High School Science PA Core Standards

Child Development

Food Science and Nutrition

Balancing Family, Work and Community Responsibility

Financial and Resource Management

Evaluate the impact of family resource management on the global community.

Analyze the management of financial resources across the lifespan.

Analyze the relationship among factors affecting consumer housing decisions (e.g., human needs, financial resources, location, legal agreements, maintenance responsibilities).

Evaluate the role of consumer rights and responsibilities in the resolution of a consumer problem through the practical reasoning process.

Compare and contrast factors affecting annual gross and taxable income and reporting requirements (e.g., W-2 form, Income tax form).

Compare and contrast the selection of goods and services by applying effective consumer strategies.

Compare the availability, costs and benefits of accessing public, nonpublic and for-profit services to assist the family.

Justify solutions developed by using practical reasoning skills.

Evaluate the effectiveness of action plans that integrate personal, work, family and community responsibilities.

Analyze teamwork and leadership skills and their application in various family and work situations.

Based on efficiency, aesthetics and psychology, evaluate space plans (e.g., home, office, work areas) for their ability to meet a variety of needs including those of individuals with special needs.

Assess the availability of emerging technology that is designed to do the work of the family and evaluate the impact of its use on individuals, families and communities.

Assess the relationship of family functions to human developmental stages.

Hypothesize the impact of present family life-cycle trends on the global community (e.g., over population, increase in an aging population, economic base).

Evaluate the effectiveness of using interpersonal communication skills to resolve conflict.

Analyze how food engineering and technology trends will influence the food supply.

Evaluate the role of Government agencies in safeguarding our food supply (e.g., USDA, FDA, EPA and CDC).

Evaluate sources of food and nutrition information.

Critique diet modifications for their ability to improve nutritionally-related health conditions (e.g., diabetes, lactose-intolerance, iron deficiency).

Analyze the breakdown of foods, absorption of nutrients and their conversion to energy by the body.

Evaluate the application of nutrition and meal planning principles in the selection, planning, preparation and serving of meals that meet the specific nutritional needs of individuals across their lifespan.

Analyze the relevance of scientific principles to food processing, preparation and packaging.

Analyze current research on existing theories in child development and its impact on parenting (e.g., Piaget, Erikson and prior findings versus new brain development research).

Analyze current issues in health and safety affecting children at each stage of child development.

Analyze practices that optimize child development (e.g., stimulation, safe environment, nurturing caregivers, reading to children).

Analyze plans and methods to blend work and family responsibilities to meet the needs of children.

Identify practices that develop the child's imagination, creativity and reading and writing skills through literature.

Child Development

Food Science and Nutrition

Balancing Family, Work and Community Responsibility

Financial and Resource Management

Analyze current conservation practices and their effect on future renewable and non-renewable resources. <ul><li>Refuse</li><li>Reduce</li><li>Reuse</li><li>Recycle</li></ul>

Explain the responsibilities associated with managing personal finances (e.g., savings, checking, credit, non-cash systems, investments, insurance).

Delineate and assess the factors affecting the availability of housing (e.g., supply and demand, market factors, geographical location, community regulations).

Explain how consumer rights and responsibilities are protected (e.g., government agencies, consumer protection agencies, consumer action groups).

Compare the influences of income and fringe benefits to make decisions about work.

Evaluate different strategies to obtain consumer goods and services.

Analyze how public, nonpublic and for-profit service providers serve the family.

Solve dilemmas using a practical reasoning approach<ul><li>Identify situation</li><li>Identify reliable information</li><li>List choices and examine the consequences of each</li><li>Develop a plan of action</li><li>Draw conclusions</li><li>Reflect on decisions</li></ul>

Know FCCLA action planning procedure and how to apply it to family, work and community decisions.

Assess the effectiveness of the use of teamwork and leadership skills in accomplishing the work of the family.

Analyze the space requirements for a specified activity to meet a given need (e.g., family room, home office, kitchen).

Evaluate the impact of technology and justify the use or nonuse of it (e.g., safety, cost/budget, appearance, efficiency).

Contrast past and present family functions and predict their probable impact on the future of the family.

Explain the influences of family life cycle stages on the needs of families and communities (e.g., a large number of young families needing day care, fixed income senior citizens, school age children).

