on Empirical
Evidence
 Science knowledge is based upon logical and
conceptual connections between evidence and
explanations. (MS-PS1-2)
Science Models, Laws, Mechanisms, and Theories
Explain Natural Phenomena
 Laws are regularities or mathematical descriptions of
natural phenomena. (MS-PS1-5)
Connections to other DCIs in this grade-band : MS.PS3.D (MS-PS1-2),(MS-PS1-6); MS.LS1.C (MS-PS1-2),(MS-PS1-5); MS.LS2.B (MS-PS1-5); MS.ESS2.A (MS-PS1-
Articulation of DCIs across grade-bands: 5.PS1.B (MS-PS1-2),(MS-PS1-5); HS.PS1.A (MS-PS1-6); HS.PS1.B (MS-PS1-2)(MS-PS1-5),(MS-PS1-6); HS.PS3.A (MS-PS1-6);
HS.PS3.B (MS-PS1-6); HS.PS3.D (MS-PS1-6)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set of
directions. (MS-PS1-2)
6-8.RST.7 Identify and match scientific or technical information presented as text with a version of that information presented visually (e.g., in a flowchart,
diagram, model, graph, or table). (MS-PS1-2),(MS-PS1-5)
6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question by the end of grade 8), drawing on several sources
and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS1-6)
Mathematics –
MP.2 Reason abstractly and quantitatively. (MS-PS1-2),(MS-PS1-5)
MP.4 Model with mathematics. (MS-PS1-5)
NY-6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-2),(MS-PS1-5)
NY-6.SP.4 Display quantitative data in plots on a number line, including dot plots, histograms, and box plots. (MS-PS1-2)
NY-6.SP.5 Summarize quantitative data sets in relation to their context (MS-PS1-2)
32

*Connection boxes updated as of September 2018

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
MS. Forces and Interactions
Students who demonstrate understanding can:
MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding
objects.* [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and
stationary objects, and between a meteor and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one
dimension.]
MS-PS2-2. Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on
the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced
(Newton’s First Law) and unbalanced forces in a system (including simple machines), qualitative comparisons of forces, mass and changes in motion
(Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in
one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.]
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
[Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators.
Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or
strength of magnets on the speed of an electric motor.] [Assessment Boundary: Assessment about questions that require quantitative answers is limited
to proportional reasoning and algebraic thinking.]
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are
attractive and depend on the masses of interacting objects and the distance between them. [Clarification
Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of
interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s
Law of Gravitation or Kepler’s Laws.]
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist
between objects exerting forces on each other even though the objects are not in contact. [Clarification
Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith
balls. Examples of investigations could include first-hand experiences or simulations. Emphasis should be on using arrows to represent the directions of
forces.] [Assessment Boundary: Assessment is limited to electric and magnetic fields, and is limited to qualitative evidence for the existence of fields.]
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 PS2.A: Forces and Motion Cause and Effect
Asking questions and defining problems in grades 6–8 builds from grades  For any pair of interacting objects, the force  Cause and effect relationships
K–5 experiences and progresses to specifying relationships between exerted by the first object on the second may be used to predict
variables, and clarifying arguments and models. object is equal in strength to the force that phenomena in natural or
 Ask questions that can be investigated within the scope of the the second object exerts on the first, but in designed systems. (MS-PS2-
classroom, outdoor environment, and museums and other public the opposite direction (Newton’s third law). 3),(MS-PS2-5)
facilities with available resources and, when appropriate, frame a (MS-PS2-1) Systems and System Models
hypothesis based on observations and scientific principles. (MS-PS2-3)  The motion of an object is determined by the  Models can be used to
Planning and Carrying Out Investigations sum of the forces acting on it; if the total represent systems and their
Planning and carrying out investigations to answer questions or test force on the object is not zero, its motion will interactions—such as inputs,
solutions to problems in 6–8 builds on K–5 experiences and progresses to change. The greater the mass of the object, processes and outputs—and
include investigations that use multiple variables and provide evidence to the greater the force needed to achieve the energy and matter flows within
support explanations or design solutions. same change in motion. For any given object, systems. (MS-PS2-1),(MS-PS2-
 Plan an investigation individually and collaboratively, and in the design: a larger force causes a larger change in 4),
identify independent and dependent variables and controls, what tools motion. (MS-PS2-2) Stability and Change
are needed to do the gathering, how measurements will be recorded,  All positions of objects and the directions of  Explanations of stability and
and how many data are needed to support a claim. (MS-PS2-2) forces and motions must be described in an change in natural or designed
 Conduct an investigation and evaluate the experimental design to arbitrarily chosen reference frame and systems can be constructed by
produce data to serve as the basis for evidence that can meet the arbitrarily chosen units of size. In order to examining the changes over
goals of the investigation. (MS-PS2-5) share information with other people, these time and forces at different
Constructing Explanations and Designing Solutions choices must also be shared. (MS-PS2-2) scales. (MS-PS2-2)
Constructing explanations and designing solutions in 6–8 builds on K– PS2.B: Types of Interactions
5 experiences and progresses to include constructing explanations  Electric and magnetic (electromagnetic) forces ---------------------------------
and designing solutions supported by multiple sources of evidence can be attractive or repulsive, and their sizes Connections to Engineering,
consistent with scientific ideas, principles, and theories. depend on the magnitudes of the charges, Technology, and Applications
 Apply scientific ideas or principles to design an object, tool, process or currents, or magnetic strengths involved and of Science
system. (MS-PS2-1) on the distances between the interacting
Engaging in Argument from Evidence objects. (MS-PS2-3) Influence of Science,
Engaging in argument from evidence in 6–8 builds from K–5 experiences  Gravitational forces are always attractive. Engineering, and Technology on
and progresses to constructing a convincing argument that supports or There is a gravitational force between any Society and the Natural World
refutes claims for either explanations or solutions about the natural and two masses, but it is very small except when  The uses of technologies and
designed world. one or both of the objects have large mass— any limitations on their use are
 Construct and present oral and written arguments supported by e.g., Earth and the sun. (MS-PS2-4) driven by individual or societal
empirical evidence and scientific reasoning to support or refute an  Forces that act at a distance (electric, needs, desires, and values; by
explanation or a model for a phenomenon or a solution to a magnetic, and gravitational) can be explained the findings of scientific
problem. (MS-PS2-4) by fields that extend through space and can research; and by differences in
--------------------------------------------------------------------------- be mapped by their effect on a test object (a such factors as climate, natural
Co n n e c t i o ns t o N a t u r e o f S ci e n c e charged object, or a ball, respectively). (MS- resources, and economic
PS2-5) conditions. (MS-PS2-1)
Scientific Knowledge is Based on Empirical Evidence
 Science knowledge is based upon logical and conceptual connections
between evidence and explanations. (MS-PS2-2),(MS-PS2-4)
Connections to other DCIs in this grade-band : MS.PS3.A (MS-PS2-2); MS.PS3.B (MS-PS2-2); MS.PS3.C (MS-PS2-1); MS.ESS1.A (MS-PS2-4); MS.ESS1.B (MS-PS2-
4); MS.ESS2.C (MS-PS2-2),(MS-PS2-4)
Articulation of DCIs across grade-bands: 3.PS2.A (MS-PS2-1),(MS-PS2-2); 3.PS2.B (MS-PS2-3),(MS-PS2-5); 5.PS2.B (MS-PS2-4); HS.PS2.A (MS-PS2-1),(MS-PS2-2);
33

HS.PS2.B (MS-PS2-3),(MS-PS2-4),(MS-PS2-5); HS.PS3.A (MS-PS2-5); HS.PS3.B (MS-PS2-2),(MS-PS2-5); HS.PS3.C (MS-PS2-5); HS.ESS1.B (MS-PS2-2),(MS-PS2-4)
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
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed
set of directions. (MS-PS-2-1),(MS-PS2-3)
6-8.WHST.1 Write arguments based on discipline-specific content. (MS-PS2-4)
6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question by the end of grade 8), drawing on several sources
and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS2-1),(MS-PS2-2),(MS-PS2-5)
Mathematics –
MP.2 Reason abstractly and quantitatively. (MS-PS2-1),(MS-PS2-2),(MS-PS2-3)
NY-6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. Use positive and
negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-PS2-1)
NY-6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. (MS-PS2-1),(MS-PS2-2)
NY-7.EE.3 Solve multi-step real-world and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions,
and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as
appropriate. Assess the reasonableness of answers using mental computation and estimation strategies. (MS-PS2-1),(MS-PS2-2)
NY-7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve
problems by reasoning about the quantities. (MS-PS2-1),(MS-PS2-2)
*Connection boxes updated as of September 2018

34 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
MS. Energy
Students who demonstrate understanding can:
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the
mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between
kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of
rocks downhill, and getting hit by a wiffle ball versus a tennis ball.] [Assessment Boundary: Assessment could include both qualitative and quantitative
evaluations of kinetic energy.]
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes,
different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative
amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could
include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the
direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could
include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and
electric, magnetic, and gravitational interactions.]
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes
thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam
cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-4. Plan and conduct an investigation to determine the relationships among the energy transferred, the
type of matter, the mass, and the change in the temperature of the sample of matter. [Clarification
Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of
water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the
environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not
include calculating the total amount of thermal energy transferred.]
MS-PS3-5. Construct, use, and present an argument to support the claim that when work is done on or by a
system, the energy of the system changes as energy is transferred to or from the system. [Clarification
Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the
transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment could include calculations of work and
energy.]
MS-PS3-6. Make observations to provide evidence that energy can be transferred by electric currents. [Clarification
Statement: Emphasis should be on arrangements of circuit components in series and parallel circuits.] [Assessment Boundary: Assessment will be
limited to qualitative analysis and reasoning.]
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 Scale, Proportion, and Quantity
Modeling in 6–8 builds on K–5 and progresses to developing,  Motion energy is properly called kinetic energy; it is  Proportional relationships (e.g. speed as
using and revising models to describe, test, and predict more proportional to the mass of the moving object and grows the ratio of distance traveled to time
abstract phenomena and design systems. with the square of its speed. (MS-PS3-1) taken) among different types of
 Develop a model to describe unobservable mechanisms. (MS-  A system of objects may also contain stored (potential) quantities provide information about the
PS3-2) energy, depending on their relative positions. (MS-PS3-2) magnitude of properties and processes.
Planning and Carrying Out Investigations  (NYSED) Temperature is a measure of the average (MS-PS3-1),(MS-PS3-4)
Planning and carrying out investigations to answer questions or kinetic energy of particles of matter. The relationship Systems and System Models
test solutions to problems in 6–8 builds on K–5 experiences and between the temperature and the total energy of a  Models can be used to represent
progresses to include investigations that use multiple variables system depends on the types, phases (states), and systems and their interactions – such as
amounts of matter present. (MS-PS3-3),(MS-PS3-4) inputs, processes, and outputs – and
and provide evidence to support explanations or design
PS3.B: Conservation of Energy and Energy Transfer energy and matter flows within
solutions.
 Plan an investigation individually and collaboratively, and in
 When the motion energy of an object changes, there is systems. (MS-PS3-2)
inevitably some other change in energy at the same time. Energy and Matter
the design: identify independent and dependent variables and
(MS-PS3-5)  Energy may take different forms (e.g.
controls, what tools are needed to do the gathering, how
 (NYSED) The amount of energy transfer needed to change energy in fields, thermal energy, energy
measurements will be recorded, and how many data are
the temperature of a matter sample by a given amount of motion). (MS-PS3 5)
needed to support a claim. (MS-PS3-4)
depends on the nature of the matter, the mass of the  The transfer of energy can be tracked
 Collect data to produce data to serve as the basis for
sample, and the environment. (MS-PS3-4) as energy flows through a designed or
evidence to answer scientific questions or test design solutions
 Energy is spontaneously transferred out of hotter regions natural system. (MSPS3-3),(MS-PS3-6)
under a range of conditions.(MS-PS3-6)
or objects and into colder ones. (MS-PS3-3)
Analyzing and Interpreting Data
 (NYSED) An electric circuit is a closed path in which an
Analyzing data in 6–8 builds on K–5 and progresses to
electric current can exist. (MS-PS3-6)
extending quantitative analysis to investigations, distinguishing
PS3.C: Relationship Between Energy and Forces
between correlation and causation, and basic statistical
 When two objects interact, each one exerts a force on the
techniques of data and error analysis. other that can cause energy to be transferred to or from
 Construct and interpret graphical displays of data to the object. (MS-PS3-2)
identify linear and nonlinear relationships. (MS-PS3-1) ETS1.A: Defining and Delimiting an Engineering
Constructing Explanations and Designing Problem
Solutions  The more precisely a design task’s criteria and constraints
Constructing explanations and designing solutions in 6–8 can be defined, the more likely it is that the designed
builds on K–5 experiences and progresses to include solution will be successful. Specification of constraints
constructing explanations and includes consideration of scientific principles and other
designing solutions supported by multiple sources of evidence relevant knowledge that is likely to limit possible solutions.
consistent with scientific ideas, principles, and theories. (secondary to MS-PS3-3)
 Apply scientific ideas or principles to design, construct, and ETS1.B: Developing Possible Solutions
test a design of an object, tool, process or system. (MS-  A solution needs to be tested, and then modified on the
PS3-3) basis of the test results in order to improve it. There are
Engaging in Argument from Evidence systematic processes for evaluating solutions with respect
Engaging in argument from evidence in 6–8 builds on K–5 to how well they meet criteria and constraints of a
experiences and progresses to constructing a convincing problem. (secondary to MS-PS3-3)
35

