Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references(e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.

Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences)for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to draw inferences concerning the meaning of scientific and mathematical terminology. CA c. Consult general and specialized reference materials (e.g., college-level dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. CA d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

Standard: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standard: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

Standard: By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently.

Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Standard: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Standard: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Standard: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Standard: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Standard: Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Standard: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Standard: 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.

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

Standard: 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.

Standard: 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.

Standard: 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.

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

Standard: 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.

Standard: 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.

Standard: 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.

Standard: 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.

Standard: Write arguments focused on discipline-specific content. a. 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. b. 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. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.

Standard: 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.

Standard: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. 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. b. 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. c. 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. d. 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. e. 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).

Standard: (See note; not applicable as a separate requirement)

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

Standard: 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.

Standard: 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.

Standard: 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.

Standard: 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.

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

Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (See grade 11-12 Language standards 4-6 for additional expectations.) CA

Standard: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. a. Analyze the use of text features (e.g., graphics, headers, captions) in public documents. CA

Standard: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Standard: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Standard: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.

Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Standard: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

Standard: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Standard: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed). CA

Standard: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (See grade 11-12 Language standards 4-6 for additional expectations.) CA

Standard: Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Standard: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Standard: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Standard: (Not applicable to literature)

Standard: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Standard: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Standard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Standard: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Standard: Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation. CA a. Plan and deliver a reflective narrative that: explores the significance of a personal experience, event, or concern; uses sensory language to convey a vivid picture; includes appropriate narrative techniques (e.g., dialogue, pacing, description); and draws comparisons between the specific incident and broader themes. (11th or 12th grade) CA b. Plan and present an argument that: supports a precise claim; provides a logical sequence for claims, counterclaims, and evidence; uses rhetorical devices to support assertions (e.g., analogy, appeal to logic through reasoning, appeal to emotion or ethical belief); uses varied syntax to link major sections of the presentation to create cohesion and clarity; and provides a concluding statement that supports the argument presented. (11th or 12th grade) CA

Standard: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Standard: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 for specific expectations.)

Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. 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 claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. f. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). CA

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

Standard: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic or thesis statement; 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. CA b. 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. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Standard: 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12.)

Standard: 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.

Standard: 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.

Standard: 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 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 including footnotes and endnotes. CA

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").

Cluster: Perform arithmetic operations on polynomials. [Linear and quadratic] Standard: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

Cluster: Perform arithmetic operations on polynomials. [Polynomials that simplify to quadratics] Standard: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

Cluster: Perform arithmetic operations on polynomials. [Beyond quadratic] Standard: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

Cluster: Perform arithmetic operations on polynomials. [Beyond quadratic] Standard: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

Cluster: Understand the relationship between zeros and factors of polynomials. Standard: Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x - a is p(a), so p(a) = 0 if and only if (x - a) is a factor of p(x).

Cluster: Understand the relationship between zeros and factors of polynomials. Standard: Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x - a is p(a), so p(a) = 0 if and only if (x - a) is a factor of p(x).

Cluster: Understand the relationship between zeros and factors of polynomials. Standard: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

Cluster: Understand the relationship between zeros and factors of polynomials. Standard: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

Cluster: Use polynomial identities to solve problems. Standard: Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x^2 + y^2)^2= (x^2 - y^2)^2 + (2xy)^2 can be used to generate Pythagorean triples.

Cluster: Use polynomial identities to solve problems. Standard: Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x^2 + y^2)2= (x^2 - y^2)^2 + (2xy)^2 can be used to generate Pythagorean triples.

Cluster: Use polynomial identities to solve problems. Standard: (+) Know and apply the Binomial Theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal's Triangle. Footnote: The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument.

Cluster: Use polynomial identities to solve problems. Standard: (+) Know and apply the Binomial Theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal's Triangle. Footnote: The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument.

Cluster: Rewrite rational expressions. [Linear and quadratic denominators] Standard: Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.

Cluster: Rewrite rational expressions. [Linear and quadratic denominators] Standard: Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.

Cluster: Rewrite rational expressions. [Linear and quadratic denominators] Standard: (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

Cluster: Rewrite rational expressions. [Linear and quadratic denominators] Standard: (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

Cluster: Create equations that describe numbers or relationships. [Linear, quadratic, and exponential (integer inputs only); for A.CED.3 linear only] Standard: Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA *

Cluster: Create equations that describe numbers or relationships. [Linear and exponential (integer inputs only); for A.CED.3, linear only] Standard: Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA *

Cluster: Create equations that describe numbers or relationships. [Linear and exponential (integer inputs only); for A.CED.3, linear only] Standard: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. *

Cluster: Create equations that describe numbers or relationships. [Linear, quadratic, and exponential (integer inputs only); for A.CED.3 linear only] Standard: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. *

Cluster: Create equations that describe numbers or relationships. [Linear, quadratic, and exponential (integer inputs only); for A.CED.3 linear only] Standard: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. *

Cluster: Create equations that describe numbers or relationships. [Linear and exponential (integer inputs only); for A.CED.3, linear only] Standard: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. *

Cluster: Create equations that describe numbers or relationships. [Linear and exponential (integer inputs only); for A.CED.3, linear only] Standard: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R. *

Cluster: Create equations that describe numbers or relationships. [Linear, quadratic, and exponential (integer inputs only); for A.CED.3 linear only] Standard: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R. *

Cluster: Create equations that describe numbers or relationships. Standard: Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA *

Cluster: Create equations that describe numbers or relationships. Standard: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. *

Cluster: Create equations that describe numbers or relationships. Standard: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. * [Include formulas involving quadratic terms.]

Cluster: Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard: Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA *

Cluster: Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard: Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA *

Cluster: Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. *

Cluster: Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. *

Cluster: Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. *

Cluster: Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. *

Cluster: Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. *

Cluster: Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions] Standard: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. *

Cluster: Understand solving equations as a process of reasoning and explain the reasoning. [Master linear; learn as general principle.] Standard: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

Cluster: Understand solving equations as a process of reasoning and explain the reasoning. [Master linear; learn as general principle.] Standard: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

Cluster: Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Cluster: Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Cluster: Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *

Cluster: Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *

Cluster: Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard: Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

Cluster: Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] Standard: Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

Cluster: Solve equations and inequalities in one variable. [Linear inequalities; literal equations that are linear in the variables being solved for; quadratics with real solutions] Standard: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Cluster: Solve equations and inequalities in one variable. Standard: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. [Linear inequalities; literal equations that are linear in the variables being solved for; exponential of a form, such as 2^x = 1/16.]

Cluster: Solve equations and inequalities in one variable. Standard: Solve one-variable equations and inequalities involving absolute value, graphing the solutions and interpreting them in context. CA

Cluster: Solve equations and inequalities in one variable. [Linear inequalities; literal equations that are linear in the variables being solved for; quadratics with real solutions] Standard: Solve one-variable equations and inequalities involving absolute value, graphing the solutions and interpreting them in context. CA

Cluster: Solve equations and inequalities in one variable. [Linear inequalities; literal equations that are linear in the variables being solved for; quadratics with real solutions] Standard: Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)^2 = q that has the same solutions. Derive the quadratic formula from this form.

Cluster: Solve equations and inequalities in one variable. [Linear inequalities; literal equations that are linear in the variables being solved for; quadratics with real solutions] Standard: Solve quadratic equations in one variable. Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

Cluster: Solve systems of equations. [Linear-linear and linear-quadratic] Standard: Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

Cluster: Solve systems of equations. [Linear systems] Standard: Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

Cluster: Solve systems of equations. [Linear systems] Standard: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

Cluster: Solve systems of equations. [Linear-linear and linear-quadratic] Standard: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

Cluster: Solve systems of equations. [Linear-linear and linear-quadratic] Standard: Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.

Cluster: Solve equations and inequalities in one variable. [Quadratics with real coefficients] Standard: Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)^2 = q that has the same solutions. Derive the quadratic formula from this form.

Cluster: Solve equations and inequalities in one variable. [Quadratics with real coefficients] Standard: Solve quadratic equations in one variable. Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

Cluster: Solve systems of equations. [Linear-quadratic systems] Standard: Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = -3x and the circle x^2 + y^2 = 3.

Cluster: Represent and solve equations and inequalities graphically. [Combine polynomial, rational, radical, absolute value, and exponential functions.] Standard: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *

Cluster: Represent and solve equations and inequalities graphically. [Combine polynomial, rational, radical, absolute value, and exponential functions.] Standard: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *

Cluster: Understand solving equations as a process of reasoning and explain the reasoning. [Simple radical and rational] Standard: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

Cluster: Understand solving equations as a process of reasoning and explain the reasoning. [Simple radical and rational] Standard: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

Cluster: Solve equations and inequalities in one variable. Standard: Solve one-variable equations and inequalities involving absolute value, graphing the solutions and interpreting them in context. CA

Cluster: Interpret the structure of expressions. [Linear, exponential, and quadratic] Standard: Interpret expressions that represent a quantity in terms of its context.* Interpret parts of an expression, such as terms, factors, and coefficients.*

Cluster: Interpret the structure of expressions. [Linear expressions and exponential expressions with integer exponents] Standard: Interpret expressions that represent a quantity in terms of its context. * Interpret parts of an expression, such as terms, factors, and coefficients. *

Cluster: Interpret the structure of expressions. [Linear expressions and exponential expressions with integer exponents] Standard: Interpret expressions that represent a quantity in terms of its context. * Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)^n as the product of P and a factor not depending on P. *

Cluster: Interpret the structure of expressions. [Linear, exponential, and quadratic] Standard: Interpret expressions that represent a quantity in terms of its context.* Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)^n as the product of P and a factor not depending on P.*

Cluster: Interpret the structure of expressions. [Linear, exponential, and quadratic] Standard: Use the structure of an expression to identify ways to rewrite it.