Justify the significance of interpersonal communication skills in the practical reasoning method of decision making.

Explain how scientific and technological developments enhance our food supply (e.g., food preservation techniques, packaging, nutrient fortification).

Identify the cause, effect and prevention of microbial contamination, parasites and toxic chemicals in food.

Analyze the impact of food addictions and eating disorders on health.

Analyze relationship between diet and disease and risk factors (e.g., calcium and osteoporosis; fat, cholesterol and heart disease; folate and birth defects; sodium and hypertension).

Analyze the energy requirements, nutrient requirements and body composition for individuals at various stages of the life cycle.

Hypothesize the effectiveness of the use of meal management principles (e.g., time management, budgetary considerations, sensory appeal, balanced nutrition, safety, sanitation).

Analyze the application of physical and chemical changes that occur in food during preparation and preservation.

Analyze physical, intellectual and social/emotional development in relation to theories of child development.

Evaluate health and safety hazards relating to children at each stage of child development.

Evaluate various environments to determine if they provide the characteristics of a proper learning environment.

Analyze the roles, responsibilities and opportunity for family involvement in schools.

Explain how storytelling, story reading and writing enhance literacy development in children.

Career, Community, and Family Connections

Personal Finance and Consumer Skills

Education and Early Childhood Development

Human Development, Family, and Relationships

Resource Management

Food Science and Nutrition

Predict factors that affect food safety and security from production through consumption.

Evaluate the role of government agencies in safeguarding our food supply

Model the ability to acquire, handle, and use foods to meet nutrition and wellness needs of individuals and families across the life span.

Evaluate the application of nutrition and meal-planning principles in the selection, planning, preparation, and serving of meals that meet the specific nutritional needs of individuals across their life span.

Apply principles of measurement, portion control, conversions, food cost analysis and control, menu terminology, and menu pricing to menu planning.

Apply the fundamentals of time, temperature, and cooking techniques to preparing, cooking, cooling, reheating, and holding a variety of foods.

Analyze the relevance of scientific principles to food processing, preparation, and packaging.

Evaluate nutrition principles, food plans, preparation techniques, and specialized dietary plans.

Analyze the breakdown of foods, the absorption of nutrients, and their conversion to energy by the body.

Analyze career paths within OPPORTUNITIES FOR EMPLOYMENT, ENTREPRENEURIAL ENDEAVORS, AND EMERGING CAREERS IN food services, sciences, services, and nutrition industries.

Develop a global view to weigh consumer and design decisions with the parameters of sustainability, socioeconomic, and cultural contexts.

Examine strategies for managing individual and family resources such as food, clothing, shelter, health care, recreation, transportation, time, and human capital.

Evaluate housing and design concepts and theories, including sustainability and universal design, in relation to available resources and options.

Compare and contrast the selection of goods and services by applying safe and effective consumer strategies.

Demonstrate skills needed to produce, alter, and repair, AND CARE FOR textiles and fashion apparel.

Analyze procedures for the selection of textiles, chemicals, and equipment associated with laundry.

Analyze the career paths OPPORTUNITIES FOR EMPLOYMENT, ENTREPRENEURIAL ENDEAVORS, AND EMERGING CAREERS within resource management, including human, environmental, and consumer products, in the field of Family and Consumer Sciences.

Evaluate the impact of family and its effects on the well-being of individuals and society.

Hypothesize the impact of present family life cycle trends on the global community.

Evaluate the effectiveness of using interpersonal communication skills to resolve conflict.

Analyze strategies that promote human growth, development, and well-being.

Analyze career paths OPPORTUNITIES FOR EMPLOYMENT, ENTREPRENEURIAL ENDEAVORS, AND EMERGING CAREERS within family and human services.

Demonstrate the integration of theories of child development and their impact on parenting and childcare.

Demonstrate integration of academic standards that address language, culture, learning styles, and early childhood experiences.

Analyze developmentally appropriate and culturally responsive practices to evaluate early childhood education providers and services.

Analyze current issues in health and safety affecting children at each stage of child development.

Identify characteristics of quality literature for children that develop the child’s imagination, creativity, reading, and writing skills.

Demonstrate skills for building and maintaining positive collaborative relationships with children, youth, and adults in their family, school, and community environments.