argument that supports or refutes claims for either

explanations or solutions about the natural and designed
worlds.
Page

 Construct, use, and present oral and written arguments

supported by empirical evidence and scientific reasoning
*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
to support or refute an explanation or a model for a
phenomenon. (MS-PS3-5)

-------------------------------------------------
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
 Science knowledge is based upon logical and conceptual
connections between evidence and explanations (MS-PS3-
4),(MS-PS3-5)
Connections to other DCIs in this grade-band : MS.PS1.A (MS-PS3-4); MS.PS1.B (MS-PS3-3); MS.PS2.A (MS-PS3-1),(MS-PS3-4),(MS-PS3-5); MS.ESS2.A (MS-PS3-3);
MS.ESS2.C (MS-PS3-3),(MS-PS3-4); MS.ESS2.D (MS-PS3-3),(MS-PS3-4); MS.ESS3.D (MS-PS3-4)
Articulation of DCIs across grade-bands: 4.PS3.B (MS-PS3-1),(MS-PS3-3); 4.PS3.C (MS-PS3-4),(MS-PS3-5); HS.PS1.B (MS-PS3-4); HS.PS2.B (MS-PS3-2); HS.PS3.A
(MS-PS3-1),(MS-PS3-4),(MS-PS3-5); HS.PS3.B (MS-PS3-1),(MS-PS3-2),(MS-PS3-3),(MS-PS3-4),(MS-PS3-5); HS.PS3.C (MS-PS3-2)
New York State Next Generation Learning Standards
Connections: ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set
of directions. (MS-PS3-1),(MS-PS3-5),(MS-PS3-6)
6-8.RST.7 Identify and match scientific or technical information presented as text with a version of that information presented visually (e.g., in a
flowchart, diagram, model, graph, or table). (MS-PS3-1)
6-8.WHST.1 Write arguments based on discipline-specific content. (MS-PS3-5)
6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question by the end of grade 8), drawing on several sources
and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS3-3),(MS-PS3-4)
8.SL.5 Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of
interest to engage the audience. (MS-PS3-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (MS-PS3-1),(MS-PS3-4),(MS-PS3-5),(MS-PS3-6)
NY-6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-PS3-1), (MS-PS3-5), (MS-PS3-
6)
NY-6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. (MS-
PS3-1)
NY-7.RP.2 Recognize and represent proportional relationships between quantities. (MS-PS3-1),(MS-PS3-5)
NY-8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. (MS-PS3-1)
NY-8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number.
Know square roots of perfect squares up to 225 and cube roots of small perfect cubes up to 125. Know that the square root of a non-perfect square
is irrational. (MS-PS3-1)
NY-8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line. Recognize give examples of functions that are linear
and not linear. (MS-PS3-1),(MSPS3-5)
NY-6.SP.5 Summarize quantitative data sets in relation to their context. (MS-PS3-4)
*Connection boxes updated as of September 2018

36
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
MS. Waves and Electromagnetic Radiation
MS-PS4-1. Develop a model and use mathematical representations to describe waves that includes frequency,
wavelength, and how the amplitude of a wave is related to the energy in a wave. [Clarification Statement:
Emphasis is on describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment is limited to comparing
standard repeating waves of only one type (transverse or longitudinal).]
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through
various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings,
ray diagrams, simulations, and written descriptions. Materials could include plane, convex, and concave mirrors and biconvex and biconcave lenses.]
[Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals
are a more reliable way to encode and transmit information than analog signals. [Clarification Statement:
Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to
transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.]
[Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.]
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 PS4.A: Wave Properties Patterns
Modeling in 6–8 builds on K–5 and progresses to developing,  A simple wave has a repeating pattern  Graphs and charts can be used to
using, and revising models to describe, test, and predict more with a specific wavelength, frequency, identify patterns in data. (MS-PS4-1)
abstract phenomena and design systems. and amplitude. (MS-PS4-1) Structure and Function
 Develop a model to describe phenomena. (MS-PS4-2)  A sound wave needs a medium through which it  Structures can be designed to serve
Using Mathematics and Computational Thinking is transmitted. (MS-PS4-2) particular functions by taking into
Mathematical and computational thinking at the 6–8 level builds on PS4.B: Electromagnetic Radiation account properties of different
K–5 and progresses to identifying patterns in large data sets and  When light shines on an object, it is materials, and how materials can
using mathematical concepts to support explanations and reflected, absorbed, or transmitted through be shaped and used. (MS-PS4-2)
arguments. the object, depending on the object’s  Structures can be designed to serve
 Use mathematical representations to describe and/or material and the frequency (color) of the particular functions. (MS-PS4-3)
support scientific conclusions and design solutions. (MS- light. (MS-PS4-2) ---------------------------------------
PS4-1)  (NYSED) The path that light travels can be Co n n e c t i o ns t o E n g i n e eri n g ,
Obtaining, Evaluating, and Communicating Information traced as straight lines, except when it hits a T e c h n o l o g y , a n d A p p l i c a t i o ns o f
Obtaining, evaluating, and communicating information in 6-8 surface between different transparent S ci e n c e
builds on K-5 and progresses to evaluating the merit and validity materials (e.g., air and water, air and glass)
of ideas and methods. obliquely where the light path bends. (MS-PS4- Influence of Science, Engineering,
 Integrate qualitative scientific and technical information in 2) and Technology on Society and the
written text with that contained in media and visual displays  A wave model of light is useful for explaining Natural World
to clarify claims and findings. (MS-PS4-3) brightness, color, and the frequency-dependent  Technologies extend the measurement,
bending of light at a surface between media. exploration, modeling, and
------------------------------------------------- (MS-PS4-2) computational capacity of scientific
Connections to Nature of Science  (NYSED) However, because light can travel investigations. (MS-PS4-3)
through space, it cannot be a mechanical ---------------------------------------
Scientific Knowledge is Based on Empirical Evidence
wave, like sound or water waves. (MS-PS4-2) Co n n e c t i o ns t o N a t u r e o f S ci e n c e
 Science knowledge is based upon logical and conceptual PS4.C: Information Technologies and
connections between evidence and explanations (MS-PS4-1) Instrumentation Science is a Human Endeavor
 Digitized signals (sent as wave pulses) are a  Advances in technology influence the
more reliable way to encode and transmit progress of science and science has
information. (MS-PS4-3) influenced advances in technology. (MS-
PS4-3)
Connections to other DCIs in this grade-band : MS.LS1.D (MS-PS4-2)
Articulation of DCIs across grade-bands: 4.PS3.A (MS-PS4-1); 4.PS3.B (MS-PS4-1); 4.PS4.A (MS-PS4-1); 4.PS4.B (MS-PS4-2); 4.PS4.C (MS-PS4-3); HS.PS4.A (MS-PS4-
1),(MS-PS4-2),(MS-PS4-3); HS.PS4.B (MS-PS4-1),(MS-PS4-2); HS.PS4.C (MS-PS4-3); HS.ESS1.A (MS-PS4-2); HS.ESS2.A (MS-PS4-2); HS.ESS2.C (MS-PS4-2);
HS.ESS2.D (MS-PS4-2)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set
of directions. (MS-PS4-3)
6-8.RST.2 Determine the central ideas or conclusions of a source; provide an objective summary of the text distinct from prior knowledge or opinions. (MS-
PS4-3)
6-8.RST.9 Compare and contrast the information gained from two or more experiments, simulations, videos, multimedia sources, readings from texts, graphs,
charts, et., on the same topic. (MS-PS4-3).
6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection and research. (MS-PS4-3)
8.SL.5 Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of
interest to engage the audience. (MS-PS4-1),(MS-PS4-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (MS-PS4-1)
MP.4 Model with mathematics. (MS-PS4-1)
NY-6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-PS4-1)
NY-6.RP.3 Use ratio and rate reasoning to solve real-world mathematical problems. (MS-PS4-1)
NY-7.RP.2 Recognize and represent proportional relationships between quantities. (MS-PS4-1)
NY-8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line. Recognize give examples of functions that are linear
and not linear. (MS-PS4-1)
*Connection boxes updated as of September 2018
37
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
MS. Structure, Function and Information Processing
MS-LS1-1. Plan and conduct an investigation to provide evidence that living things are made of cells; either one
cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living
things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many
and varied cells.]
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells
contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of
identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of
organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to
their relationship to the whole cell. Assessment does not include the biochemical details related to the functions of cells or cell parts.]
MS-LS1-3. Construct an explanation supported by evidence for how the body is composed of interacting systems
consisting of cells, tissues, and organs working together to maintain homeostasis. [Clarification Statement:
Emphasis should be on the function and interactions of the major body systems (e.g. circulatory, respiratory, nervous, musculoskeletal).]
[Assessment Boundary: Assessment is focused on the interactions between systems not on the functions of individual systems.]
MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate
behavior and / or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of
this information.]
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.A: Structure and Function Cause and Effect
Modeling in 6–8 builds on K–5 and progresses to developing,  All living things are made up of cells,  Cause and effect relationships may be used to
using, and revising models to describe, test, and predict more which is the smallest unit that can be predict phenomena in natural systems. (MS-LS1-8)
abstract phenomena and design systems. said to be alive. An organism may Scale, Proportion, and Quantity
 Develop a model to describe phenomena. (MS-LS1-2) consist of one single cell (unicellular)  Phenomena that can be observed at one scale may
Planning and Carrying Out Investigations Planning and or many different numbers and types not be observable at another scale. (MS-LS1-1)
carrying out investigations in 6-8 builds on K5 experiences of cells (multicellular). (MS-LS1-1) Systems and System Models
and progresses to include investigations that use multiple  Within cells, special structures are  Systems may interact with other systems; they
variables and provide evidence to support explanations or responsible for particular functions, and may have sub-systems and be a part of larger
the cell membrane forms the boundary complex systems. (MS-LS1-3) Structure and
solutions.
that controls what enters and leaves the Function
 Conduct an investigation to produce data to serve as the
cell. (MS-LS1-2)  Complex and microscopic structures and systems
basis for evidence that meet the goals of an investigation.
 In multicellular organisms, the body is a can be visualized, modeled, and used to describe
(MS-LS1-1)
system of multiple interacting how their function depends on the relationships
Constructing Explanations and Designing Solutions
subsystems. These subsystems are among its parts, therefore complex natural
Constructing explanations and designing solutions in 6–8
groups of cells that work together to structures/systems can be analyzed to determine
builds on K–5 experiences and progresses to include
form tissues and organs that are how they function. (MS-LS1-2)
constructing explanations and designing solutions supported
specialized for particular body functions. ------------------------------------------------------
by multiple sources of evidence consistent with scientific
(MS-LS1-3) Co n n e ct io ns t o E n gi n e eri n g , T ec h no lo g y , a n d
knowledge, principles, and theories.
LS1.D: I nformation Processing A p pli c a ti o ns o f Sci e n c e
 Construct a scientific explanation based on valid and reliable
 Each sense receptor responds to
evidence obtained from sources (including the students’ own
different inputs (electromagnetic, Interdependence of Science, Engineering, and
experiments) and the assumption that theories and laws that
mechanical, chemical), transmitting Technology
describe the natural world operate today as they did in the them as signals that travel along nerve
past and will continue to do so in the future. (MS-LS1-3)  Engineering advances have led to important
cells to the brain. (MS-LS1-8) discoveries in virtually every field of science, and
Obtaining, Evaluating, and Communicating Information  (NYSED) Plants respond to stimuli such
Obtaining, evaluating, and communicating information in 6-8 scientific discoveries have led to the development
as gravity (geotropism) and light of entire industries and engineered systems. (MS-
builds on K-5 experiences and progresses to evaluating the (phototropism). (MS-LS1-8)
merit and validity of ideas and methods. LS1 1)
 Gather, read, and synthesize information from multiple ------------------------------------------------------
appropriate sources and assess the credibility, accuracy, and Co n n e ct io ns t o N a t u r e of Sci e n c e
possible bias of each publication and methods used, and Science is a Human Endeavor
describe how they are supported or not supported by  Scientists and engineers are guided by habits of
evidence. (MS-LS1-8) mind such as intellectual honesty, tolerance of
ambiguity, skepticism, and openness to new ideas.
(MS-LS1-3)
Connections to other DCIs in this grade-band : MS.LS3.A (MS-LS1-2)
Articulation of DCIs across grade-bands: 4.LS1.A (MS-LS1-2); 4.LS1.D (LS-LS1-8); HS.LS1.A (MS-LS1-1); (MS-LS1-2), (LS-PS1-3); (MS-LS1-8)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed
set of directions. (MS-LS1-3)
6.R.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims
that are not. (MS-LS1-3)
6-8.WHST.1 Write arguments focused on discipline content. (MS-LS1-3)
6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question by the end of grade 8), drawing on several sources
and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-LS1-1)
6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-
LS1-8)
8.SL.5 Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of
interest to engage the audience. (MS-LS1-8)
Mathematics –
NY-6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another. (MS-LS1-1), (MS-LS1-2), (MS-LS1-3)
*Connection boxes updated as of September 2018
38
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
MS. Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of
matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of
matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]
MS-LS1-7. Develop a model to describe how food molecules are rearranged through chemical reactions to
release energy during cellular respiration and / or form new molecules that support growth as this
matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and
put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical
reactions for respiration or synthesis.]
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms
and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships
between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce
resources.]
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving
parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy associated
with ecosystem, and on defining the boundaries of the ecosystem.] [Assessment Boundary: Assessment does not include the use of chemical
reactions to describe the processes.]
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and
making warranted inferences about shifts in populations due to changes in the ecosystem.]
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