Cluster: Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Factor a quadratic expression to reveal the zeros of the function it defines.*

Cluster: Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.*

Cluster: Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15^t can be rewritten as (1.15^1/12)^12t ? 1.012^12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.*

Cluster: Interpret the structure of expressions. [Quadratic and exponential] Standard: Interpret expressions that represent a quantity in terms of its context. * Interpret parts of an expression, such as terms, factors, and coefficients. *

Cluster: Interpret the structure of expressions. [Quadratic and exponential] Standard: Interpret expressions that represent a quantity in terms of its context. * Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)^n as the product of P and a factor not depending on P. *

Cluster: Interpret the structure of expressions. [Quadratic and exponential] Standard: Use the structure of an expression to identify ways to rewrite it. For example, see x^4 - y^4 as (x^2)^2 - (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 - y^2)(x^2 + y^2).

Cluster: Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Factor a quadratic expression to reveal the zeros of the function it defines.*

Cluster: Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.*

Cluster: Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Standard: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15^t can be rewritten as (1.15^1/12)^12t ? 1.012^12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.*

Cluster: Interpret the structure of expressions. [Polynomial and rational] Standard: Interpret expressions that represent a quantity in terms of its context. * Interpret parts of an expression, such as terms, factors, and coefficients. *

Cluster: Interpret the structure of expressions. [Polynomial and rational] Standard: Interpret expressions that represent a quantity in terms of its context. * Interpret parts of an expression, such as terms, factors, and coefficients. *

Cluster: Interpret the structure of expressions. [Polynomial and rational] Standard: Interpret expressions that represent a quantity in terms of its context. * Interpret complicated expressions by viewing one or more of their parts as a single entity. *

Cluster: Interpret the structure of expressions. [Polynomial and rational] Standard: Interpret expressions that represent a quantity in terms of its context. * Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)^n as the product of P and a factor not depending on P. *

Cluster: Interpret the structure of expressions. [Polynomial and rational] Standard: Use the structure of an expression to identify ways to rewrite it.

Cluster: Interpret the structure of expressions. [Polynomial and rational] Standard: Use the structure of an expression to identify ways to rewrite it.

Cluster: Write expressions in equivalent forms to solve problems. Standard: Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.*

Cluster: Write expressions in equivalent forms to solve problems. Standard: Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.*

Cluster: Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic] Standard: Write a function that describes a relationship between two quantities. * Determine an explicit expression, a recursive process, or steps for calculation from a context. *

Cluster: Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear and exponential (integer inputs)] Standard: Write a function that describes a relationship between two quantities. * Determine an explicit expression, a recursive process, or steps for calculation from a context. *

Cluster: Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear and exponential (integer inputs)] Standard: Write a function that describes a relationship between two quantities. * Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. *

Cluster: Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic] Standard: Write a function that describes a relationship between two quantities. * Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. *

Cluster: Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic] Standard: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. *

Cluster: Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear and exponential (integer inputs)] Standard: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. *

Cluster: Build new functions from existing functions. [Linear and exponential; focus on vertical translations for exponential.] Standard: Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Cluster: Build new functions from existing functions. [Linear, exponential, quadratic, and absolute value; for F.BF.4a, linear only] Standard: Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Cluster: Build new functions from existing functions. [Linear, exponential, quadratic, and absolute value; for F.BF.4a, linear only] Standard: Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse.

Cluster: Build a function that models a relationship between two quantities. [Quadratic and exponential] Standard: Write a function that describes a relationship between two quantities. * Determine an explicit expression, a recursive process, or steps for calculation from a context. *

Cluster: Build a function that models a relationship between two quantities. [Quadratic and exponential] Standard: Write a function that describes a relationship between two quantities. * Combine standard function types using arithmetic operations. *

Cluster: Build new functions from existing functions. [Quadratic, absolute value] Standard: Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Cluster: Build new functions from existing functions. [Quadratic, absolute value] Standard: Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x^3.

Cluster: Build a function that models a relationship between two quantities. [Include all types of functions studied.] Standard: Write a function that describes a relationship between two quantities. * Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. *

Cluster: Build a function that models a relationship between two quantities. [Include all types of functions studied.] Standard: Write a function that describes a relationship between two quantities. * Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. *

Cluster: Build new functions from existing functions. [Include simple radical, rational, and exponential functions; emphasize common effect of each transformation across function types.] Standard: Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Cluster: Build new functions from existing functions. [Include simple radical, rational, and exponential functions; emphasize common effect of each transformation across function types.] Standard: Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Cluster: Build new functions from existing functions. [Include simple radical, rational, and exponential functions; emphasize common effect of each transformation across function types.] Standard: Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x^3 or f(x) = (x + 1)/(x ? 1) for x ? 1.

Cluster: Build new functions from existing functions. [Include simple radical, rational, and exponential functions; emphasize common effect of each transformation across function types.] Standard: Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x^3 or f(x) = (x + 1)/(x ? 1) for x ? 1.

Cluster: Understand the concept of a function and use function notation. [Learn as general principle; focus on linear and exponential and on arithmetic and geometric sequences.] Standard: Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

Cluster: Understand the concept of a function and use function notation. [Learn as general principle. Focus on linear and exponential (integer domains) and on arithmetic and geometric sequences.] Standard: Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

Cluster: Understand the concept of a function and use function notation. [Learn as general principle. Focus on linear and exponential (integer domains) and on arithmetic and geometric sequences.] Standard: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

Cluster: Understand the concept of a function and use function notation. [Learn as general principle; focus on linear and exponential and on arithmetic and geometric sequences.] Standard: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

Cluster: Understand the concept of a function and use function notation. [Learn as general principle; focus on linear and exponential and on arithmetic and geometric sequences.] Standard: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n ? 1) for n ? 1.

Cluster: Understand the concept of a function and use function notation. [Learn as general principle. Focus on linear and exponential (integer domains) and on arithmetic and geometric sequences.] Standard: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n ? 1) for n ? 1.

Cluster: Interpret functions that arise in applications in terms of the context. [Linear and exponential (linear domain)] Standard: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *

Cluster: Interpret functions that arise in applications in terms of the context. [Linear, exponential, and quadratic] Standard: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *

Cluster: Interpret functions that arise in applications in terms of the context. [Linear, exponential, and quadratic] Standard: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*

Cluster: Interpret functions that arise in applications in terms of the context. [Linear and exponential (linear domain)] Standard: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*

Cluster: Interpret functions that arise in applications in terms of the context. [Linear and exponential (linear domain)] Standard: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. *

Cluster: Interpret functions that arise in applications in terms of the context. [Linear, exponential, and quadratic] Standard: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. *

Cluster: Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph linear and quadratic functions and show intercepts, maxima, and minima. *

Cluster: Analyze functions using different representations. [Linear and exponential] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph linear and quadratic functions and show intercepts, maxima, and minima. *

Cluster: Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. *

Cluster: Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. *

Cluster: Analyze functions using different representations. [Linear and exponential] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. *

Cluster: Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

Cluster: Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^12t, and y = (1.2)^t/10, and classify them as representing exponential growth or decay.

Cluster: Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Cluster: Analyze functions using different representations. [Linear and exponential] Standard: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Cluster: Interpret functions that arise in applications in terms of the context. [Quadratic] Standard: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *

Cluster: Interpret functions that arise in applications in terms of the context. [Quadratic] Standard: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *

Cluster: Interpret functions that arise in applications in terms of the context. [Quadratic] Standard: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. *

Cluster: Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph linear and quadratic functions and show intercepts, maxima, and minima. *

Cluster: Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. *

Cluster: Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

Cluster: Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^12t, and y = (1.2)^t/10, and classify them as representing exponential growth or decay.

Cluster: Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined] Standard: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Cluster: Interpret functions that arise in applications in terms of the context. [Include rational, square root and cube root; emphasize selection of appropriate models.] Standard: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *

Cluster: Interpret functions that arise in applications in terms of the context. [Emphasize selection of appropriate models.] Standard: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *

Cluster: Interpret functions that arise in applications in terms of the context. [Emphasize selection of appropriate models.] Standard: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*

Cluster: Interpret functions that arise in applications in terms of the context. [Include rational, square root and cube root; emphasize selection of appropriate models.] Standard: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *

Cluster: Interpret functions that arise in applications in terms of the context. [Include rational, square root and cube root; emphasize selection of appropriate models.] Standard: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. *

Cluster: Interpret functions that arise in applications in terms of the context. [Emphasize selection of appropriate models.] Standard: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. *

Cluster: Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. *

Cluster: Analyze functions using different representations. [Include rational and radical; focus on using key features to guide selection of appropriate type of model function.] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. *

Cluster: Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. *

Cluster: Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. *

Cluster: Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. *

Cluster: Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. *

Cluster: Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

Cluster: Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

Cluster: Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Cluster: Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.] Standard: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential] Standard: Distinguish between situations that can be modeled with linear functions and with exponential functions. * Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: Distinguish between situations that can be modeled with linear functions and with exponential functions. * Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: Distinguish between situations that can be modeled with linear functions and with exponential functions. * Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential] Standard: Distinguish between situations that can be modeled with linear functions and with exponential functions. * Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential] Standard: Distinguish between situations that can be modeled with linear functions and with exponential functions. * Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: Distinguish between situations that can be modeled with linear functions and with exponential functions. * Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential] Standard: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. [Linear and exponential] Standard: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. *

Cluster: Interpret expressions for functions in terms of the situation they model. Standard: Interpret the parameters in a linear or exponential function in terms of a context. * [Linear and exponential of form f(x) = b^x + k]

Cluster: Interpret expressions for functions in terms of the situation they model. [Linear and exponential of form f(x) = b^x + k] Standard: Interpret the parameters in a linear or exponential function in terms of a context. *

Cluster: Interpret expressions for functions in terms of the situation they model. Standard: Apply quadratic functions to physical problems, such as the motion of an object under the force of gravity. CA *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. [Include quadratic.] Standard: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. *

Cluster: Interpret expressions for functions in terms of the situation they model. Standard: Apply quadratic functions to physical problems, such as the motion of an object under the force of gravity. CA *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: For exponential models, express as a logarithm the solution to ab^ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. * [Logarithms as solutions for exponentials]

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: For exponential models, express as a logarithm the solution to ab^ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. * [Logarithms as solutions for exponentials]

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: Prove simple laws of logarithms. CA *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: Prove simple laws of logarithms. CA *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: Use the definition of logarithms to translate between logarithms in any base. CA *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: Use the definition of logarithms to translate between logarithms in any base. CA *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values. CA *

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values. CA *

Cluster: Experiment with transformations in the plane. Standard: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

Cluster: Make geometric constructions. [Formalize and explain processes.] Standard: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Cluster: Make geometric constructions. [Formalize and explain processes.] Standard: Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

Cluster: Experiment with transformations in the plane. Standard: Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

Cluster: Experiment with transformations in the plane. Standard: Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.