Analyze career paths within OPPORTUNITIES FOR EMPLOYMENT, ENTREPRENEURIAL ENDEAVORS, AND EMERGING CAREERS IN education and early childhood.

Analyze factors including socioeconomic and cultural influences that affect consumer advocacy

Demonstrate the ability to manage and maintain individual and family budgets.

Analyze components of a family financial planning process that reflect the distinction between wants, needs, values, goals, and economic resources.

Demonstrate the ability to use knowledge and skills to manage one’s income, spending, and savings effectively for a lifetime of financial security.

Analyze career paths OPPORTUNITIES FOR EMPLOYMENT, ENTREPRENEURIAL ENDEAVORS, AND EMERGING CAREERS within financial service industries.

Evaluate the effectiveness of action plans that integrate personal, work, family, and community responsibilities.

Analyze teamwork and leadership skills and their application in various family dynamics and employability skills.

Analyze and evaluate emerging technologies that impact individuals, families, and communities.

Analyze how public, nonpublic, and for-profit service providers serve the family.

Nature and Characteristics of Technology and Engineering

Integration of Knowledge, Technologies, and Practices

Design and Design Thinking in Technology and Engineering Education

Applying, Maintaining, and Assessing Technological Products and Systems

Environmental Justice

Environmental Stewardship

Environmental Sustainability

Evaluating Solutions

Environmental Experiences

Investigating Environmental Issues

Watersheds and Wetlands

Environment and Society

Agricultural Systems

Human Impact on Earth Systems

Natural Hazards

Natural Resources

Biogeology

Weather and Climate

The Roles of Water in Earth's Surface Processes

Plate Tectonics and Large-Scale System Interactions

Earth Materials and Systems

The History of Planet Earth

Earth and the Solar System

The Universe and Its Stars

Information Technologies and Instrumentation

Electromagnetic Radiation

Wave Properties

Energy in Chemical Processes and Everyday Life

Relationship Between Energy and Forces

Conservation of Energy and Energy Transfer

Definitions of Energy

Types of Interactions

Forces and Motion

Nuclear Processes

Chemical Reactions

Structure and Properties of Matter

Biodiversity and Humans

Adaptation

Natural Selection

Evidence of Common Ancestry and Diversity

Variation of Traits

Inheritance of Traits

Social Interactions and Group Behavior

Ecosystem Dynamics, Functioning, and Resilience

Cycles of Matter and Energy Transfer in Ecosystems

Interdependent Relationships in Ecosystems

Information Processing

Organization for Matter and Energy Flow in Organisms

Growth and Development of Organisms

Structure and Function

Life Science

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.

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

Use a model to illustrate that 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.

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

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.

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce.

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

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.

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.

Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

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.

Not applicable at this level.

Not applicable at this level.

Physical Science

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.

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.

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.

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.

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

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.

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.

Apply scientific and engineering ideas to design, evaluate and refine a device that minimizes the force on a macroscopic object during a collision.

Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.

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.

Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

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.

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 positions of particles (objects).

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

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).

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.

Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

Evaluate questions about the advantages of using digital transmission and storage of information.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model and that for some situations one model is more useful than the other.

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

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.

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.

Not applicable at this level.

Earth and Space Science

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 in the form of radiation.

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, the motion of distant galaxies, and the composition of matter in the universe.

Communicate scientific ideas about the way stars, over their life cycle, produce elements.

Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.

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.

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.

Analyze geoscience data to make the claim that one change to Earth's surface can create feedback that causes changes to other Earth systems.

Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.

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.

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.

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.

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Evaluate or refine a technological solution that reduces the impact of human activities on natural systems.

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.

Not applicable at this level.

Environmental Literacy & Sustainability

Analyze and interpret how issues, trends, technologies, and policies impact agricultural, food, and environmental systems and resources.

Apply research and analytical skills to evaluate the conditions and motivations that lead to conflict, cooperation, and change among individuals, groups, and nations.

Analyze and interpret how issues, trends, technologies, and policies impact watersheds and water resources.

Apply research and analytical skills to systematically investigate environmental issues ranging from local issues to those that are regional or global in scope.

Plan and conduct an investigation utilizing environmental data about a local environmental issue.

Evaluate and communicate the effect of integrated pest management practices on indoor and outdoor environments.