LS1.C: Organization for Matter and Energy Flow in Organisms Cause and Effect
Developing and Using Models
 Plants, algae (including phytoplankton), and many  Cause and effect
Modeling in 6–8 builds on K–5 experiences and
microorganisms use the energy from light to make sugars (food) relationships may be used
progresses to developing, using, and revising models to
from carbon dioxide from the atmosphere and water through the to predict phenomena in
describe, test, and predict more abstract phenomena
process of photosynthesis, which also releases oxygen. These natural or designed
and design systems.
sugars can be used immediately or stored for growth or later use. systems. (MS-LS2-1)
 Develop a model to describe phenomena. (MS-LS2-3)
(MS-LS1-6) Energy and Matter
 Develop a model to describe unobservable
 Within individual organisms, food moves through a series of  Matter is conserved
mechanisms. (MS-LS1-7)
chemical reactions in which it is broken down and rearranged to because atoms are
Analyzing and Interpreting Data
form new molecules, to support growth, or to release energy. conserved in physical and
Analyzing data in 6–8 builds on K–5 experiences and
(MS-LS1-7) chemical processes. (MS-
progresses to extending quantitative analysis to
LS2.A: Interdependent Relationships in Ecosystems LS1-7)
investigations, distinguishing between correlation and
 Organisms, and populations of organisms, are dependent on  Within a natural system,
causation, and basic statistical techniques of data and
their environmental interactions both with other living things and the transfer of energy
error analysis.
with nonliving factors. (MS-LS2-1) drives the motion and/or
 Analyze and interpret data to provide evidence for
 In any ecosystem, organisms and populations with similar cycling of matter. (MS-
phenomena. (MS-LS2-1)
requirements for food, water, oxygen, or other resources may LS1-6)
Constructing Explanations and
compete with each other for limited resources, access to which  The transfer of energy can
Designing Solutions
consequently constrains their growth and reproduction. (MS- be tracked as energy
Constructing explanations and designing solutions in 6–
LS2- 1) flows through a natural
8 builds on K–5 experiences and progresses to include
 Growth of organisms and population increases are limited by system. (MS-LS2-3)
constructing explanations and designing solutions
access to resources. (MS-LS2-1) Stability and Change
supported by multiple sources of evidence consistent
LS2.B: Cycle of Matter and Energy Transfer in Ecosystems  Small changes in one part
with scientific knowledge, principles, and theories.
 Food webs are models that demonstrate how matter and energy of a system might cause
 Construct a scientific explanation based on valid and
is transferred between producers, consumers, and decomposers large changes in another
reliable evidence obtained from sources (including
as the three groups interact within an ecosystem. Transfers of part. (MS-LS2-4)
the students’ own experiments) and the assumption
matter into and out of the physical environment occur at every ---------------------------------------
that theories and laws that describe the natural
level. Decomposers recycle nutrients from dead plant or animal -----
world operate today as they did in the past and will
matter back to the soil in terrestrial environments or to the water Co n n e ct io ns t o N a t u r e of
continue to do so in the future. (MS-LS1-6)
in aquatic environments. The atoms that make up the organisms S ci e n c e
Engaging in Argument from Evidence
in an ecosystem are cycled repeatedly between the living and
Engaging in argument from evidence in 6–8 builds on
nonliving parts of the ecosystem. (MS-LS2-3) Scientific Knowledge
K– 5 experiences and progresses to constructing a
LS2.C: Ecosystem Dynamics, Functioning, and Resilience Assumes an Order and
convincing argument that supports or refutes claims for
 Ecosystems are dynamic in nature; their characteristics can vary Consistency in Natural
either explanations or solutions about the natural and
over time. Disruptions to any physical or biological component of Systems
designed world(s).
an ecosystem can lead to shifts in all its populations. (MS-LS2-4)  Science assumes that
 Construct an oral and written argument supported by
PS3.D: Energy in Chemical Processes and Everyday Life objects and events in
empirical evidence and scientific reasoning to support
 The chemical reaction by which plants produce complex food natural systems occur in
or refute an explanation or a model for a
molecules (sugars) requires an energy input (i.e., from sunlight) consistent patterns that
phenomenon or a solution to a problem. (MS-LS2-4)
to occur. In this reaction, carbon dioxide and water combine to are understandable though
-------------------------------------------------
form carbon-based organic molecules and release oxygen. measurement and
Connections to Nature of Science
(secondary to MS-LS1-6) observation. (MS-LS2-3)
 Cellular respiration in plants and animals involves chemical
Scientific Knowledge is Based on Empirical
reactions with oxygen that release stored energy. In these
Evidence
processes, complex molecules containing carbon react with
 Science knowledge is based upon logical connections
oxygen to produce carbon dioxide and other materials. (secondary
between evidence and explanations. (MS-LS1-6)
to MS-LS1-7 )
 Science disciplines share common rules of obtaining
and evaluating empirical evidence. (MS-LS2-4)
Connections to other DCIs in this grade-band : MS.PS1.B (MS-LS1-6),(MS-LS1-7),(MS-LS2-3); MS.LS4.C (MS-LS2-4); MS.LS4.D (MS-LS2-4); MS.ESS2.A
(MS-LS1-6),(MS-LS2-3),(MS-LS2-4); MS.ESS3.A (MS-LS2-1),(MS-LS2-4); MS.ESS3.C (MS-LS2-1),(MS-LS2-4)
Articulation of DCIs across grade-bands: 3.LS2.C (MS-LS2-1),(MS-LS2-4); 3.LS4.D (MS-LS2-1),(MS-LS2-4); 5.PS3.D (MS-LS1-6),(MS-LS1-7); 5.LS1.C (MS-LS1-
39

6),(MS-LS1-7); 5.LS2.A (MS-LS1-6),(MS-LS2-1),(MS-LS2-3); 5.LS2.B (MS-LS1-6),(MS-LS1-7),(MS-LS2-3); HS.PS1.B (MS-LS1-6),(MS-LS1-7); HS.PS3.B (MS-LS2-3);

HS.LS1.C (MS-LS1-6),(MS-LS1-7),(MS-LS2-3); HS.LS2.A (MS-LS2-1); HS.LS2.B (MS-LS1-6),(MS-LS1-7),(MS-LS2-3); HS.LS2.C (MS-LS2-4); HS.LS4.C (MS-LS2-
Page

1),(MS-LS2-4) ; HS.LS4.D (MS-LS2-1),(MS-LS2-4); HS.ESS2.A (MS-LS2-3); HS.ESS2.D (MS-LS1-6); HS.ESS2.E (MS-LS2-4); HS.ESS3.A (MS-LS2-1); HS.ESS3.B
(MS-LS2-4); HS.ESS3.C (MS-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
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed
set of directions. (MS-LS1-6),(MS-LS2-1),(MS-LS2-4)
6-8.RST.2 Determine the central ideas or conclusions of a source; provide an accurate, objective summary of the source distinct from prior knowledge or
opinion. (MS-LS1-6)
6-8.RST.7 Identify and match scientific or technical information present as text with a version of that information presented visually (e.g., in a flowchart,
diagram, model, graph, or table). (MS-LS2-4)
8.R.8 Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and
sufficient and recognizing when irrelevant evidence is introduced. (MS-LS2-4)
6-8.WHST.1 Write arguments focused on discipline content. (MS-LS2-4)
6-8.WHST.5 Conduct short research projects to answer a question (including a self-generated question by the end of grade 8), drawing on several sources
and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-LS2-4)
6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection and research. (MS-LS1-6),(MS-LS2-4)
8.SL.5 Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of
interest to engage the audience. (MS-LS1-7),(MS-LS2-3)
Mathematics –
NY-6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another. (MS-LS1-6), (MS-LS2-3)
*Connection boxes updated as of September 2018

40
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
MS. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems.
[Clarification Statement: Emphasis is on predicting patterns of interactions such as competition, predation, mutualism, and parasitism in different ecosystems in
terms of the relationships among and between organisms.]
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.*
[Clarification Statement: Examples of ecosystem protections could include water purification, waste management, nutrient recycling, prevention of soil
erosion, and eradication of invasive species. Examples of design solution constraints could include scientific, economic, and social considerations.]
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