Cluster: Experiment with transformations in the plane. Standard: Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

Cluster: Experiment with transformations in the plane. Standard: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

Cluster: Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

Cluster: Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard: Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

Cluster: Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard: Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

Cluster: Experiment with transformations in the plane. Standard: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

Cluster: Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard: Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.

Cluster: Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard: Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.

Cluster: Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard: Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.

Cluster: Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard: Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.

Cluster: Make geometric constructions. [Formalize and explain processes.] Standard: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Cluster: Make geometric constructions. [Formalize and explain processes.] Standard: Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

Cluster: Experiment with transformations in the plane. Standard: Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

Cluster: Experiment with transformations in the plane. Standard: Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.

Cluster: Experiment with transformations in the plane. Standard: Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

Cluster: Experiment with transformations in the plane. Standard: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

Cluster: Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

Cluster: Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard: Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

Cluster: Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.] Standard: Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

Cluster: Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard: Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints.

Cluster: Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Standard: Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints.

Cluster: Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard: Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, ?3) lies on the circle centered at the origin and containing the point (0, 2).

Cluster: Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard: Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).

Cluster: Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. *

Cluster: Translate between the geometric description and the equation for a conic section. Standard: Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

Cluster: Translate between the geometric description and the equation for a conic section. Standard: Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

Cluster: Translate between the geometric description and the equation for a conic section. Standard: Derive the equation of a parabola given a focus and directrix.

Cluster: Translate between the geometric description and the equation for a conic section. Standard: Derive the equation of a parabola given a focus and directrix.

Cluster: Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard: Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, ?3) lies on the circle centered at the origin and containing the point (0, 2).

Cluster: Use coordinates to prove simple geometric theorems algebraically. Standard: Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, ?3) lies on the circle centered at the origin and containing the point (0, 2). [Include simple circle theorems.]

Cluster: Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard: Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).

Cluster: Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard: Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

Cluster: Use coordinates to prove simple geometric theorems algebraically. Standard: Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

Cluster: Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.] Standard: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. *

Cluster: Translate between the geometric description and the equation for a conic section. Standard: Given a quadratic equation of the form ax^2 + by^2 + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola and graph the equation. [In Algebra II, this standard addresses only circles and parabolas.] CA

Cluster: Translate between the geometric description and the equation for a conic section. Standard: Given a quadratic equation of the form ax^2 + by^2 + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola and graph the equation. [In Algebra II, this standard addresses only circles and parabolas.] CA

Cluster: Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions] Standard: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. *

Cluster: Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions] Standard: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.*

Cluster: Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions] Standard: Define appropriate quantities for the purpose of descriptive modeling.*

Cluster: Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions] Standard: Define appropriate quantities for the purpose of descriptive modeling. *

Cluster: Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions] Standard: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. *

Cluster: Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions] Standard: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*

Cluster: Extend the properties of exponents to rational exponents. Standard: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^1/3 to be the cube root of 5 because we want (5^1/3)^3 = 5(^1/3)^3 to hold, so (5^1/3)^3 must equal 5.

Cluster: Extend the properties of exponents to rational exponents. Standard: Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Cluster: Use properties of rational and irrational numbers. Standard: Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

Cluster: Extend the properties of exponents to rational exponents. Standard: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^1/3 to be the cube root of 5 because we want (5^1/3)^3 = 5(^1/3)^3 to hold, so (5^1/3)^3 must equal 5.

Cluster: Extend the properties of exponents to rational exponents. Standard: Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Cluster: Use properties of rational and irrational numbers. Standard: Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Represent data with plots on the real number line (dot plots, histograms, and box plots). *

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Represent data with plots on the real number line (dot plots, histograms, and box plots). *

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. *

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. *

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). *

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Informally assess the fit of a function by plotting and analyzing residuals. *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Informally assess the fit of a function by plotting and analyzing residuals. *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Fit a linear function for a scatter plot that suggests a linear association. *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus; discuss general principle.] Standard: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Fit a linear function for a scatter plot that suggests a linear association. *

Cluster: Interpret linear models. Standard: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. *

Cluster: Interpret linear models. Standard: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. *

Cluster: Interpret linear models. Standard: Compute (using technology) and interpret the correlation coefficient of a linear fit. *

Cluster: Interpret linear models. Standard: Compute (using technology) and interpret the correlation coefficient of a linear fit. *

Cluster: Interpret linear models. Standard: Distinguish between correlation and causation. *

Cluster: Interpret linear models. Standard: Distinguish between correlation and causation. *

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. *

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. *

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Represent data with plots on the real number line (dot plots, histograms, and box plots). *

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. *

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). *

Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. Standard: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. Standard: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. Standard: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Informally assess the fit of a function by plotting and analyzing residuals. *

Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables. Standard: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. * Fit a linear function for a scatter plot that suggests a linear association. *

Cluster: Interpret linear models. Standard: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. *

Cluster: Interpret linear models. Standard: Compute (using technology) and interpret the correlation coefficient of a linear fit. *

Cluster: Interpret linear models. Standard: Distinguish between correlation and causation. *

Cluster: Prove and apply trigonometric identities. Standard: Prove the Pythagorean identity sin^2(? ) + cos^2(? ) = 1 and use it to find sin(? ), cos(? ), or tan(? ) given sin(? ), cos(? ), or tan(? ) and the quadrant of the angle.

Cluster: Extend the domain of trigonometric functions using the unit circle. Standard: Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

Cluster: Extend the domain of trigonometric functions using the unit circle. Standard: Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

Cluster: Extend the domain of trigonometric functions using the unit circle. Standard: Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.

Cluster: Extend the domain of trigonometric functions using the unit circle. Standard: Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.

Cluster: Extend the domain of trigonometric functions using the unit circle. Standard: Graph all 6 basic trigonometric functions. CA

Cluster: Extend the domain of trigonometric functions using the unit circle. Standard: Graph all 6 basic trigonometric functions. CA

Cluster: Model periodic phenomena with trigonometric functions. Standard: Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. *

Cluster: Model periodic phenomena with trigonometric functions. Standard: Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. *

Cluster: Prove and apply trigonometric identities. Standard: Prove the Pythagorean identity sin^2(? ) + cos^2(? ) = 1 and use it to find sin(? ), cos(? ), or tan(? ) given sin(? ), cos(? ), or tan(? ) and the quadrant of the angle.

Cluster: Understand and apply theorems about circles. Standard: Prove that all circles are similar.

Cluster: Understand and apply theorems about circles. Standard: Prove that all circles are similar.

Cluster: Understand and apply theorems about circles. Standard: Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

Cluster: Understand and apply theorems about circles. Standard: Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

Cluster: Understand and apply theorems about circles. Standard: Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.

Cluster: Understand and apply theorems about circles. Standard: Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.

Cluster: Understand and apply theorems about circles. Standard: (+) Construct a tangent line from a point outside a given circle to the circle.

Cluster: Understand and apply theorems about circles. Standard: (+) Construct a tangent line from a point outside a given circle to the circle.

Cluster: Find arc lengths and areas of sectors of circles. [Radian introduced only as unit of measure] Standard: Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Convert between degrees and radians. CA

Cluster: Find arc lengths and areas of sectors of circles. [Radian introduced only as unit of measure] Standard: Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Convert between degrees and radians. CA

Cluster: Explain volume formulas and use them to solve problems. Standard: Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and informal limit arguments.

Cluster: Explain volume formulas and use them to solve problems. Standard: Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and informal limit arguments.

Cluster: Explain volume formulas and use them to solve problems. Standard: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. *

Cluster: Explain volume formulas and use them to solve problems. Standard: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. *

Cluster: Visualize relationships between two-dimensional and three-dimensional objects. Standard: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

Cluster: Visualize relationships between two-dimensional and three-dimensional objects. Standard: Know that the effect of a scale factor k greater than zero on length, area, and volume is to multiply each by k, k^2, and k^3, respectively; determine length, area and volume measures using scale factors. CA

Cluster: Visualize relationships between two-dimensional and three-dimensional objects. Standard: Know that the effect of a scale factor k greater than zero on length, area, and volume is to multiply each by k, k^2, and k^3, respectively; determine length, area and volume measures using scale factors. CA

Cluster: Visualize relationships between two-dimensional and three-dimensional objects. Standard: Verify experimentally that in a triangle, angles opposite longer sides are larger, sides opposite larger angles are longer, and the sum of any two side lengths is greater than the remaining side length; apply these relationships to solve realworld and mathematical problems. CA

Cluster: Visualize relationships between two-dimensional and three-dimensional objects. Standard: Verify experimentally that in a triangle, angles opposite longer sides are larger, sides opposite larger angles are longer, and the sum of any two side lengths is greater than the remaining side length; apply these relationships to solve realworld and mathematical problems. CA

Cluster: Visualize relationships between two-dimensional and three-dimensional objects. Standard: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

Cluster: Apply geometric concepts in modeling situations. Standard: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). *

Cluster: Apply geometric concepts in modeling situations. Standard: Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). *

Cluster: Apply geometric concepts in modeling situations. Standard: Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). *

Cluster: Apply geometric concepts in modeling situations. Standard: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). *

Cluster: Apply geometric concepts in modeling situations. Standard: Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). *

Cluster: Apply geometric concepts in modeling situations. Standard: Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). *

Cluster: Understand similarity in terms of similarity transformations. Standard: Verify experimentally the properties of dilations given by a center and a scale factor: A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.

Cluster: Understand similarity in terms of similarity transformations. Standard: Verify experimentally the properties of dilations given by a center and a scale factor: A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.

Cluster: Understand similarity in terms of similarity transformations. Standard: Verify experimentally the properties of dilations given by a center and a scale factor: The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

Cluster: Understand similarity in terms of similarity transformations. Standard: Verify experimentally the properties of dilations given by a center and a scale factor: The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

Cluster: Apply trigonometry to general triangles. Standard: (+) Prove the Laws of Sines and Cosines and use them to solve problems.