Analyze and evaluate how best resource management practices and environmental laws achieve sustainability of natural resources.

Design and evaluate solutions in which individuals and societies can promote stewardship in environmental quality and community well-being.

Analyze and interpret data on a regional environmental condition and its implications on environmental justice and social equity.

Technology & Engineering

Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.

Safely apply an appropriate range of making skills to a design thinking process.

Critically assess and evaluate a technology that minimizes resource use and resulting waste to achieve a goal.

Assess how similarities and differences among scientific, technological, engineering, and mathematical knowledge and skills contributed to the design of a product or system.

Develop a solution to a technological problem that has the least negative environmental and social impact.

Analyze how technology transfer occurs when a user applies an existing innovation developed for one function for a different purpose.

Critique whether existing or proposed technologies use resources sustainably.

Develop a plan that incorporates knowledge from science, mathematics, and other disciplines to design or improve a technological product or system.

Evaluate how technology and engineering advancements alter human health and capabilities.

Connect technological and engineering progress to the advancement of other areas of knowledge and vice versa.

Evaluate a technological innovation that arose from a specific society's unique need or want.

Evaluate how technology enhances opportunities for new products and services through globalization.

Evaluate a technological innovation that was met with societal resistance impacting its development.

Evaluate how technology and engineering have been powerful forces in reshaping the social, cultural, political, and economic landscapes throughout history.

Evaluate ways that technology and engineering can impact individuals, society, and the environment.

Analyze how the Industrial Revolution resulted in the development of mass production, sophisticated transportation and communication systems, advanced construction practices, and improved education and leisure time.

(ETS) 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.

Investigate the widespread changes that have resulted from the Information Age, which has placed emphasis on the processing and exchange of information.

Synthesize data and analyze trends to make decisions about technological products, systems, or processes.

Identify and explain how the evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools, materials, and processes.

(ETS) 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.

Relate how technological and engineering developments have been evolutionary, often the result of a series of refinements to basic inventions or technological knowledge.

Interpret laws, regulations, policies, and other factors that impact the development and use of technology.

Analyze the stability of a technological system and how it is influenced by all of the components in the system, especially those in the feedback loop.

Develop a device or system for the marketplace.

Troubleshoot and improve a flawed system embedded within a larger technological, social, or environmental system.

Analyze and use relevant and appropriate design thinking processes to solve technological and engineering problems.

Analyze the rate of technological and engineering development and predict future diffusion and adoption of new innovations and technologies.

Apply appropriate design thinking processes to diagnose, adjust, and repair systems to ensure precise, safe, and proper functionality.

Use project management tools, strategies, and processes in planning, organizing, and controlling work.

Apply a broad range of design skills to a design thinking process.

Demonstrate the use of conceptual, graphical, virtual, mathematical, and physical modeling to identify conflicting considerations before the entire system is developed and to aid in design decision making.

Implement and critique principles, elements, and factors of design.

Use a design thinking process to design an appropriate technology for use in a different culture.

Conduct research to inform intentional inventions and innovations that address specific needs and wants.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Evaluate and define the purpose of a design.

Apply principles of human-centered design.

Optimize a design by addressing desired qualities within criteria and constraints while considering trade-offs.

Implement the best possible solution to a design using an explicit process.

(ETS) Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Recognize and explain how their community and the world around them informs technological development and engineering design.

Range and Level of Complex Texts

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

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.

Evaluate the hypotheses, 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.

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.

Range and Level of Complex Texts

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

Write arguments focused on discipline-specific content. <ul><li>Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.</li><li>Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.</li><li>Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.</li><li>Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.</li><li>Provide a concluding statement or section that follows from or supports the argument presented.</li></ul>

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.<ul><li>Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.</li><li>Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.</li><li>Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.</li><li>Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.</li><li>Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).</li></ul>

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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; 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.

Draw evidence from informational texts to support analysis, reflection, and research.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

Write arguments focused on discipline-specific content. <ul><li>Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.</li><li>Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.</li><li>Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.</li><li>Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.</li><li>Provide a concluding statement or section that follows from or supports the argument presented.</li></ul>

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.<ul><li>Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.</li><li>Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.</li><li>Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.</li><li>Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.</li><li>Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.</li><li>Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).</li></ul>

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from informational texts to support analysis, reflection, and research.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.