Constructing Explanations and Designing LS2.A: Interdependent Relationships in Ecosystems Patterns
Solutions  Similarly, predatory interactions may reduce the number of  Patterns can be used to identify
Constructing explanations and designing solutions in organisms or eliminate whole populations of organisms. Mutually cause and effect relationships. (MS-
6–8 builds on K–5 experiences and progresses to beneficial interactions, in contrast, may become so interdependent LS2-2)
include constructing explanations and designing that each organism requires the other for survival. Although the Stability and Change
solutions supported by multiple sources of evidence species involved in these competitive, predatory, and mutually  Small changes in one part of a
consistent with scientific ideas, principles, and beneficial interactions vary across ecosystems, the patterns of system might cause large changes
theories. interactions of organisms with their environments, both living and in another part. (MS-LS2-5)
 Construct an explanation that includes qualitative nonliving, are shared. (MS-LS2-2) ---------------------------------------
or quantitative relationships between variables LS2.C: Ecosystem Dynamics, Functioning, and Resilience Connections to Engineering,
that predict phenomena. (MS-LS2-2)  (NYSED) Biodiversity describes the variety of species found in Earth’s Technology, and
Engaging in Argument from Evidence ecosystems. The completeness or integrity of an ecosystem’s Applications of Science
Engaging in argument from evidence in 6–8 builds on biodiversity is often used as a measure of its health. (MS-LS2-5)
K–5 experiences and progresses to constructing a LS4.D: Biodiversity and Humans Influence of Science,
convincing argument that supports or refutes claims  Changes in biodiversity can influence humans’ resources, such as Engineering, and Technology on
for either explanations or solutions about the natural food, energy, and medicines, as well as ecosystem services that Society and the Natural World
and designed world(s). humans rely on—for example, water purification and recycling.  The use of technologies and any
 Evaluate competing design solutions based on (secondary to MS-LS2-5) limitations on their use are driven by
jointly developed and agreed-upon design  (NYSED) Humans impact biodiversity both positively and negatively. individual or societal needs, desires,
criteria. (MS-LS2-5) (secondary to MS-LS2-5) and values; by the findings of
ETS1.B: Developing Possible Solutions scientific research; and by
 There are systematic processes for evaluating solutions with respect differences in such factors as climate,
to how well they meet the criteria and constraints of a problem. natural resources, and economic
(secondary to MS-LS2-5) conditions. Thus technology use
varies from region to region and
over time. (MS-LS2-5)
---------------------------------------
Connections to Nature of Science

Science Addresses Questions

About the Natural and Material
World
 Scientific knowledge can
describe the consequences of
actions but does not necessarily
prescribe the decisions that
society takes. (MS-LS2-5)
Connections to other DCIs in this grade-band : MS.LS1.B (MS-LS2-2); MS.ESS3.C (MS-LS2-5)
Articulation of DCIs across grade-band: 1.LS1.B (MS-LS2-2); HS.LS2.A (MS-LS2-2),(MS-LS2-5); HS.LS2.B (MS-LS2-2); HS.LS2.C (MS-LS2-5); HS.LS2.D (MS-LS2-2);.LS4.D
(MS-LS2-5); HS.ESS3.A (MS-LS2-5); HS.ESS3.C (MS-LS2-5); HS.ESS3.D (MS-LS2-5)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set of
directions. (MS-LS2-2)
6-8.RST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source by
applying discipline specific criteria used in the social sciences or sciences; and quote or paraphrase the data/accounts and conclusions of others while
avoiding plagiarism and following a standard format for citation. (MS-LS2-5)
8.R.8 Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and
sufficient and recognizing when irrelevant evidence is introduced. (MS-LS2-5)
6-8.WHST.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content. (MS-LS2-2)
6-8.WHST.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-2)
8.SL.1 Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively and build on those of others.
(MS-LS2-2)
8.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details;
use appropriate eye contact, adequate volume, and clear enunciation. (MS-LS2-2)
Mathematics –
MP.4 Model with mathematics. (MS-LS2-5)
NY-6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5)
NY-6.SP.5 Summarize quantitative data sets in relation to their context. (MS-LS2-2)
*Connection boxes updated as of September 2018
41
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
MS. Growth, Development, and Reproduction of Organisms
Students who demonstrate understanding can:
MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how
characteristic animal behaviors and specialized plant structures affect the probability of successful
reproduction of animals and plants, respectively. [Clarification Statement: Examples of behaviors that affect the probability of
animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of
animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include
transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers
attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence
the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space,
and water. Examples of genetic factors could include the genes responsible for size differences in different breeds of dogs. Examples of evidence could
include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different
conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms,
gene regulation, biochemical processes, or natural selection.]
MS-LS3-1. Develop and use a model to explain why structural changes to genes (mutations) located on
chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the
structure and function of the organism. [Clarification Statement: Mutations in body cells are not inherited. Emphasis is on conceptual
understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific
changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]
MS-LS3-2. Develop and use a model to describe how asexual reproduction results in offspring with identical
genetic information and sexual reproduction results in offspring with genetic variation. [Clarification
Statement: Emphasis is on using models such as diagrams and simulations to describe the cause and effect relationship of gene transmission from
parent(s) to offspring.]
MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence
the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable
sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, selective breeding, gene therapy); and,
on the impacts these technologies have on society.]
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.B: Growth and Development of Organisms Cause and Effect
Modeling in 6–8 builds on K–5 experiences and  Organisms reproduce, either sexually or asexually, and  Cause and effect relationships may be used t
progresses to developing, using, and revising models to transfer their genetic information to their offspring. predict phenomena in natural systems. (MS-
describe, test, and predict more abstract phenomena (secondary to MS-LS3-2) LS3-2)
and design systems.  Animals engage in characteristic behaviors that  Phenomena may have more than one cause,
 Develop and use a model to describe phenomena. increase the odds of reproduction. (MS-LS1-4) and some cause and effect relationships in
(MS- LS3-1),(MS-LS3-2)  Plants reproduce in a variety of ways, sometimes systems can only be described using
Constructing Explanations and Designing depending on animal behavior and specialized probability. (MS-LS1-4),(MS-LS1-5),(MS-LS4-
Solutions Constructing explanations and designing features for reproduction. (MS-LS1-4) - 5)
solutions in 6–8 builds on K–5 experiences and  Genetic factors as well as local conditions affect the Structure and Function
progresses to include constructing explanations and growth of the adult plant. (MS-LS1-5)  Complex and microscopic structures and
designing solutions supported by multiple sources of LS3.A: Inheritance of Traits systems can be visualized, modeled, and use
evidence consistent with scientific knowledge,  Genes are located in the chromosomes of cells, with to describe how their function depends on th
principles, and theories. each chromosome pair containing two variants of shapes, composition, and relationships amon
 Construct a scientific explanation based on valid and each of many distinct genes. Each distinct gene its parts, therefore complex natural
reliable evidence obtained from sources (including chiefly controls the production of specific proteins, structures/systems can be analyzed to
the students’ own experiments) and the which in turn affects the traits of the individual. determine how they function. (MS-LS3-1)
assumption that theories and laws that describe the Changes (mutations) to genes can result in changes
natural world operate today as they did in the past to proteins, which can affect the structures and -----------------------------------
and will continue to do so in the future. (MS-LS1-5) functions of the organism and thereby change traits. Connections to Engineering, Technology, a
Engaging in Argument from Evidence (MS-LS3-1) Applications of Science
Engaging in argument from evidence in 6–8 builds on  Variations of inherited traits between parent and
K–5 experiences and progresses to constructing a offspring arise from genetic differences that result Interdependence of Science, Engineering,
convincing argument that supports or refutes claims for from the subset of chromosomes (and therefore and Technology
either explanations or solutions about the natural and genes) inherited. (MS-LS3-2)  Engineering advances have led to important
designed world(s). LS3.B: Variation of Traits discoveries in virtually every field of science,
 Use an oral and written argument supported by  In sexually reproducing organisms, each parent and scientific discoveries have led to the
empirical evidence and scientific reasoning to contributes half of the genes acquired (at random) development of entire industries and
support or refute an explanation or a model for a by the offspring. Individuals have two of each engineered systems. (MS-LS4-5)
phenomenon or a solution to a problem. (MS-LS1- chromosome and hence two alleles of each gene, -------------------------------
4) one acquired from each parent. These versions may Connections to Nature of Science
Obtaining, Evaluating, and Communicating be identical or may differ from each other. (MS-LS3-
Information 2) Science Addresses Questions About
Obtaining, evaluating, and communicating information  In addition to variations that arise from sexual the Natural and Material World
in 6–8 builds on K–5 experiences and progresses to reproduction, genetic information can be altered  Scientific knowledge can describe the
evaluating the merit and validity of ideas and methods. because of mutations. Some changes are beneficial, consequences of actions but does not
 Gather, read, and synthesize information from others harmful, and some neutral to the organism. necessarily prescribe the decisions that
multiple appropriate sources and assess the (MS-LS3-1) society takes. (MS-LS4-5)
credibility, accuracy, and possible bias of each  (NYSED) Mutations may result in changes to the
publication and methods used, and describe how structure and function of proteins. (MS-LS3-1)
they are supported or not supported by evidence. LS4.B: Natural Selection
42

(MS-LS4-5)  In artificial selection, humans have the capacity to

influence certain characteristics of organisms by
selective breeding. One can choose desired parental
Page

traits determined by genes, which are then passed

on to offspring. (MS-LS4-5)

*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 other DCIs in this grade-band: MS.LS1.A (MS-LS3-1); MS.LS2.A (MS-LS1-4),(MS-LS1-5); MS.LS4.A (MS-LS3-1)
Articulation to DCIs across grade-bands: 3.LS1.B (MS-LS1-4),(MS-LS1-5); 3.LS3.A (MS-LS1-5),(MS-LS3-1),(MS-LS3-2); 3.LS3.B (MS-LS3-1),(MS-LS3-2); HS.LS1.A (MS-
LS3-1); HS.LS1.B (MS-LS3-1),(MS-LS3-2); HS.LS2.A (MS-LS1-4),(MS-LS1-5); HS.LS2.D (MS-LS1-4); HS.LS3.A (MS-LS3-1),(MS-LS3-2); HS.LS3.B (MS-LS3-1),(MS-
LS3-2),(MS-LS4-5); HS.LS4.C (MS-LS4-5)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed
set of directions. (MS-LS1-4),(MS-LS1-5),(MS-LS3-1),(MS-LS3-2),(MS-LS4-5)
6-8.RST.2 Determine the central ideas or conclusions of a source; provide an accurate, objective summary of the source distinct from prior knowledge or
opinion.(MS-LS1-5)
6-8.RST.4 Determine the meaning of symbols, key terms, and other content-specific words and phrases as they are used in scientific or technical sources.
(MS-LS3-1),(MS-LS3-2)
6-8.RST.7 Identify and match scientific or technical information present as text with a version of that information presented visually (e.g., in a flowchart,
diagram, model, graph, or table). (MS-LS3-1),(MS-LS3-2)
6.R.8 Trace and evaluate the development of an argument and specific claims in a text, distinguishing claims that are supported by reasons and
relevant evidence from the claims that are not. (MS-LS1-4)
6-8.WHST.1 Write arguments focused on discipline content. (MS-LS1-4)
6-8.WHST.2 Write informative/explanatory text focused on discipline-specific content. (MS-LS1-5)
6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source by applying discipline specific criteria used in the social sciences or sciences; and quote or paraphrase the data/accounts and conclusions
of others while avoiding plagiarism and following a standard format for citation. (MS-LS4-5)
6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection and research. (MS-LS1-5)
8.SL.5 Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of
interest to engage the audience. (MS-LS3-1),(MS-LS3-2)
Mathematics –
MP.4 Model with mathematics. (MS-LS3-2)
NY-6.SP.2 Understand that a set of quantitative data collected to answer a statistical question has a distribution which can be described by its center,
spread, and overall shape. (MS-LS1-4),(MS-LS1-5)
NY-6.SP.4 Display quantitative data in plots on a number line, including dot plots, and histograms. (MS-LS1-4),(MS-LS1-5)
NY-6.SP.5 Summarize quantitative data sets in relation to their context. (MS-LS3-2)
*Connection boxes updated as of September 2018