Cluster: Apply trigonometry to general triangles. Standard: (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

Cluster: Understand similarity in terms of similarity transformations. Standard: Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

Cluster: Understand similarity in terms of similarity transformations. Standard: Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

Cluster: Understand similarity in terms of similarity transformations. Standard: Use the properties of similarity transformations to establish the Angle-Angle (AA) criterion for two triangles to be similar.

Cluster: Understand similarity in terms of similarity transformations. Standard: Use the properties of similarity transformations to establish the Angle-Angle (AA) criterion for two triangles to be similar.

Cluster: Prove theorems involving similarity. Standard: Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally and conversely; the Pythagorean Theorem proved using triangle similarity.

Cluster: Prove theorems involving similarity. [Focus on validity of underlying reasoning while using variety of formats.] Standard: Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally and conversely; the Pythagorean Theorem proved using triangle similarity.

Cluster: Prove theorems involving similarity. [Focus on validity of underlying reasoning while using variety of formats.] Standard: Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

Cluster: Prove theorems involving similarity. Standard: Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

Cluster: Define trigonometric ratios and solve problems involving right triangles. Standard: Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

Cluster: Define trigonometric ratios and solve problems involving right triangles. Standard: Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

Cluster: Define trigonometric ratios and solve problems involving right triangles. Standard: Explain and use the relationship between the sine and cosine of complementary angles.

Cluster: Define trigonometric ratios and solve problems involving right triangles. Standard: Explain and use the relationship between the sine and cosine of complementary angles.

Cluster: Define trigonometric ratios and solve problems involving right triangles. Standard: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. *

Cluster: Define trigonometric ratios and solve problems involving right triangles. Standard: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. *

Cluster: Define trigonometric ratios and solve problems involving right triangles. Standard: Derive and use the trigonometric ratios for special right triangles (30°, 60°, 90°and 45°, 45°, 90°). CA

Cluster: Define trigonometric ratios and solve problems involving right triangles. Standard: Derive and use the trigonometric ratios for special right triangles (30°, 60°, 90°and 45°, 45°, 90°). CA

Cluster: Apply trigonometry to general triangles. Standard: (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.

Cluster: Apply trigonometry to general triangles. Standard: (+) Prove the Laws of Sines and Cosines and use them to solve problems.

Cluster: Apply trigonometry to general triangles. Standard: (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

Cluster: Apply trigonometry to general triangles. Standard: (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.

Cluster: Perform arithmetic operations with complex numbers. [i^2 as highest power of i] Standard: Know there is a complex number i such that i^2 = ?1, and every complex number has the form a + bi with a and b real.

Cluster: Perform arithmetic operations with complex numbers. [i^2 as highest power of i] Standard: Use the relation i^2 = ?1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

Cluster: Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients] Standard: Solve quadratic equations with real coefficients that have complex solutions.

Cluster: Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients] Standard: (+) Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x - 2i).

Cluster: Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients] Standard: (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

Cluster: Perform arithmetic operations with complex numbers. Standard: Know there is a complex number i such that i^2 = ?1, and every complex number has the form a + bi with a and b real.

Cluster: Perform arithmetic operations with complex numbers. Standard: Use the relation i^2 = ?1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

Cluster: Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients] Standard: Solve quadratic equations with real coefficients that have complex solutions.

Cluster: Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients] Standard: (+) Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x - 2i).

Cluster: Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients; apply N.CN.9 to higher degree polynomials.] Standard: (+) Extend polynomial identities to the complex numbers.

Cluster: Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients; apply N.CN.9 to higher degree polynomials.] Standard: (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

Cluster: Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients] Standard: (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

Cluster: Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard: Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not"). *

Cluster: Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard: Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not"). *

Cluster: Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard: Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. *

Cluster: Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard: Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. *

Cluster: Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard: Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. *

Cluster: Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard: Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. *

Cluster: Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. *

Cluster: Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. *

Cluster: Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard: Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. *

Cluster: Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] Standard: Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: (+) Use permutations and combinations to compute probabilities of compound events and solve problems. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: (+) Use permutations and combinations to compute probabilities of compound events and solve problems. *

Cluster: Understand independence and conditional probability and use them to interpret data. Standard: Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not"). *

Cluster: Understand independence and conditional probability and use them to interpret data. Standard: Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. *

Cluster: Understand independence and conditional probability and use them to interpret data. Standard: Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. *

Cluster: Understand independence and conditional probability and use them to interpret data. Standard: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. *

Cluster: Understand independence and conditional probability and use them to interpret data. Standard: Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. *

Cluster: Use the rules of probability to compute probabilities of compound events in a uniform probability model. Standard: (+) Use permutations and combinations to compute probabilities of compound events and solve problems. *

Cluster: Use probability to evaluate outcomes of decisions. [Introductory; apply counting rules.] Standard: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). *

Cluster: Use probability to evaluate outcomes of decisions. [Introductory; apply counting rules.] Standard: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). *

Cluster: Use probability to evaluate outcomes of decisions. [Introductory; apply counting rules.] Standard: (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). *

Cluster: Use probability to evaluate outcomes of decisions. [Introductory; apply counting rules.] Standard: (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). *

Cluster: Use probability to evaluate outcomes of decisions. [Include more complex situations.] Standard: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). *

Cluster: Use probability to evaluate outcomes of decisions. [Include more complex situations.] Standard: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). *

Cluster: Use probability to evaluate outcomes of decisions. [Include more complex situations.] Standard: (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). *

Cluster: Use probability to evaluate outcomes of decisions. [Include more complex situations.] Standard: (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). *

Cluster: Calculate expected values and use them to solve problems. Standard: (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions. *

Cluster: Calculate expected values and use them to solve problems. Standard: (+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. *

Cluster: Calculate expected values and use them to solve problems. Standard: (+) Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes.*

Cluster: Calculate expected values and use them to solve problems. Standard: (+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. For example, find a current data distribution on the number of TV sets per household in the United States, and calculate the expected number of sets per household. How many TV sets would you expect to find in 100 randomly selected households? *

Cluster: Use probability to evaluate outcomes of decisions. Standard: (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. * Find the expected payoff for a game of chance. For example, find the expected winnings from a state lottery ticket or a game at a fast-food restaurant. *

Cluster: Use probability to evaluate outcomes of decisions. Standard: (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. * Evaluate and compare strategies on the basis of expected values. For example, compare a high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident. *

Cluster: Use probability to evaluate outcomes of decisions. Standard: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). *

Cluster: Use probability to evaluate outcomes of decisions. Standard: (+) Analyze decisions and strategies using probability concepts (e.g. product testing, medical testing, pulling a hockey goalie at the end of a game). *

Standard: Students solve probability problems with finite sample spaces by using the rules for addition, multiplication, and complementation for probability distributions and understand the simplifications that arise with independent events.

Standard: Students know the definitions of the mean, median, and mode of distribution of data and can compute each of them in particular situations.

Standard: Students compute the variance and the standard deviation of a distribution of data.

Standard: Students find the line of best fit to a given distribution of data by using least squares regression.

Standard: Students know what the correlation coefficient of two variables means and are familiar with the coefficient's properties.

Standard: Students organize and describe distributions of data by using a number of different methods, including frequency tables, histograms, standard line graphs and bar graphs, stem-and-leaf displays, scatterplots, and box-and-whisker plots.

Standard: Students are familiar with the notions of a statistic of a distribution of values, of the sampling distribution of a statistic, and of the variability of a statistic.

Standard: Students know basic facts concerning the relation between the mean and the standard deviation of a sampling distribution and the mean and the standard deviation of the population distribution.

Standard: Students determine confidence intervals for a simple random sample from a normal distribution of data and determine the sample size required for a desired margin of error.

Standard: Students determine the P-value for a statistic for a simple random sample from a normal distribution.

Standard: Students are familiar with the chi-square distribution and chi-square test and understand their uses.

Standard: Students know the definition of conditional probability and use it to solve for probabilities in finite sample spaces.

Standard: Students demonstrate an understanding of the notion of discrete random variables by using this concept to solve for the probabilities of outcomes, such as the probability of the occurrence of five or fewer heads in 14 coin tosses.

Standard: Students understand the notion of a continuous random variable and can interpret the probability of an outcome as the area of a region under the graph of the probability density function associated with the random variable.

Standard: Students know the definition of the mean of a discrete random variable and can determine the mean for a particular discrete random variable.

Standard: Students know the definition of the variance of a discrete random variable and can determine the variance for a particular discrete random variable.

Standard: Students demonstrate an understanding of the standard distributions (normal, binomial, and exponential) and can use the distributions to solve for events in problems in which the distribution belongs to those families.

Standard: Students determine the mean and the standard deviation of a normally distributed random variable.

Standard: Students know the central limit theorem and can use it to obtain approximations for probabilities in problems of finite sample spaces in which the probabilities are distributed binomially.

Standard: Students demonstrate knowledge of both the formal definition and the graphical interpretation of limit of values of functions. This knowledge includes one-sided limits, infinite limits, and limits at infinity. Students know the definition of convergence and divergence of a function as the domain variable approaches either a number or infinity:

Standard: Students prove and use theorems evaluating the limits of sums, products, quotients, and composition of functions.

Standard: Students use graphical calculators to verify and estimate limits.

Standard: Students prove and use special limits, such as the limits of (sin(x))/x and (1?cos(x))/x as x tends to 0.

Standard: Students know Newton's method for approximating the zeros of a function.

Standard: Students use differentiation to solve optimization (maximum-minimum problems) in a variety of pure and applied contexts.

Standard: Students use differentiation to solve related rate problems in a variety of pure and applied contexts.

Standard: Students know the definition of the definite integral by using Riemann sums. They use this definition to approximate integrals.

Standard: Students apply the definition of the integral to model problems in physics, economics, and so forth, obtaining results in terms of integrals.

Standard: Students demonstrate knowledge and proof of the fundamental theorem of calculus and use it to interpret integrals as antiderivatives.

Standard: Students use definite integrals in problems involving area, velocity, acceleration, volume of a solid, area of a surface of revolution, length of a curve, and work.

Standard: Students compute, by hand, the integrals of a wide variety of functions by using techniques of integration, such as substitution, integration by parts, and trigonometric substitution. They can also combine these techniques when appropriate.