43 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
MS. Natural Selection and Adaptations
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity,
extinction, and change of life forms throughout the history of life on Earth under the assumption that
natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of
complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary:
Assessment does not include the names of individual species or geological eras in the fossil record.]
MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among
modern organisms and between modern and fossil organisms to infer evolutionary relationships.
[Clarification statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the
gross appearance of anatomical structures as evidence of common ancestry.]
MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development
across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification
Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance
of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological
development.]
MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a
population increase some individuals’ probability of surviving and reproducing in a specific
environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct
explanations.]
MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to
increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using
mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.]
[Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
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 Patterns
Analyzing data in 6–8 builds on K–5 experiences and Diversity  Patterns can be used to identify cause and
progresses to extending quantitative analysis to  The collection of fossils and their placement in effect relationships. (MS-LS4-2)
investigations, distinguishing between correlation and chronological order (e.g., through the location of the  Graphs, charts, and images can be used to
causation, and basic statistical techniques of data and sedimentary layers in which they are found or through identify patterns in data. (MS-LS4-1)
error analysis. radioactive dating) is known as the fossil record. It  Similarities and differences in patterns can
 Analyze and interpret data to determine documents the existence, diversity, extinction, and be used to sort and classify organisms. (MS-
similarities and differences in findings. (MS-LS4-1) change of many life forms throughout the history of LS4-2)
Using Mathematics and Computational Thinking life on Earth. (MS-LS4-1) Cause and Effect
Mathematical and computational thinking in 6–8 builds  Anatomical similarities and differences between  Phenomena may have more than one cause,
on K–5 experiences and progresses to identifying various organisms living today and between them and some cause and effect relationships in
patterns in large data sets and using mathematical and organisms in the fossil record, enable the systems can only be described using
concepts to support explanations and arguments. reconstruction of evolutionary history and the probability. (MS-LS4- 4),(MS-LS4-6)
 Use mathematical representations to support inference of lines of evolutionary descent. (MS-LS4-
scientific conclusions and design solutions. (MS-LS4- 2) -------------------------------------------
6)  Comparison of the embryological development of Connections to Nature of Science
Constructing Explanations and Designing Solutions different species also reveals similarities that show
Constructing explanations and designing solutions in 6–8 relationships not evident in the fully-formed Scientific Knowledge Assumes an Order
builds on K–5 experiences and progresses to include anatomy. (MS-LS4-3) and Consistency in Natural Systems
constructing explanations and designing solutions LS4.B: Natural Selection  Science assumes that objects and events in
supported by multiple sources of evidence consistent  (NYSED) Natural selection can lead to an increase in natural systems occur in consistent patterns
with scientific ideas, principles, and theories. the frequency of some traits and the decrease in the that are understandable through
 Apply scientific ideas to construct an explanation for frequency of other traits. (MS-LS4-4) measurement and observation. (MS-LS4-
real-world phenomena, examples, or events. (MS- LS4.C: Adaptation 1),(MS-LS4-2)
LS4- 2)  Adaptation by natural selection acting over
 Construct an explanation that includes qualitative generations is one important process by which
or quantitative relationships between variables species change over time in response to changes in
that describe phenomena. (MS-LS4-4) environmental conditions. Traits that support
-------------------------------------------------------------- successful survival and reproduction in the new
Co n n e ct io ns t o N a t u r e o f Sci e n c e environment become more common; those that do
not become less common. Thus, the distribution of
Scientific Knowledge is Based on Empirical Evidence traits in a population changes. (MS-LS4-6)
 Science Knowledge is based upon logical and
conceptual connections between evidence and
explanations. (MS-LS4-1)
Connections to other DCIs in this grade-band : MS.LS2.A (MS-LS4-4),(MS-LS4-6); MS.LS2.C (MS-LS4-6); MS.LS3.A (MS-LS4-2),(MS-LS4-4); MS.LS3.B (MS-LS4-2),(MS-
LS4-4),(MS-LS4-6); MS.ESS1.C (MS-LS4-1),(MS-LS4-2),(MS-LS4-6); MS.ESS2.B (MS-LS4-1)
Articulation of DCIs across grade-bands: 3.LS3.B (MS-LS4-4); 3.LS4.A (MS-LS4-1),(MS-LS4-2); 3. LS4.B (MS-LS4-4); 3.LS4.C (MS-LS4-6); HS.LS2.A (MS-LS4-4),(MS-LS4-
6); HS.LS2.C (MS-LS4-6); HS.LS3.B (MS-LS4-4),(MS-LS4-6); HS.LS4.A (MS-LS4-1),(MS-LS4-2),(MS-LS4-3); HS.LS4.B (MS-LS4-4),(MS-LS4-6); HS.LS4.C (MS-LS4-4),
(MS-LS4-6); HS.ESS1.C (MS-LS4-1),(MS-LS4-2)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed
set of directions. (MS-LS4-1),(MS-LS4-3),(MS-LS4-4)
6-8.RST.7 Identify and match scientific or technical information present as text with a version of that information presented visually (e.g., in a flowchart,
diagram, model, graph, or table). (MS-LS4-1),(MS-LS4-3)
6-8.RST.9 Compare and contrast the information gained from two or more experiments, simulations, videos, multimedia sources, readings from texts,
graphs, charts, etc., on the same topic. (MS-LS4-3),(MS-LS4-4)
44

6-8.WHST.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content. (MS-LS4-2),(MS-LS4-4)
6-8.WHST.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS4-2),(MS-LS4-4)
Page

8.SL.1 Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively and build on those of
others. (MS-LS4-2),(MS-LS4-4)
*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
8.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen
details; use appropriate eye contact, adequate volume, and clear enunciation. (MS-LS4-2),(MS-LS4-4)
Mathematics
MP.4 Model with mathematics. (MS-LS2-5)
NY-6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-LS4-4),(MS-LS4-6)
NY-6.SP.5 Summarize quantitative data sets in relation to their context. (MS-LS4-4),(MS-LS4-6)
NY-6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem. Understand that a variable can
represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-LS4-1),(MS-LSS4-2)
NY-7-RP.2 Recognize and represent proportional relationships between quantities. (MS-LS4-4),(MS-LS4-6)
*Connection boxes updated as of September 2018

45 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
MS. Space Systems
Students who demonstrate understanding can:
MS-ESS1-1. Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases,
eclipses of the Sun and moon, and seasons. [Clarification Statement: Examples of models could include physical, graphical, or
conceptual models.]
MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar
system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and
controls orbital motions within them. Examples of models could include physical models (such as a model of the solar system scaled using various
measures or computer visualizations of elliptical orbits) or conceptual models (such as mathematical proportions relative to the size of familiar objects
such as students’ school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde
motion of the planets as viewed from Earth.]
MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement:
Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among
solar system objects. Examples of scale properties could include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as
volcanoes), and orbital radius. Examples of data could include statistical information, drawings and photographs, and models.] [Assessment Boundary:
Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education :

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices ESS1.A: The Universe and Its Stars Patterns
Developing and Using Models  Patterns of the apparent motion of the sun, the  Patterns can be used to identify cause and effect
Modeling in 6–8 builds on K–5 experiences moon, and stars in the sky can be observed, relationships. (MS-ESS1-1)
and progresses to developing, using, and described, predicted, and explained with Scale, Proportion, and Quantity
revising models to describe, test, and models. (MS-ESS1-1)  Time, space, and energy phenomena can be observed
predict more abstract phenomena and  Earth and its solar system are part of the Milky at various scales using models to study systems that are
design systems. Way galaxy, which is one of many galaxies in too large or too small. (MS-ESS1- 3)
 Develop and use a model to the universe. (MS-ESS1-2) Systems and System Models
describe phenomena. (MS-ESS1- ESS1.B: Earth and the Solar System  Models can be used to represent systems and their
1),(MS-ESS1-2)  (NYSED) The solar system consists of the Sun interactions. (MS-ESS1-2)
Analyzing and Interpreting Data and a collection of objects, including planets,
Analyzing data in 6–8 builds on K–5 their moons, comets, and asteroids that are held --------------------------------------------
experiences and progresses to extending in orbit around the Sun by its gravitational pull on Connections to Engineering, Technology, and
quantitative analysis to investigations, them. (MS-ESS1-2),(MS-ESS1-3) Applications of Science
distinguishing between correlation and  This model of the solar system can explain
causation, and basic statistical techniques of eclipses of the sun and the moon. Earth’s spin Interdependence of Science, Engineering, and
data and error analysis. axis is fixed in direction over the short- term but Technology
 Analyze and interpret data to determine tilted relative to its orbit around the sun. The  Engineering advances have led to important discoveries
similarities and differences in findings. seasons are a result of that tilt and are caused by in virtually every field of science and scientific
(MS-ESS1-3) the differential intensity of sunlight on different discoveries have led to the development of entire
areas of Earth across the year. (MS-ESS1-1) industries and engineered systems. (MS- ESS1-3)
 The solar system appears to have formed from a ----------------------------------------
disk of dust and gas, drawn together by gravity.
Connections to Nature of Science
(MS-ESS1-2)
Scientific Knowledge Assumes an Order and
Consistency in Natural Systems
 Science assumes that objects and events in natural
systems occur in consistent patterns that are
understandable through measurement and observation.
(MS-ESS1-1),(MS-ESS1-2)
Connections to other DCIs in this grade-band: MS.PS2.A (MS-ESS1-1),(MS-ESS1-2); MS.PS2.B (MS-ESS1-1),(MS-ESS1-2); MS.ESS2.A (MS-ESS1-3)
Articulation of DCIs across grade-bands: 3.PS2.A (MS-ESS1-1),(MS-ESS1-2); 5.PS2.B (MS-ESS1-1),(MS-ESS1-2); 5.ESS1.A (MS-ESS1-2); 5.ESS1.B (MS-ESS1-1),(MS-ESS1-
2),(MS-ESS1-3); HS.PS2.A (MS-ESS1-1),(MS-ESS1-2); HS.PS2.B (MS-ESS1-1),(MS-ESS1-2); HS.ESS1.A (MS-ESS1-2); HS.ESS1.B (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3);
HS.ESS2.A (MS-ESS1-3)
New York State Next Generation Learning Standards:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set of
directions. (MS-ESS1-3)
6-8.RST.7 Identify and match scientific or technical information present as text with a version of that information presented visually (e.g., in a flowchart,
diagram, model, graph, or table). (MS-ESS1-3)
8.SL.5 Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of interest to
engage the audience. (MS-ESS1-1),(MS-ESS1-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (MS-ESS1-3)
MP.4 Model with mathematics. (MS-ESS1-1),(MS-ESS1-2)
NY-6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS1-1),(MS-ESS1-2).(MS-ESS1-
3)
NY-7.RP.2 Recognize and represent proportional relationships between quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3)
NY-6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem. Understand that a variable can
represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS1-2)
NY-7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by
reasoning about the quantities. (MS-ESS1-2)
*Connection boxes updated as of September 2018*Connection boxes updated as of September 2018
46
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
MS. History of Earth
Students who demonstrate understanding can:
MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is
used to organize Earth’s 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations
and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events or evidence could
include very recent events or evidence (such as the last Ice Age or the earliest fossils of Homo sapiens) to very old events or evidence (such as the
formation of Earth or the earliest evidence of life). Examples of evidence could include the formation of mountain chains and ocean basins, the evolution
or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of
specific periods or epochs and events within them, radiometric dating using half-lives, and defining index fossils.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface
at varying temporal and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at temporal
and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic
geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are
punctuated by catastrophic events.
Examples of geoscience processes could include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience
processes that shape local geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor
structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data could include
similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean
structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not
assessed.]
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

Analyzing and Interpreting Data
ESS1.C: The History of Planet Earth Patterns
Analyzing data in 6–8 builds on K–5 and progresses to
 The geologic time scale interpreted from rock strata provides a  Patterns in rates of change
extending quantitative analysis to investigations,
way to organize Earth’s history. Analyses of rock strata and the and other numerical
distinguishing between correlation and causation, and basic
fossil record provide only relative dates, not an absolute scale. relationships can provide
statistical techniques of data and error analysis.
(MS-ESS1-4) information about natural
 Analyze and interpret data to provide
 Tectonic processes continually generate new ocean sea floor at systems. (MS-ESS2-3)
evidence for phenomena. (MS-ESS2-3)
ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) Scale Proportion and Quantity
Constructing Explanations and Designing Solutions
(secondary to MS-ESS2-3)  Time, space, and energy
Constructing explanations and designing solutions in 6–8
ESS2.A: Earth’s Materials and Systems phenomena can be observed
builds on K–5 experiences and progresses to include
 The planet’s systems interact over scales that range from at various scales using models
constructing explanations and designing solutions
microscopic to global in size, and they operate over fractions of a to study systems that are too
supported by multiple sources of evidence consistent with
second to billions of years. These interactions have shaped large or too small. (MS-
scientific ideas, principles, and theories.
Earth’s history and will determine its future. (MS-ESS2-2) ESS1-4),(MS-ESS2-2)
 Construct a scientific explanation based on valid and
ESS2.B: Plate Tectonics and Large-Scale System Interactions
reliable evidence obtained from sources (including the
 Maps of ancient land and water patterns, based on investigations
students’ own experiments) and the assumption that
of rocks and fossils, make clear how Earth’s plates have moved
theories and laws that describe the natural world
great distances, collided, and spread apart. (MS-ESS2-3)
operate today as they did in the past and will continue
ESS2.C: The Roles of Water in Earth’s Surface Processes
to do so in the future. (MS-ESS1-4),(MS-ESS2-2)
 Water’s movements—both on the land and underground—cause
weathering and erosion, which change the land's surface features
------------------------------------------------------------
and create underground formations. (MS-ESS2-2)
Co n n e ct io ns t o N a t u r e o f Sci e n c e

Scientific Knowledge is Open to Revision in Light of

New Evidence
 Science findings are frequently revised and/or
reinterpreted based on new evidence. (MS-ESS2-3)
Connections to other DCIs in this grade-band: MS.PS1.B (MS-ESS2-2); MS.LS2.B (MS-ESS2-2); MS.LS4.A (MS-ESS1-4),(MS-ESS2-3); MS.LS4.C (MS-ESS1-4)
Articulation of DCIs across grade-bands: 3.LS4.A (MS-ESS1-4),(MS-ESS2-3); 3.LS4.C (MS-ESS1-4); 3.ESS3.B (MS-ESS2-3); 4.ESS1.C (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-
3); 4.ESS2.A (MS-ESS2-2); 4.ESS2.B (MS-ESS2-3); 4.ESS2.E (MS-ESS2-2); 4.ESS3.B (MS-ESS2-3); 5.ESS2.A (MS-ESS2-2); HS.PS1.C (MS-ESS1-4); HS.PS3.D (MS-
ESS2-2); HS.LS2.B (MS-ESS2-2); HS.LS4.A (MS-ESS1-4),(MS-ESS2-3); HS.LS4.C (MS-ESS1-4),(MS-ESS2-3); HS.ESS1.C (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3);
HS.ESS2.A (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3); HS.ESS2.B (MS-ESS2-2),(MS-ESS2-3); HS.ESS2.C (MS-ESS2-2); HS.ESS2.D (MS-ESS2-2); HS.ESS2.E (MS-ESS2-2);
HS.ESS3.D (MS-ESS2-2)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set of
directions. (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3)
6-8.RST.7 Identify and match scientific or technical information present as text with a version of that information presented visually (e.g., in a flowchart,
diagram, model, graph, or table). (MS-ESS2-3)
6-8.RST.9 Compare and contrast the information gained from two or more experiments, simulations, videos, multimedia sources, readings from texts, graphs,
charts, etc., on the same topic. (MS-ESS2-3)
6-8.WHST.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis
of relevant content. (MS-ESS1-4),(MS-ESS2-2)
8.SL.5 Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of interest
to engage the audience. (MS-ESS2-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (MS-ESS2-2),(MS-ESS2-3)
NY-6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem. Understand that a variable can
represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3)
NY-7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by
47

reasoning about the quantities. (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3)

*Connection boxes updated as of September 2018
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
MS. Earth's System
Students who demonstrate understanding can:
MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this
process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act
together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the specific
identification and naming of minerals and rocks but could include the general classification of rocks as igneous, metamorphic, or sedimentary.]
MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the
Sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple
pathways of the hydrologic cycle. Examples of models could include conceptual or physical models.] [Assessment Boundary: A quantitative
understanding of the latent heats of vaporization and fusion is not assessed.]
MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral,
energy, and groundwater resources are the result of past and current geologic processes. [Clarification
Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result
of removal by humans. Examples of uneven distributions of resources as a result of past processes could include petroleum (locations of the burial of
organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction
zones), and soil (locations of active weathering and/or deposition of rock).]
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’s Materials and Systems Cause and Effect
Modeling in 6–8 builds on K–5 experiences and progresses to  All Earth processes are the result of energy flowing and  Cause and effect relationships
developing, using, and revising models to describe, test, and matter cycling within and among the planet’s systems. may be used to predict
predict more abstract phenomena and design systems. This energy is derived from the sun and Earth’s hot phenomena in natural or
 Develop and use a model to describe phenomena. interior. The energy that flows and matter that cycles designed systems. (MS-ESS3-1)
(MS- ESS2-1) produce chemical and physical changes in Earth’s Energy and Matter
 Develop a model to describe unobservable mechanisms. materials and living organisms. (MS-ESS2-1)  Within a natural or designed
(MS-ESS2-4) ESS2.C: The Roles of Water in Earth’s Surface system, the transfer of energy
Constructing Explanations and Designing Solutions Processes drives the motion and/or cycling
Constructing explanations and designing solutions in 6–8 builds  (NYSED) Water continually cycles among land, of matter. (MS-ESS2-4)
on K–5 experiences and progresses to include constructing ocean, and atmosphere via transpiration, Stability and Change
explanations and designing solutions supported by multiple evaporation, condensation, sublimation, deposition,  Explanations of stability and
sources of evidence consistent with scientific ideas, principles, precipitation, infiltration, and runoff. (MS-ESS2-4) change in natural or designed
and theories.  (NYSED) Global movements of water and its changes in systems can be constructed
 Construct a scientific explanation based on valid and form are driven by sunlight and gravity. (MS-ESS2-4) by examining the changes
reliable evidence obtained from sources (including the ESS3.A: Natural Resources over time and processes at
students’ own experiments) and the assumption that Humans depend on Earth’s land, ocean, atmosphere, and different scales, including the
theories and laws that describe the natural world operate biosphere for many different resources. Minerals, fresh atomic scale. (MS-ESS2-1)
today as they did in the past and will continue to do so in water, and biosphere resources are limited, and many are
the future. (MS-ESS3-1) not renewable or replaceable over human lifetimes. --------------------------------------
These resources are distributed unevenly around the Connections to Engineering,
planet as a result of past geologic processes. (MS-ESS3- Technology and Applications of
1) Science