Standard: Students know the definitions and properties of inverse trigonometric functions and the expression of these functions as indefinite integrals.

Standard: Students compute, by hand, the integrals of rational functions by combining the techniques in standard 17.0 with the algebraic techniques of partial fractions and completing the square.

Standard: Students demonstrate knowledge of both the formal definition and the graphical interpretation of continuity of a function.

Standard: Students compute the integrals of trigonometric functions by using the techniques noted above.

Standard: Students understand the algorithms involved in Simpson's rule and Newton's method. They use calculators or computers or both to approximate integrals numerically.

Standard: Students understand improper integrals as limits of definite integrals.

Standard: Students demonstrate an understanding of the definitions of convergence and divergence of sequences and series of real numbers. By using such tests as the comparison test, ratio test, and alternate series test, they can determine whether a series converges.

Standard: Students understand and can compute the radius (interval) of the convergence of power series.

Standard: Students differentiate and integrate the terms of a power series in order to form new series from known ones.

Standard: Students calculate Taylor polynomials and Taylor series of basic functions, including the remainder term.

Standard: Students know the techniques of solution of selected elementary differential equations and their applications to a wide variety of situations, including growth-and-decay problems.

Standard: Students demonstrate an understanding and the application of the intermediate value theorem and the extreme value theorem.

Standard: Students demonstrate an understanding of the formal definition of the derivative of a function at a point and the notion of differentiability:

Standard: Students demonstrate an understanding of the derivative of a function as the slope of the tangent line to the graph of the function.

Standard: Students demonstrate an understanding of the interpretation of the derivative as an instantaneous rate of change. Students can use derivatives to solve a variety of problems from physics, chemistry, economics, and so forth that involve the rate of change of a function.

Standard: Students understand the relation between differentiability and continuity.

Standard: Students derive derivative formulas and use them to find the derivatives of algebraic, trigonometric, inversetrigonometric, exponential, and logarithmic functions.

Standard: Students know the chain rule and its proof and applications to the calculation of the derivative of a variety of composite functions.

Standard: Students find the derivatives of parametrically defined functions and use implicit differentiation in a wide variety of problems in physics, chemistry, economics, and so forth.

Standard: Students compute derivatives of higher orders.

Standard: Students know and can apply Rolle's Theorem, the mean value theorem, and L'Hôpital's rule.

Standard: Students use differentiation to sketch, by hand, graphs of functions. They can identify maxima, minima, inflection points, and intervals in which the function is increasing and decreasing.

Cluster: Understand and evaluate random processes underlying statistical experiments. Standard: Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *

Cluster: Understand and evaluate random processes underlying statistical experiments. Standard: Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *

Cluster: Understand and evaluate random processes underlying statistical experiments. Standard: Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *

Cluster: Understand and evaluate random processes underlying statistical experiments. Standard: Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Evaluate reports based on data. *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Evaluate reports based on data. *

Cluster: Understand and evaluate random processes underlying statistical experiments. Standard: Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *

Cluster: Understand and evaluate random processes underlying statistical experiments. Standard: Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. *

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Standard: Evaluate reports based on data. *

Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: 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 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.] Disciplinary Core Idea(s): ESS1.A: The Universe and its Stars The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. PS3.D: Energy in Chemical Processes Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. (secondary to HS-ESS1-1) Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Scale, Proportion, and Quantity The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context. A-CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A-CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. HSN-Q.A.2: Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.C; HS.PS3.A Articulation across grade-bands: MS.PS1.A; MS.PS4.B; MS.ESS1.A; MS.ESS2.A; MS.ESS2.D

Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: 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, 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).] Disciplinary Core Idea(s): ESS1.A: The Universe and its Stars The study of stars' light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe. Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. PS4.B: Electromagnetic Radiation Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities. (secondary to HS-ESS1-2) Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, 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. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena A scientific theory is a substantiated explanation of some 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. Crosscutting Concepts: Energy and Matter Energy cannot be created or destroyed-only moved between one place and another place, between objects and/or fields, or between systems. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. Science assumes the universe is a vast single system in which basic laws are consistent. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context. A-CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A-CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.C; HS.PS3.A; HS.PS3.B; HS.PS4.A Articulation across grade-bands: MS.PS1.A; MS.PS4.B; MS.ESS1.A

Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, 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.] Disciplinary Core Idea(s): ESS1.A: The Universe and its Stars The study of stars' light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). Crosscutting Concepts: Energy and Matter In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.C Articulation across grade-bands: MS.PS1.A; MS.ESS1.A

Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: 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.] Disciplinary Core Idea(s): ESS1.B: Earth and the Solar System Kepler's laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Science & Engineering Practices: Using Mathematical and Computational Thinking Use mathematical or computational representations of phenomena to describe explanations. Crosscutting Concepts: Scale, Proportion, and Quantity Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context. A-CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A-CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. DCI Connections: Connections to other DCIs in this grade-band: HS.PS2.B Articulation across grade-bands: MS.PS2.A; MS.PS2.B; MS.ESS1.A; MS.ESS1.B

Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: 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 oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate interactions).] Disciplinary Core Idea(s): ESS1.C: The History of Planet Earth Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. ESS2.B: Plate Tectonics and Large-Scale System Interactions Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth's surface and provides a framework for understanding its geologic history. (ESS2.B Grade 8 GBE) (secondary to HS-ESS1-5) PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary to HS-ESS1-5) Science & Engineering Practices: Engaging in Argument from Evidence Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Crosscutting Concepts: Patterns Empirical evidence is needed to identify patterns. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.11-12.8: 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. WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.B; HS.ESS2.A Articulation across grade-bands: MS.ESS1.C; MS.ESS2.A; MS.ESS2.B

Title: HS-ESS1 Earth's Place in the Universe Performance Expectation: 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 oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.] Disciplinary Core Idea(s): ESS1.C: The History of Planet Earth Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary to HS-ESS1-6) Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena A scientific theory is a substantiated explanation of some 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. Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory. Crosscutting Concepts: Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.11-12.8: 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. WHST.9-12.1: Write arguments focused on discipline-specific content. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. F-IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. S-ID.6.a-c: Represent data on two quantitative variables on a scatter plot, and describe how those variables are related. DCI Connections: Connections to other DCIs in this grade-band: HS.PS2.A; HS.PS2.B Articulation across grade-bands: MS.PS2.B; MS.ESS1.B; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B

Title: HS-ESS2 Earth's Systems Performance Expectation: 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 forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth's surface.] Disciplinary Core Idea(s): ESS2.A: Earth Materials and Systems Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. ESS2.B: Plate Tectonics and Large-Scale System Interactions Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth's surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth's crust. (ESS2.B Grade 8 GBE) Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS2.B Articulation across grade-bands: MS.PS2.B; MS.LS2.B; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D

Title: HS-ESS2 Earth's Systems Performance Expectation: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth 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.] Disciplinary Core Idea(s): ESS2.A: Earth Materials and Systems Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. ESS2.D: Weather and Climate The foundation for Earth's global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy's re-radiation into space. Science & Engineering Practices: Analyzing and Interpreting Data Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. Crosscutting Concepts: Stability and Change Feedback (negative or positive) can stabilize or destabilize a system. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.11-12.2: 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. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS4.B; HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.PS3.D; MS.PS4.B; MS.LS2.B; MS.LS2.C; MS.LS4.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D; MS.ESS3.D

Title: HS-ESS2 Earth's Systems Performance Expectation: 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. 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.] Disciplinary Core Idea(s): ESS2.A: Earth Materials and Systems Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth's surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth's interior and gravitational movement of denser materials toward the interior. ESS2.B: Plate Tectonics and Large-Scale System Interactions The radioactive decay of unstable isotopes continually generates new energy within Earth's crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. 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) Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based on empirical evidence. Science disciplines share common rules of evidence used to evaluate explanations about natural systems. Science includes the process of coordinating patterns of evidence with current theory. Crosscutting Concepts: Energy and Matter Energy drives the cycling of matter within and between systems. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS2.B; HS.PS3.B; HS.PS3.D; Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.A; MS.PS3.B; MS.ESS2.A; MS.ESS2.B

Title: HS-ESS2 Earth's Systems Performance Expectation: 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.] [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.] Disciplinary Core Idea(s): ESS1.B: Earth and the Solar System Cyclical changes in the shape of Earth's orbit around the sun, together with changes in the tilt of the planet's axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS-ESS2-4) ESS2.A: Earth Materials and Systems The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun's energy output or Earth's orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. ESS2.D: Weather and Climate The foundation for Earth's global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy's re-radiation into space. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. Science & Engineering Practices: Developing and Using Models Use a model to provide mechanistic accounts of phenomena. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science arguments are strengthened by multiple lines of evidence supporting a single explanation. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.A; HS.PS3.B; HS.LS2.C; HS.ESS1.C; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.PS3.D; MS.PS4.B; MS.LS1.C; MS.LS2.B; MS.LS2.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D; MS.ESS3.C; MS.ESS3.D

Title: HS-ESS2 Earth's Systems Performance Expectation: 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 and deposition using a stream table, erosion using variations in soil moisture content, 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).] Disciplinary Core Idea(s): ESS2.C: The Roles of Water in Earth's Surface Processes The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Crosscutting Concepts: Structure and Function The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy WHST.9-12.7: 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. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.B; HS.PS3.B; HS.ESS3.C Articulation across grade-bands: MS.PS1.A; MS.PS4.B; MS.ESS2.A; MS.ESS2.C; MS.ESS2.D

Title: HS-ESS2 Earth's Systems Performance Expectation: 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.] Disciplinary Core Idea(s): ESS2.D: Weather and Climate Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and Matter The total amount of energy and matter in closed systems is conserved. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.B Articulation across grade-bands: MS.PS1.A; MS.PS3.D; MS.PS4.B; MS.LS2.B; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS3.C; MS.ESS3.D