Influence of Science,
Engineering, and Technology
on Society and the Natural
World
 All human activity draws on
natural resources and has
both short and long- term
consequences, positive as well
as negative, for the health of
people and the natural
environment. (MS-ESS3-1)
Connections to other DCIs in this grade-band: MS.PS1.A (MS-ESS2-1),(MS-ESS2-4),(MS-ESS3-1); MS.PS1.B (MS-ESS2-1),(MS-ESS3-1); MS.PS2.B (MS-ESS2-4); MS.PS3.A
(MS-ESS2-4); MS.PS3.B (MS-ESS2-1); MS.PS3.D (MS-ESS2-4); MS.LS2.B (MS-ESS2-1); MS.LS2.C (MS-ESS2-1); MS.ESS1.B (MS-ESS2-1); MS.ESS2.D (MS-ESS3-1);
MS.ESS3.C (MS-ESS2-1)
Articulation of DCIs across grade-bands: 3.PS2.A (MS-ESS2-4); 4.PS3.B (MS-ESS2-1),(MS-ESS2-4); 4.PS3.D (MS-ESS3-1); 4.ESS2.A (MS-ESS2-1); 4.ESS3.A (MS-ESS3-1);
5.PS2.B (MS-ESS2-4); 5.ESS2.A (MS-ESS2-1); 5.ESS2.C (MS-ESS2-4); HS.PS1.B (MS-ESS2-1); HS.PS2.B (MS-ESS2-4); HS.PS3.B (MS-ESS2-1),(MS-ESS2-4),(MS-ESS3-
1); HS.PS4.B (MS-ESS2-4); HS.LS1.C (MS-ESS2-1),(MS-ESS3-1); HS.LS2.B (MS-ESS2-1); HS.ESS2.A (MS-ESS2-1),(MS-ESS2-4),(MS-ESS3-1); HS.ESS2.B (MS-ESS3-1);
HS.ESS2.C (MS-ESS2-1),(MS-ESS2-4),(MS-ESS3-1); HS.ESS2.D (MS-ESS2-4); HS.ESS2.E (MS-ESS2-1); HS.ESS3.A (MS-ESS3-1)
New York State Next Generation Learning Standards:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set of
directions. (MS-ESS3-1)
6-8.WHST.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis
of relevant content. (MS-ESS3-1)
6-8.WHST.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-ESS3-1)
8.SL.5 Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of interest
to engage the audience. (MS-ESS2-1)
Mathematics –
NY-6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem. Understand that a variable can
represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS3-1)
NY-7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems
by reasoning about the quantities. (MS-ESS3-1)
*Connection boxes updated as of September 2018
48
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
MS. Weather and Climate
Students who demonstrate understanding can:
MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in
changes in weather conditions. [Clarification Statement: Emphasis is on how air flows from regions of high pressure to low pressure,
the complex interactions at air mass boundaries, and the movements of air masses affect weather (defined by temperature, pressure, humidity,
precipitation, and wind at a fixed location and time). Emphasis is on how weather can be predicted within probabilistic ranges. Data can be provided to
students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment
Boundary: Assessment includes the application of weather data systems but does not include recalling the names of cloud types, weather symbols used
on weather maps, the reported diagrams from weather stations, or the interrelationship of weather variables.]
MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of
atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how
patterns vary by latitude, altitude, and geographic land distribution. Emphasis is on the sunlight-driven latitudinal banding causing differences in density
that create convection currents in the atmosphere, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of
heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the coastlines of continents. Examples of models could
include diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis
effect.]
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the
past century. [Clarification Statement: Examples of factors could include human activities (such as fossil fuel combustion, cement production, and
agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence could include tables,
graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities.
Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
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 ESS2.C: The Roles of Water in Earth’s Surface Processes Cause and Effect
Asking questions and defining problems in 6–8  The complex patterns of the changes and the movement of water in  Cause and effect relationships may
builds on K–5 experiences and progresses to the atmosphere, determined by winds, landforms, and ocean be used to predict phenomena in
specifying relationships between variables, and temperatures and currents, are major determinants of local weather natural or designed systems. (MS-
clarifying arguments and models. patterns. (MS-ESS2-5) ESS2-5)
 Ask questions to identify and clarify  Variations in density due to variations in temperature and salinity Systems and System Models
evidence of an argument. (MS- drive a global pattern of interconnected ocean currents. (MS-ESS2- 6)  Models can be used to represent
ESS3-5) ESS2.D: Weather and Climate systems and their interactions—
Developing and Using Models  Weather and climate are influenced by interactions involving sunlight, such as inputs, processes and
Modeling in 6–8 builds on K–5 experiences the ocean, the atmosphere, ice, landforms, and living things. These outputs—and energy, matter, and
and progresses to developing, using, and interactions vary with latitude, altitude, and local and regional information flows within systems.
revising models to describe, test, and predict geography, all of which can affect oceanic and atmospheric flow (MS-ESS2-6)
more abstract phenomena and design patterns. (MS-ESS2-6) Stability and Change
systems.  Because these patterns are so complex, weather can only be  Stability might be disturbed either
 Develop and use a model to describe predicted probabilistically. (MS-ESS2-5) by sudden events or gradual
phenomena. (MS- ESS2-6)  The ocean exerts a major influence on weather and climate by changes that accumulate over
Planning and Carrying Out Investigations absorbing energy from the sun, releasing it over time, and globally time. (MS-ESS3-5)
Planning and carrying out investigations in 6-8 redistributing it through ocean currents. (MS-ESS2-6)
builds on K-5 experiences and progresses to ESS3.D: Global Climate Change
include investigations that use multiple variables  Human activities, such as the release of greenhouse gases from burning
and provide evidence to support explanations fossil fuels, are major factors in the current rise in Earth’s mean surface
or solutions. temperature (global warming). Reducing the level of climate change and
 Collect data to produce data to serve as the reducing human vulnerability to whatever climate changes do occur
basis for evidence to answer scientific depend on the understanding of climate science, engineering
questions or test design solutions under a capabilities, and other kinds of knowledge, such as understanding of
range of conditions. (MS-ESS2-5) human behavior and on applying that knowledge wisely in decisions and
activities. (MS-ESS3-5)
Connections to other DCIs in this grade-band: MS.PS1.A (MS-ESS2-5); MS.PS2.A (MS-ESS2-5),(MS-ESS2-6); MS.PS3.A (MS-ESS2-5),(MS-ESS3-5); MS.PS3.B (MS-ESS2-
5),(MS-ESS2-6); MS.PS4.B (MS-ESS2-6)
Articulation of DCIs across grade-bands: 3.PS2.A (MS-ESS2-6); 3.ESS2.D (MS-ESS2-5),(MS-ESS2-6); 5.ESS2.A (MS-ESS2-5),(MS-ESS2-6); HS.PS2.B (MS-ESS2-6);
HS.PS3.B (MS-ESS2-6),(MS-ESS3-5); HS.PS3.D (MS-ESS2-6); HS.PS4.B (MS-ESS3-5); HS.ESS1.B (MS-ESS2-6); HS.ESS2.A (MS-ESS2-6),(MS-ESS3-5); HS.ESS2.C (MS-
ESS2-5); HS.ESS2.D (MS-ESS2-5),(MS-ESS2-6),(MS-ESS3-5); HS.ESS3.C (MS-ESS3-5); HS.ESS3.D (MS-ESS3-5)
New York State Next Generation Learning Standards:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set of
directions. (MS-ESS2-5),(MS-ESS3-5)
6 6-8.RST.9 Compare and contrast the information gained from two or more experiments, simulations, videos, multimedia sources, readings from texts, graphs,
charts, et., on the same topic. (MS-ESS2-5).
6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source
by applying discipline specific criteria used in the social sciences or sciences; and quote or paraphrase the data/accounts and conclusions of others
while avoiding plagiarism and following a standard format for citation. (MS-ESS2-5)
8.SL.5 Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of interest
to engage the audience. (MS-ESS2-6)
Mathematics –
MP.2 Reason abstractly and quantitatively. (MS-ESS2-5),(MS-ESS3-5)
NY-6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. Use positive and negative
numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-ESS2-5)
NY-6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem. Understand that a variable can
represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS3-5)
NY-7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by
reasoning about the quantities. (MS-ESS3-5)
*Connection boxes updated as of September 2018
49
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
MS. Human Impacts
Students who demonstrate understanding can:
MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the
development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards,
such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes,
occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards could include those resulting from interior
processes (such as earthquakes and volcanic eruptions) and surface processes (such as mass wasting and tsunamis), or from severe weather events
(such as blizzards, hurricanes, tornadoes, floods, and droughts). Examples of data could include the locations, magnitudes, and frequencies of the
natural hazards. Examples of technologies could include global technologies (such as satellite images to monitor hurricanes or forest fires) or local
technologies (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.* [Clarification Statement: Examples of the design process could include examining human environmental impacts, assessing
the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts could
include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as
urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidence could include
grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and
energy). Examples of impacts could include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they
change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not
make the decisions for the actions society takes.]
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 ESS3.B: Natural Hazards Patterns
Analyzing data in 6–8 builds on K–5 experiences  Mapping the history of natural  Graphs, charts, and images can be used to identify
and progresses to extending quantitative analysis hazards in a region, combined with patterns in data. (MS-ESS3-2)
to investigations, distinguishing between an understanding of related geologic Cause and Effect
correlation and causation, and basic statistical forces can help forecast the locations  Relationships can be classified as causal or correlational,
techniques of data and error analysis. and likelihoods of future events. (MS- and correlation does not necessarily imply causation. (MS-
 Analyze and interpret data to determine ESS3-2) ESS3-3)
similarities and differences in findings. (MS- ESS3.C: Human Impacts on Earth  Cause and effect relationships may be used to predict
ESS3-2) Systems phenomena in natural or designed systems. (MS-ESS3-
Constructing Explanations and Designing  Human activities have significantly 4)
Solutions altered the biosphere, sometimes
Constructing explanations and designing solutions in damaging or destroying natural ----------------------------------------
6–8 builds on K–5 experiences and progresses to habitats and causing the extinction of Connections to Engineering, Technology, and
include constructing explanations and designing other species. But changes to Earth’s Applications of Science
solutions supported by multiple sources of evidence environments can have different
consistent with scientific ideas, principles, and impacts (negative and positive) for Influence of Science, Engineering, and Technology on
theories. different living things. (MS-ESS3-3) Society and the Natural World
 Apply scientific principles to design an object,  Typically as human populations and  All human activity draws on natural resources and has both
tool, process or system. (MS-ESS3-3) per-capita consumption of natural short and long-term consequences, positive as well as
Engaging in Argument from Evidence Engaging resources increase, so do the negative negative, for the health of people and the natural
in argument from evidence in 6–8 builds on K–5 impacts on Earth unless the activities environment. (MS-ESS3-4)
experiences and progresses to constructing a and technologies involved are  The uses of technologies and any limitations on their use
convincing argument that supports or refutes claims engineered otherwise. (MS-ESS3- are driven by individual or societal needs, desires, and
for either explanations or solutions about the natural 3),(MS-ESS3-4) values; by the findings of scientific research; and by
and designed world(s). differences in such factors as climate, natural resources,
 Construct an oral and written argument and economic conditions. Thus technology use varies
supported by empirical evidence and scientific from region to region and over time.
reasoning to support or refute an explanation or (MS-ESS3-2),(MS-ESS3-3)
a model for a phenomenon or a solution to a
problem. (MS-ESS3-4) -----------------------------------------------
Connections to Nature of Science

Science Addresses Questions About the Natural and

Material World
Scientific knowledge can describe the consequences of actions
but does not necessarily prescribe the decisions that society
takes. (MS-ESS3-4)
Connections to other DCIs in this grade-band: MS.PS3.C (MS-ESS3-2); MS.LS2.A (MS-ESS3-3),(MS-ESS3-4); MS.LS2.C (MS-ESS3-3),(MS-ESS3-4); MS.LS4.D (MS-ESS3-
3),(MS-ESS3-4)
Articulation of DCIs across grade-bands: 3.LS2.C (MS-ESS3-3),(MS-ESS3-4); 3.LS4.D (MS-ESS3-3),(MS-ESS3-4); 3.ESS3.B (MS-ESS3-2); 4.ESS3.B (MS-ESS3-2);
5.ESS3.C (MS-ESS3-3),(MS-ESS3-4); HS.LS2.A (MS-ESS3-4); HS.LS2.C (MS-ESS3-3),(MS-ESS3-4); HS.LS4.C (MS-ESS3-3),(MS-ESS3-4); HS.LS4.D (MS-ESS3-
3),(MS-ESS3-4); HS.ESS2.B (MS-ESS3-2); HS.ESS2.C (MS-ESS3-3); HS.ESS2.D (MS-ESS3-2),(MS-ESS3-3); HS.ESS2.E (MS-ESS3-3),(MS-ESS3-4); HS.ESS3.A
(MS-ESS3-4); HS.ESS3.B (MS-ESS3-2); HS.ESS3.C (MS-ESS3-3),(MS-ESS3-4); HS.ESS3.D (MS-ESS3-2),(MS-ESS3-3)
New York State Next Generation Learning Standards:
ELA/Literacy –
6-8.RST. 1 Cite specific textual evidence to support analysis of science and technical texts charts, graphs, diagrams, etc. Understand and follow a detailed set of
directions. (MS- ESS3-2),(MS-ESS3-4)
6-8.RST. 7 Identify and match scientific or technical information present as text with a version of that information presented visually (e.g., in a
flowchart, diagram, model, graph, or table). (MS-ESS3-2)
6-8.WHST.1 Write arguments focused on discipline content. (MS-ESS3-4)
6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question by the end of grade 8), drawing on several sources
and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ESS3-3)
50

6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-
ESS3-3)
Page

6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection and research. (MS-ESS3-4)
*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
Mathematics –
MP.2 Reason abstractly and quantitatively. (MS-ESS3-2)
NY-6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS3-3),(MS-ESS3-4)
NY-7.RP.2 Recognize and represent proportional relationships between quantities. (MS-PS4-1)
NY-6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem. Understand that a variable can
represent and unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-
3)
NY-7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems
by reasoning about the quantities. (MS-ESS1-4), (MS-ESS2-2),(MS-ESS2-3)
*Connection boxes updated as of September 2018

51 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
MS. Engineering Design
Students who demonstrate understanding can:
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a
successful solution, taking into account relevant scientific principles and potential impacts on people
and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the
criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to
identify the best characteristics of each that can be combined into a new solution to better meet the
criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or
process such that an optimal design can be achieved.
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 Problems Influence of Science,
Asking questions and defining problems in grades 6-8 builds on Engineering, and Technology
 The more precisely a design task’s criteria and constraints can
grades K-5 experiences and progresses to specifying relationships on Society and the Natural
be defined, the more likely it is that the designed solution will
between variables, and clarifying arguments and models. World
be successful. Specification of constraints includes
 Define a design problem that can be solved through the  All human activity draws on
consideration of scientific principles and other relevant
development of an object, tool, process, or system and natural resources and has
knowledge that are likely to limit possible solutions. (MS-
includes multiple criteria and constraints, including scientific both short and long-term
knowledge that may limit possible solutions. (MS- ETS1-1) ETS1-1) consequences, positive as
Developing and Using Models ETS1.B: Developing Possible Solutions well as negative, for the
Modeling in 6–8 builds on K–5 experiences and progresses to  A solution needs to be tested, and then modified on the basis health of people and the
developing, using, and revising models to describe, test, and of the test results, in order to improve it. (MS-ETS1-4) natural environment. (MS-
predict more abstract phenomena and design systems.  There are systematic processes for evaluating solutions with ETS1-1)
 Develop a model to generate data to test ideas about designed respect to how well they meet the criteria and constraints of a  The uses of technologies and
systems, including those representing inputs and outputs. (MS- problem. (MS-ETS1-2),(MS-ETS1-3) limitations on their use are
ETS1-4)  Sometimes parts of different solutions can be combined to driven by individual or societal
Analyzing and Interpreting Data create a solution that is better than any of its predecessors. needs, desires, and values; by
Analyzing data in 6–8 builds on K–5 experiences and progresses to (MS-ETS1-3) the findings of scientific
extending quantitative analysis to investigations, distinguishing  Models of all kinds are important for testing solutions. research; and by differences
between correlation and causation, and basic statistical techniques (MSETS1-4) in such factors as climate,
of data and error analysis. ETS1.C: Optimizing the Design Solution natural resources, and
 Analyze and interpret data to determine similarities and economic conditions. (MS-
 Although one design may not perform the best across all tests,
differences in findings. (MS-ETS1-3) ETS1-1)
identifying the characteristics of the design that performed the
Engaging in Argument from Evidence best in each test can provide useful information for the
Engaging in argument from evidence in 6–8 builds on K–5 redesign process—that is, some of those characteristics may
experiences and progresses to constructing a convincing argument be incorporated into the new design. (MS-ETS1-3)
that supports or refutes claims for either explanations or solutions
 The iterative process of testing the most promising solutions
about the natural
and modifying what is proposed on the basis of the test results
and designed world.
leads to greater refinement and ultimately to an optimal
 Evaluate competing design solutions based on jointly
developed and agreed-upon design criteria. (MS-ETS1-2) solution. (MS-ETS1-4)

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

Physical Science: MS-PS3-3
Connections to MS-ETS1.B: Developing Possible Solutions Problems include:
Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5
Connections to MS-ETS1.C: Optimizing the Design Solution include:
Physical Science: MS-PS1-6
Articulation of DCIs across grade-bands: 3-5.ETS1.A (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3); 3-5.ETS1.B (MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); 3-5.ETS1.C (MS-ETS1-
1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); HS.ETS1.A (MS-ETS1-1),(MS-ETS1-2); HS.ETS1.B (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4); HS.ETS1.C (MS-
ETS1-3),(MS-ETS1-4)
New York State Next Generation Learning Standards Connections:
ELA/Literacy –
6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set of
directions. (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3)
6-8.RST. 7 Identify and match scientific or technical information present as text with a version of that information presented visually (e.g., in a flowchart,
diagram, model, graph, or table). (MS-ETS1-3)
6-8.RST.9 Compare and contrast the information gained from two or more experiments, simulations, videos, multimedia sources, readings from texts, graphs,
charts, et., on the same topic. (MS-ETS1-2),(MS-ETS1-3)
6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question by the end of grade 8), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ETS1-2)
6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source by applying discipline specific criteria used in the social sciences or sciences; and quote or paraphrase the data/accounts and
conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ETS1-1)
6-8.WHST.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-ETS1-2)
8.SL.5 Integrate digital media and/or visual displays in presentations to clarify information, strengthen claims and evidence, and add elements of
interest to engage the audience. (MS-ETS1-4)
52

Mathematics –
MP.2 Reason abstractly and quantitatively. (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3),(MS-ETS1-4)
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
NY-7.EE.3 Solve multi-step real-world and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions,
and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as
appropriate. Assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-1),(MS-ETS1-2),(MS-ETS1-3)
*Connection boxes updated as of September 2018

53 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. 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

*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
reliability of the claims, methods, and designs.
• Communicate scientific and technical information (e.g. about
the process of development and the design and performance
of a proposed process or system) in multiple formats (including
orally, graphically, textually, and mathematically). (HS-PS2-6)
Connections to other DCIs in this grade-band: HS.PS3.A (HS-PS1-8); HS.PS3.B (HS-PS1-8); HS.PS3.C (HS-PS1-8); HS.PS3.D (HS-PS1-8); HS.LS1.C (HS-PS1-1); HS.ESS1.A
(HS-PS1-8); HS.ESS1.C (HS-PS1-8); HS.ESS2.C (HS-PS1-3)
Articulation of DCIs across grade-bands: MS.PS1.A (HS-PS1-1),(HS-PS1-3),(HS-PS1-8),(HS-PS2-6); MS.PS1.B (HS-PS1-1),(HS-PS1-8); MS.PS1.C (HS-PS1-8); MS.PS2.B (HS-
PS1-3),(HS-PS2-6); MS.ESS2.A (HS-PS1-8)
New York State Next Generation Learning Standards:
ELA/Literacy –
9-10.RST.7 Translate scientific or technical information expressed as written text into visual form (e.g., a table or chart), and translate information expressed visually
or mathematically (e.g., in an equation) into words. (HS-PS1-1)
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-PS1-3),(HS-PS1-10),(HS-PS2-6)
9-10.WHST.2 Write informative/explanatory text focused on discipline-specific content. (HS-PS1-3)
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-PS1-3)
9-12.WHST.5 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3), (HS-PS1-10)
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-PS1-3),(HS-PS1-9)
Mathematics –
MP.4 Model with Mathematics. (HS-PS1-8),(HS-PS1-9)
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-PS1-3),(HS-PS1-8),(HS-PS1-9),(HS-PS1-6),
AI -N.Q.3 Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. (HS-PS1-3),(HS-PS1-8),(HS-PS1-10),(HS-
PS2-6)
*Connection boxes updated as of September 2018

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 Co n n e c t i o ns t o N a t u r e o f S ci e n c e
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
Page

 Apply scientific principles and evidence to provide an explanation of physiology). (HS-PS1-11)

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

*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. Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical
relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement:
Examples of data could include tables, graphs, or diagrams (vector diagrams) for objects subject to a net unbalanced force (a falling object, an object sliding
down a ramp, an object being acted on by friction, a moving object being pulled by a constant force, projectile motion, or an object moving in a circular motion),
for objects in equilibrium (Newton’s First Law), or for forces describing the interaction between two objects (Newton’s Third Law).][Assessment Boundary:
Assessment is limited to macroscopic objects moving at non-relativistic speeds whose measured quantities can be classified as either vector or scalar.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is
conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of
momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies
moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a
macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the
success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a
parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict
the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and
conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field
and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing
and conducting investigations with provided materials and tools.]
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

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 I nteractions 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 (trade- offs) 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-
60

 Create a computational model or simulation of a distribution (e.g., water flows downhill, objects hotter PS3-6)
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
Co n n e c t i o n t o N a t u r e o f S ci e n c e (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

*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. Structure and Function
Students who demonstrate understanding can:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of
proteins which carry out the essential functions of life through systems of specialized cells. [Clarification
Statement: Emphasis should be on how the DNA code is transcribed and translated in the synthesis of proteins. Types of proteins involved in performing life
functions include enzymes, structural proteins, cell receptors, hormones, and antibodies.] [Assessment Boundary: Assessment does not include identification of
specific cell or tissue types, whole body systems, specific protein structures and functions, or the detailed biochemistry of protein synthesis.]
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide
specific functions within multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism’s system level such
as nutrient uptake, water delivery, immune response, and organism response to stimuli. An example of an interacting system could be an artery depending on
the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment
Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.]
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
[Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root
development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]
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.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)
--------- ------- ------ ------- ------- ---- --------- ------
Co n n e c t i o ns t o N a t u r e o f S ci e n c e

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
Page

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

*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. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
HS-LS2-1. Use mathematical and / or computational representations to support explanations of biotic and abiotic
factors that affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on
quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate and competition.
Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data
sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.]
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors
affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of
mathematical representations could include finding the average, determining trends, and using graphical comparisons of multiple sets of data.]
[Assessment Boundary: Assessment is limited to provided data.]
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions, but changing conditions may
result in a new ecosystem. [Clarification Statement: Examples of changes in ecosystem conditions could include ecological succession,
modest biological or physical changes, such as moderate hunting or seasonal floods; and extreme changes, such as volcanic eruption or sea level rise.]
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the
environment and biodiversity.* [Clarification Statement: Examples of human activities could include urbanization, building dams, and
dissemination of invasive species. Examples of solutions could include simulations, product development, technological innovations, and/or
legislation.]
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and
reproduce. [Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the
outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking,
schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.]
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 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
Page

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)
AI I -S.IC.6a Use the tools of statistics to draw conclusions from numerical summaries. (HS-LS2-6)
AI I -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

68
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. Inheritance and Variation of Traits
Students who demonstrate understanding can:
HS-LS1-4. Use a model to illustrate cellular division (mitosis) and differentiation. [Clarification Statement: Emphasis should be on the
outcomes of mitotic division and cell differentiation on growth and development of complex organisms and possible implications for abnormal cell division
(cancer) and stem cell research.] [Assessment Boundary: Assessment does not include specific gene control mechanisms or recalling the specific steps of
mitosis.]
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions
for characteristic traits passed from parents to offspring. [Clarification Statement: Emphasis should be on the distinction between
coding and non-coding regions of DNA.]
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new
genetic combinations through meiosis, (2) viable errors occurring during replication, (3) mutations caused
by environmental factors and / or (4) genetic engineering. [Clarification Statement: Emphasis is on using data to support
arguments for the way variation occurs including the relevant processes in meiosis and advances in biotechnology.] [Assessment Boundary: Assessment does
not include recalling the specific details of the phases of meiosis or the biochemical mechanisms of the specific phases in the process.]
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in
a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and
environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]
HS-LS1-8. Use models to illustrate how human reproduction and development maintains continuity of life.
[Clarification Statement: Emphasis is on structures and function of human reproductive systems, interactions with other human body systems, embryonic
development, and influences of environmental factors on development.] [Assessment Boundary: Assessment does not include the details of hormonal
regulation or stages of embryonic development.]
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 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
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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)
AI I -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

*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. 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
Page

Science Models, Laws, Mechanisms, and Theories

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

*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. 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
Co n n e c t i o ns t o N a t u r e o f S ci e n c e
 (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)

*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
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-ESS2-1)

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

*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. 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. Co n n e c t i o ns t o E n g i n e eri n g , T e c h n o l o g y ,
 Analyze data using tools, technologies, and/or models (e.g., These rock types are evidence of stages of constant a n d A p p l ic a t i o ns o f S ci e n c e
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
Co n n e c t i o ns t o N a t u r e o f S ci e n c e 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

*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. 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
Co n n e c t i o ns t o N a t u r e o f S ci e n c e 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

*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. 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 Co n n e c t i o ns t o E n g i n e eri n g , T e c h n o l o g y ,
12 builds on K–8 experiences and progresses to  Natural hazards and other geologic events have a n d A p p l ic a t i o ns o f S ci e n c e
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- Co n n e c t i o ns t o N a t u r e o f S ci e n c e
Engaging in Argument from Evidence ESS3-6)
Page

Engaging in argument from evidence in 9–12 builds on ETS1.B. Developing Possible Solutions Science is a Human Endeavor
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

*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. 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 Co n n e c t i o ns t o E n g i n e eri n g , T e c h n o l o g y ,
analysis, a range of linear and nonlinear functions including addressed through engineering. These global challenges a n d A p p l ic a t i o ns o f S ci e n c e
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 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).