Title: HS-ESS2 Earth's Systems Performance Expectation: Construct an argument based on evidence about the simultaneous 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 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.] Disciplinary Core Idea(s): ESS2.D: Weather and Climate Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. 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. Science & Engineering Practices: Engaging in Argument from Evidence Construct an oral and written argument or counter-arguments based on data and evidence. Crosscutting Concepts: Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy WHST.9-12.1.a-e: Write arguments focused on discipline-specific content. DCI Connections: Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.C; HS.LS4.A; HS.LS4.B; HS.LS4.C; HS.LS4.D Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.LS4.A; MS.LS4.B; MS.LS4.C; MS.ESS1.C; MS.ESS2.A; MS.ESS2.C; MS.ESS3.C

Title: HS-ESS3 Earth and Human Activity Performance Expectation: 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 hurricanes, 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.] Disciplinary Core Idea(s): ESS3.A: Natural Resources Resource availability has guided the development of human society. ESS3.B: Natural Hazards Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations. Science & Engineering Practices: Constructing Explanations and Designing Solutions 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. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS2.A; MS.LS4.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.B

Title: HS-ESS3 Earth and Human Activity Performance Expectation: 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.] Disciplinary Core Idea(s): ESS3.A: Natural Resources All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. 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-ESS3-2) Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks. Analysis of costs and benefits is a critical aspect of decisions about technology. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions. Science knowledge indicates what can happen in natural systems-not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge. Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.11-12.8: 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. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D; HS.LS2.A; HS.LS2.B; HS.LS4.D; HS.ESS2.A Articulation across grade-bands: MS.PS3.D; MS.LS2.A; MS.LS2.B; MS.LS4.D; MS.ESS3.A; MS.ESS3.C

Title: HS-ESS3 Earth and Human Activity Performance Expectation: Create a computational simulation to illustrate the relationships among the 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.] Disciplinary Core Idea(s): ESS3.C: Human Impacts on Earth Systems The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Science & Engineering Practices: Using Mathematics and Computational Thinking Create a computational model or simulation of a phenomenon, designed device, process, or system. Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Connections to Nature of Science: Science is a Human Endeavor Science is a result of human endeavors, imagination, and creativity. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.B; HS.LS2.A; HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS2.A; HS.ESS2.E Articulation across grade-bands: MS.PS1.B; MS.LS2.A; MS.LS2.B; MS.LS2.C; MS.LS4.C; MS.LS4.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.C

Title: HS-ESS3 Earth and Human Activity Performance Expectation: 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, Technology, and Applications of Science solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).] Disciplinary Core Idea(s): 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 HS-ESS3-4) Science & Engineering Practices: Constructing Explanations and Designing Solutions Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: Stability and Change Feedback (negative or positive) can stabilize or destabilize a system. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.11-12.8: 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. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.LS2.C; HS.LS4.D Articulation across grade-bands: MS.LS2.C; MS.ESS2.A; MS.ESS3.B; MS.ESS3.C; MS.ESS3.D

Title: HS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: 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. Disciplinary Core Idea(s): 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. Science & Engineering Practices: Constructing Explanations and Designing Solutions Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy RST.11-12.7: 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. RST.11-12.8: 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. RST.11-12.9: 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. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. DCI Connections: 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 Articulation across grade-bands: MS.ETS1.A; MS.ETS1.B

Title: HS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: 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. Disciplinary Core Idea(s): ETS1.B: Developing Possible Solutions Both physical models and computers can be used in various ways to aid in the Engineering, Technology, and Applications of Science process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems. Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales. California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. DCI Connections: 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 Articulation across grade-bands: MS.ETS1.A ; MS.ETS1.B ; MS.ETS1.C

Title: HS-ESS3 Earth and Human Activity Performance Expectation: 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's 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.] Disciplinary Core Idea(s): ESS3.D: Global Climate Change Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. Science & Engineering Practices: Analyzing and Interpreting Data Analyze data using computational models in order to make valid and reliable scientific claims. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations use diverse methods and do not always use the same set of procedures to obtain data. New technologies advance scientific knowledge. Scientific Knowledge is Based on Empirical Evidence Science knowledge is based on empirical evidence. Science arguments are strengthened by multiple lines of evidence supporting a single explanation. Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.11-12.2: 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. RST.11-12.7: 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. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D; HS.LS1.C; HS.ESS2.D Articulation across grade-bands: MS.PS3.B; MS.PS3.D; MS.ESS2.A; MS.ESS2.D; MS.ESS3.B; MS.ESS3.C; MS.ESS3.D

Title: HS-ESS3 Earth and Human Activity Performance Expectation: 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.] Disciplinary Core Idea(s): ESS2.D: Weather and Climate Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) ESS3.D: Global Climate Change Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. Science & Engineering Practices: Using Mathematics and Computational Thinking Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations. Crosscutting Concepts: Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS2.A Articulation across grade-bands: MS.LS2.C; MS.ESS2.A; MS.ESS2.C; MS.ESS3.C; MS.ESS3.D

Title: HS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Disciplinary Core Idea(s): ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. Science & Engineering Practices: Asking Questions and Defining Problems Analyze complex real-world problems by specifying criteria and constraints for successful solutions. Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: ELA/Literacy RST.11-12.7: 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. RST.11-12.8: 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. RST.11-12.9: 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. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. DCI Connections: Connections to HS-ETS1.A: Defining and Delimiting Engineering Problems include: Physical Science: HS-PS2-3; HS-PS3-3 Articulation across grade-bands: MS.ETS1.A

Title: HS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Disciplinary Core Idea(s): ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. Science & Engineering Practices: Constructing Explanations and Designing Solutions Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: N/A California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes. California Common Core State Standards Connections: Mathematics MP.4: Model with mathematics. DCI Connections: Connections to HS-ETS1.C: Optimizing the Design Solution include: Physical Science: HS-PS1-6; HS-PS2-3 Articulation across grade-bands: MS.ETS1.A; MS.ETS1.B; MS.ETS1.C

Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: 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. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.] Disciplinary Core Idea(s): LS1.A: Structure and Function Systems of specialized cells within organisms help them perform the essential functions of life. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Science & Engineering Practices: Constructing Explanations and Designing Solutions 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. Crosscutting Concepts: Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific/procedures, or technical processes. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. DCI Connections: Connections to other DCIs in this grade-band: HS.LS3.A Articulation across grade-bands: MS.LS1.A; MS.LS3.A; MS.LS3.B

Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: 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 system level such as nutrient uptake, water delivery, and organism movement in response to neural 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.] Disciplinary Core Idea(s): LS1.A: Structure and Function Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Science & Engineering Practices: Developing and Using Models Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.A

Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: 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, stomach 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.] Disciplinary Core Idea(s): LS1.A: Structure and Function Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Crosscutting Concepts: Stability and Change Feedback (negative or positive) can stabilize or destabilize a system. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy WHST.9-12.7: 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. WHST.11-12.8: 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. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.A

Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. [Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.] Disciplinary Core Idea(s): LS1.B: Growth and Development of Organisms In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Science & Engineering Practices: Developing and Using Models Use a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Mathematics MP.4: Model with mathematics. F-IF.7.a-e: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. F-BF.1.a-c: Write a function that describes a relationship between two quantities. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.A; MS.LS1.B; MS.LS3.A

Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: 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.] Disciplinary Core Idea(s): LS1.C: Organization for Matter and Energy Flow in Organisms The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. Science & Engineering Practices: Developing and Using Models Use a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.B; HS.PS3.B Articulation across grade-bands: MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.LS2.B

Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: 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. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.] Disciplinary Core Idea(s): LS1.C: Organization for Matter and Energy Flow in Organisms The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct and revise 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. Crosscutting Concepts: Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9-12.7: 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. WHST.11-12.8: 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. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.B Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.ESS2.E

Title: HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: 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. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.] Disciplinary Core Idea(s): LS1.C: Organization for Matter and Energy Flow in Organisms As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Science & Engineering Practices: Developing and Using Models Use a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and Matter Energy cannot be created or destroyed-it only moves between one place and another place, between objects and/or fields, or between systems. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.B; HS.PS2.B; HS.PS3.B Articulation across grade-bands: MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.LS2.B

Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Use mathematical and/or computational representations to support explanations of 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.] Disciplinary Core Idea(s): LS2.A: Interdependent Relationships in Ecosystems Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical and/or computational representations of phenomena or design solutions to support explanations. Crosscutting Concepts: Scale, Proportion, and Quantity The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.ESS3.A; MS.ESS3.C

Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: 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 include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.] Disciplinary Core Idea(s): LS2.A: Interdependent Relationships in Ecosystems Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. LS2.C: Ecosystem Dynamics, Functioning, and Resilience A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena or design solutions to support and revise explanations. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. Crosscutting Concepts: Scale, Proportion, and Quantity Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.ESS2.E; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.ESS3.C

Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.] Disciplinary Core Idea(s): LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct and revise 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. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. Crosscutting Concepts: Energy and Matter Energy drives the cycling of matter within and between systems. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9-12.5: 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. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.B; HS.PS3.B; HS.PS3.D; HS.ESS2.A Articulation across grade-bands: MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.LS2.B

Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: 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 of stored energy in biomass 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.] Disciplinary Core Idea(s): LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena or design solutions to support claims. Crosscutting Concepts: Energy and Matter Energy cannot be created or destroyed-it only moves between one place and another place, between objects and/or fields, or between systems. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D Articulation across grade-bands: MS.PS3.D; MS.LS1.C; MS.LS2.B

Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.] Disciplinary Core Idea(s): LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. 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) Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or components of a system. Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: N/A DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.B; HS.ESS2.D Articulation across grade-bands: MS.PS3.D; MS.LS1.C; MS.LS2.B; MS.ESS2.A

Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Evaluate 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 modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.] Disciplinary Core Idea(s): LS2.C: Ecosystem Dynamics, Functioning, and Resilience A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. Science & Engineering Practices: Engaging in Argument from Evidence Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation. Crosscutting Concepts: Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.11-12.7: 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. RST.9-10.8: 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. RST.11-12.8.a-e: 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. Mathematics MP.2: Reason abstractly and quantitatively. S-ID.1: Represent data with plots on the real number line. S-IC.1: Understand statistics as a process for making inferences about population parameters based on a random sample from that population. S-IC.6: Evaluate reports based on data. DCI Connections: Connections to other DCIs in this grade-band: HS.ESS2.E Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.ESS2.E; MS.ESS3.C

Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.] Disciplinary Core Idea(s): LS2.C: Ecosystem Dynamics, Functioning, and Resilience Moreover, anthropogenic changes (induced by human activity) in the environment-including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change-can disrupt an ecosystem and threaten the survival of some species. LS4.D: Biodiversity and Humans Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7) (Note: This Disciplinary Core Idea is also addressed by HS-LS4-6.) 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) Science & Engineering Practices: Constructing Explanations and Designing Solutions Design, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy RST.9-10.8: 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. RST.11-12.7: 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. RST.11-12.8.a-e: 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. WHST.9-12.7: 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. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.ESS2.D; HS.ESS2.E; HS.ESS3.A; HS.ESS3.C Articulation across grade-bands: MS.LS2.C; MS.ESS3.C; MS.ESS3.D

Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Evaluate 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.] Disciplinary Core Idea(s): LS2.D: Social Interactions and Group Behavior Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. Science & Engineering Practices: Engaging in Argument from Evidence Evaluate the evidence behind currently accepted explanations to determine the merits of arguments. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts: Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.11-12.7: 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. RST.9-10.8: 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. RST.11-12.8.a-e: 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. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.B

Title: HS-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] Disciplinary Core Idea(s): LS1.A: Structure and Function All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. (secondary to HS-LS3-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.) LS3.A: Inheritance of Traits 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. Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that arise from examining models or a theory to clarify relationships. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.11-12.9: 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. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS3.A; MS.LS3.B

Title: HS-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: 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. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] Disciplinary Core Idea(s): 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 replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. 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. Science & Engineering Practices: Engaging in Argument from Evidence Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-12.1.a-e: Write arguments focused on discipline-specific content. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS3.A; MS.LS3.B

Title: HS-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: 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.] Disciplinary Core Idea(s): LS3.B: Variation of Traits 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. Science & Engineering Practices: Analyzing and Interpreting Data Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. Crosscutting Concepts: Scale, Proportion, and Quantity Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). Connections to Nature of Science: Science is a Human Endeavor Technological advances have influenced the progress of science and science has influenced advances in technology. Science and engineering are influenced by society and society is influenced by science and engineering. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. California Common Core State Standards Connections: Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.C; HS.LS4.B; HS.LS4.C Articulation across grade-bands: MS.LS2.A; MS.LS3.B; MS.LS4.C

Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: 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.] Disciplinary Core Idea(s): LS4.A: Evidence of Common Ancestry and Diversity Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena A scientific theory is a substantiated explanation of some 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. Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to other DCIs in this grade-band: HS.LS3.A; HS.LS3.B; HS.ESS1.C Articulation across grade-bands: LS3.A; LS3.B; MS.LS4.A; MS.ESS1.C

Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: 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.] Disciplinary Core Idea(s): LS4.B: Natural Selection Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information-that is, trait variation-that leads to differences in performance among individuals. LS4.C: Adaptation Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Science & Engineering Practices: Constructing Explanations and Designing Solutions 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. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. DCI Connections: Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D; HS.LS3.B; HS.ESS2.E; HS.ESS3.A Articulation across grade-bands: MS.LS2.A; MS.LS3.B; MS.LS4.B; MS.LS4.C

Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: 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.] Disciplinary Core Idea(s): LS4.B: Natural Selection Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information-that is, trait variation-that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. LS4.C: Adaptation Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Science & Engineering Practices: Analyzing and Interpreting Data Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9-12.9: Draw evidence from analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D; HS.LS3.B Articulation across grade-bands: MS.LS2.A; MS.LS3.B; MS.LS4.B; MS.LS4.C

Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: 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.] Disciplinary Core Idea(s): LS4.C: Adaptation Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Science & Engineering Practices: Constructing Explanations and Designing Solutions 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. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D Articulation across grade-bands: MS.LS4.B; MS.LS4.C

Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: 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, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.] Disciplinary Core Idea(s): LS4.C: Adaptation Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline-and sometimes the extinction-of some species. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species' evolution is lost. Science & Engineering Practices: Engaging in Argument from Evidence Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections: ELA/Literacy RST.11-12.8: 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. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D; HS.LS3.B; HS.ESS2.E; HS.ESS3.A Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.LS4.C; MS.ESS3.C

Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* [Clarification Statement: Emphasis is on testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.] Disciplinary Core Idea(s): LS4.C: Adaptation Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline-and sometimes the extinction-of some species. LS4.D: Biodiversity and Humans Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (Note: This Disciplinary Core Idea is also addressed by HS-LS2-7.) 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-LS4-6) Both physical models and computers can be used in various ways to aid in the Engineering, Technology, and Applications of Science process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (secondary to HS-LS4-6) Science & Engineering Practices: Using Mathematics and Computational Thinking Create or revise a simulation of a phenomenon, designed device, process, or system. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts: Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. California Common Core State Standards Connections: ELA/Literacy WHST.9-12.5: 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. WHST.9-12.7: 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. DCI Connections: Connections to other DCIs in this grade-band: HS.ESS2.D; HS.ESS2.E; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.LS2.C; MS.ESS3.C

Title: HS-PS1 Matter and Its Interactions Performance Expectation: 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.] Disciplinary Core Idea(s): PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (secondary to HS-PS1-1) Science & Engineering Practices: Developing and Using Models Use a model to predict the relationships between systems or between components of a system. Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. DCI Connections: Connections to other DCIs in this grade-band: HS.LS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B

Title: HS-PS1 Matter and Its Interactions Performance Expectation: 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, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult's law calculations of vapor pressure.] Disciplinary Core Idea(s): PS1.A: Structure and Properties of Matter The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (secondary to HS-PS1-3) Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.11-12.7: 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. WHST.11-12.8: 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. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.ESS2.C Articulation across grade-bands: MS.PS1.A; MS.PS2.B

Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Communicate scientific and technical information about why the molecular-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 molecular structures of specific designed materials.] Disciplinary Core Idea(s): PS1.A: Structure and Properties of Matter The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. (secondary to HS-PS2-6) PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information 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). Crosscutting Concepts: Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.PS1.A; MS.PS2.B

Title: HS-PS1 Matter and Its Interactions Performance Expectation: 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.] Disciplinary Core Idea(s): PS1.A: Structure and Properties of Matter The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. PS1.B: Chemical Reactions The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct and revise 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. Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.5: 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. Mathematics N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.LS1.C; HS.ESS2.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B

Title: HS-PS1 Matter and Its Interactions Performance Expectation: 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.] Disciplinary Core Idea(s): PS1.A: Structure and Properties of Matter A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. PS1.B: Chemical Reactions Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy. Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Mathematics MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.A; HS.PS3.B; HS.PS3.D; HS.LS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.D; MS.LS1.C

Title: HS-PS1 Matter and Its Interactions Performance Expectation: 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. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.] Disciplinary Core Idea(s): PS1.B: Chemical Reactions Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy. Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.A Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.A; MS.PS3.B

Title: HS-PS1 Matter and Its Interactions Performance Expectation: 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.] Disciplinary Core Idea(s): PS1.B: Chemical Reactions The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena to support claims. Crosscutting Concepts: Energy and Matter The total amount of energy and matter in closed systems is conserved. 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. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.B; HS.LS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.LS1.C; MS.LS2.B; MS.ESS2.A

Title: HS-PS1 Matter and Its Interactions Performance Expectation: 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.] Disciplinary Core Idea(s): PS1.B: Chemical Reactions In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS1-6) Science & Engineering Practices: Constructing Explanations and Designing Solutions Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy WHST.11-12.7: 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. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.B Articulation across grade-bands: MS.PS1.B

Title: HS-PS1 Matter and Its Interactions Performance Expectation: 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, and gamma radioactive decays.] Disciplinary Core Idea(s): PS1.C: Nuclear Processes Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process. Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and Matter In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: Mathematics MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.A; HS.PS3.B; HS.PS3.C; HS.PS3.D; HS.ESS1.A; HS.ESS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.ESS2.A

Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: 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 or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] Disciplinary Core Idea(s): PS2.A: Forces and Motion Newton's second law accurately predicts changes in the motion of macroscopic objects. Science & Engineering Practices: Analyzing and Interpreting Data Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Theories and laws provide explanations in science. Laws are statements or descriptions of the relationships among observable phenomena. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.11-12.7: 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. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context. A-SSE.3.a-c: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. A-CED.1: Create equations and inequalities in one variable and use them to solve problems. A-CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A-CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. F-IF.7.a-e: Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. S-ID.1: Represent data with plots on the real number line (dot plots, histograms, and box plots). DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.C; HS.ESS1.A; HS.ESS1.C; HS.ESS2.C Articulation across grade-bands: MS.PS2.A; MS.PS3.C

Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: 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.] Disciplinary Core Idea(s): PS2.A: Forces and Motion Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena to describe explanations. Crosscutting Concepts: Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. A-CED.1: Create equations and inequalities in one variable and use them to solve problems. A-CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A-CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. DCI Connections: Connections to other DCIs in this grade-band: HS.ESS1.A; HS.ESS1.C Articulation across grade-bands: MS.PS2.A; MS.PS3.C

Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Apply science 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.] Disciplinary Core Idea(s): PS2.A: Forces and Motion If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2-3) ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS2-3) Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. Crosscutting Concepts: Cause and Effect Systems can be designed to cause a desired effect. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy WHST.9-12.7: 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. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.PS2.A; MS.PS3.C

Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: 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.] Disciplinary Core Idea(s): PS2.B: Types of Interactions Newton's law of universal gravitation and Coulomb's law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena to describe explanations. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Theories and laws provide explanations in science. Laws are statements or descriptions of the relationships among observable phenomena. Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context. A-SSE.3.a-c: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.A; HS.ESS1.A; HS.ESS1.B; HS.ESS1.C; HS.ESS2.C; HS.ESS3.A Articulation across grade-bands: MS.PS2.B; MS.ESS1.B

Title: HS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: 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.] Disciplinary Core Idea(s): PS2.B: Types of Interactions Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. PS3.A: Definitions of Energy "Electrical energy" may mean energy stored in a battery or energy transmitted by electric currents. (secondary to HS-PS2-5) Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy WHST.9-12.7: 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. WHST.11-12.8: 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. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.A; HS.PS4.B; HS.ESS2.A; HS.ESS3.A Articulation across grade-bands: MS.PS2.B; MS.ESS1.B

Title: HS-PS3 Energy Performance Expectation: 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 used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.] Disciplinary Core Idea(s): PS3.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. PS3.B: Conservation of Energy and Energy Transfer Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. The availability of energy limits what can occur in any system. Science & Engineering Practices: Using Mathematics and Computational Thinking Create a computational model or simulation of a phenomenon, designed device, process, or system. Crosscutting Concepts: Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. 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. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.B; HS.LS2.B; HS.ESS1.A; HS.ESS2.A Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.ESS2.A

Title: HS-PS3 Energy Performance Expectation: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion 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 the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] Disciplinary Core Idea(s): PS3.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). Science & Engineering Practices: Developing and Using Models Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Energy and Matter Energy cannot be created or destroyed-only moves between one place and another place, between objects and/or fields, or between systems. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.B; HS.PS2.B; HS.ESS2.A Articulation across grade-bands: MS.PS1.A; MS.PS2.B; MS.PS3.A; MS.PS3.C

Title: HS-PS3 Energy Performance Expectation: 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, 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.] Disciplinary Core Idea(s): PS3.A: Definitions of Energy At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms-for example, to thermal energy in the surrounding environment. ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS3-3) Science & Engineering Practices: Constructing Explanations and Designing Solutions Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Crosscutting Concepts: Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy WHST.9-12.7: 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. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems. DCI Connections: Connections to other DCIs in this grade-band: HS.ESS3.A Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.ESS2.A

Title: HS-PS3 Energy Performance Expectation: 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.] Disciplinary Core Idea(s): PS3.B: Conservation of Energy and Energy Transfer Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Uncontrolled systems always evolve toward more stable states-that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down). PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms-for example, to thermal energy in the surrounding environment. Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Crosscutting Concepts: Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. WHST.9-12.7: 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. WHST.9-10.8: Gather relevant information from multiple authoritative print and digital resources (primary and secondary), 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. WHST.11-12.8: 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 overreliance on any one source and following a standard format for citation. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. DCI Connections: Connections to other DCIs in this grade-band: HS.ESS1.A; HS.ESS2.A; HS.ESS2.D Articulation across grade-bands: MS.PS3.B

Title: HS-PS3 Energy Performance Expectation: 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 drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.] Disciplinary Core Idea(s): PS3.C: Relationship Between Energy and Forces When two objects interacting through a field change relative position, the energy stored in the field is changed. Science & Engineering Practices: Developing and Using Models Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. Crosscutting Concepts: Cause and Effect Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy WHST.9-12.7: 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. WHST.9-10.8: Gather relevant information from multiple authoritative print and digital resources (primary and secondary), 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. WHST.11-12.8: 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 overreliance on any one source and following a standard format for citation. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. DCI Connections: Connections to other DCIs in this grade-band: HS.PS2.B Articulation across grade-bands: MS.PS2.B; MS.PS3.C

Title: HS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] Disciplinary Core Idea(s): PS4.A: Wave Properties The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.7: 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. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context. A-SSE.3.a-c: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. A.CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. DCI Connections: Connections to other DCIs in this grade-band: HS.ESS2.A Articulation across grade-bands: MS.PS4.A; MS.PS4.B

Title: HS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Evaluate questions about the advantages of using 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.] Disciplinary Core Idea(s): PS4.A: Wave Properties Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. Science & Engineering Practices: Asking Questions and Defining Problems Evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. Crosscutting Concepts: Stability and Change Systems can be designed for greater or lesser stability. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.9-10.8: 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. RST.11-12.8: 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. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.PS4.A; MS.PS4.B; MS.PS4.C

Title: HS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: 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. [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 does not include using quantum theory.] Disciplinary Core Idea(s): PS4.A: Wave Properties [From the 3-5 grade band endpoints] Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.) PS4.B: Electromagnetic Radiation Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features. Science & Engineering Practices: Engaging in Argument from Evidence Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena A scientific theory is a substantiated explanation of some 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. Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.9-10.8: 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. RST.11-12.8: 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. Mathematics MP.2: Reason abstractly and quantitatively. A-SSE.1.a-b: Interpret expressions that represent a quantity in terms of its context. A-SSE.3.a-c: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. A.CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.D; HS.ESS1.A; HS.ESS2.D Articulation across grade-bands: MS.PS4.B

Title: HS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: 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 trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.] Disciplinary Core Idea(s): PS4.B: Electromagnetic Radiation When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible. Crosscutting Concepts: Cause and Effect Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.11-12.1: 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. RST.9-10.8: 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. RST.11-12.7: 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. RST.11-12.8: 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. WHST.11-12.8: 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. DCI Connections: Connections to other DCIs in this grade-band: HS.PS1.C; HS.PS3.A; HS.PS3.D; HS.LS1.C Articulation across grade-bands: MS.PS3.D; MS.PS4.B; MS.LS1.C; MS.ESS2.D

Title: HS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: 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 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.] Disciplinary Core Idea(s): PS3.D: Energy in Chemical Processes Solar cells are human-made devices that likewise capture the sun's energy and produce electrical energy. (secondary to HS-PS4-5) PS4.A: Wave Properties Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. PS4.B: Electromagnetic Radiation Photoelectric materials emit electrons when they absorb light of a high-enough frequency. PS4.C: Information Technologies and Instrumentation Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Communicate technical information or ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). Crosscutting Concepts: Cause and Effect Systems can be designed to cause a desired effect. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Science and engineering complement each other in the cycle known as research and development (R&D). Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. DCI Connections: Connections to other DCIs in this grade-band: HS.PS3.A Articulation across grade-bands: MS.PS4.A; MS.PS4.B; MS.PS4.C

Standard: Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

Overarching Standard: HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. Standard: Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

Overarching Standard: HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. Standard: Analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

Overarching Standard: HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. Standard: Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.

Overarching Standard: HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. Standard: Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.

Standard: Students analyze the development of federal civil rights and voting rights.

Overarching Standard: HSS-11.10 Students analyze the development of federal civil rights and voting rights. Standard: Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.

Overarching Standard: HSS-11.10 Students analyze the development of federal civil rights and voting rights. Standard: Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.

Overarching Standard: HSS-11.10 Students analyze the development of federal civil rights and voting rights. Standard: Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.

Overarching Standard: HSS-11.10 Students analyze the development of federal civil rights and voting rights. Standard: Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.'s "Letter from Birmingham Jail" and "I Have a Dream" speech.

Overarching Standard: HSS-11.10 Students analyze the development of federal civil rights and voting rights. Standard: Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.

Overarching Standard: HSS-11.10 Students analyze the development of federal civil rights and voting rights. Standard: Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.

Overarching Standard: HSS-11.10 Students analyze the development of federal civil rights and voting rights. Standard: Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

Standard: Students analyze the major social problems and domestic policy issues in contemporary American society.

Overarching Standard: HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society. Standard: Discuss the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.

Overarching Standard: HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society. Standard: Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).

Overarching Standard: HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society. Standard: Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.

Overarching Standard: HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society. Standard: Explain the constitutional crisis originating from the Watergate scandal.

Overarching Standard: HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society. Standard: Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.

Overarching Standard: HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society. Standard: Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.

Overarching Standard: HSS-11.11 Students analyze the major social problems and domestic policy issues in contemporary American society. Standard: Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.

Standard: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

Overarching Standard: HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Standard: Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.

Overarching Standard: HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Standard: Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

Overarching Standard: HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Standard: Trace the effect of the Americanization movement.

Overarching Standard: HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Standard: Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.

Overarching Standard: HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Standard: Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.

Overarching Standard: HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Standard: Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.

Overarching Standard: HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Standard: Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).

Overarching Standard: HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Standard: Examine the effect of political programs and activities of Populists.

Overarching Standard: HSS-11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. Standard: Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

Standard: Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

Overarching Standard: HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty. Standard: Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).

Overarching Standard: HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty. Standard: Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian funda-mentalism in current times.

Overarching Standard: HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty. Standard: Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

Overarching Standard: HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty. Standard: Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.

Overarching Standard: HSS-11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty. Standard: Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.

Standard: Students trace the rise of the United States to its role as a world power in the twentieth century.

Overarching Standard: HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century. Standard: List the purpose and the effects of the Open Door policy.

Overarching Standard: HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century. Standard: Describe the Spanish-American War and U.S. expansion in the South Pacific.

Overarching Standard: HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century. Standard: Discuss America's role in the Panama Revolution and the building of the Panama Canal.

Overarching Standard: HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century. Standard: Explain Theodore Roosevelt's Big Stick diplomacy, William Taft's Dollar Diplomacy, and Woodrow Wilson's Moral Diplomacy, drawing on relevant speeches.

Overarching Standard: HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century. Standard: Analyze the political, economic, and social ramifications of World War I on the home front.

Overarching Standard: HSS-11.4 Students trace the rise of the United States to its role as a world power in the twentieth century. Standard: Trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II.

Standard: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

Overarching Standard: HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. Standard: Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.

Overarching Standard: HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. Standard: Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back-to-Africa" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.

Overarching Standard: HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. Standard: Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).

Overarching Standard: HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. Standard: Analyze the passage of the Nineteenth Amendment and the changing role of women in society.

Overarching Standard: HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. Standard: Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).

Overarching Standard: HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. Standard: Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.

Overarching Standard: HSS-11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. Standard: Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.

Standard: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

Overarching Standard: HSS-11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. Standard: Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.

Overarching Standard: HSS-11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. Standard: Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.

Overarching Standard: HSS-11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. Standard: Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.

Overarching Standard: HSS-11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. Standard: Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).

Overarching Standard: HSS-11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. Standard: Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.

Standard: Students analyze America's participation in World War II.

Overarching Standard: HSS-11.7 Students analyze America's participation in World War II. Standard: Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.

Overarching Standard: HSS-11.7 Students analyze America's participation in World War II. Standard: Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.

Overarching Standard: HSS-11.7 Students analyze America's participation in World War II. Standard: Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).

Overarching Standard: HSS-11.7 Students analyze America's participation in World War II. Standard: Analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms speech).

Overarching Standard: HSS-11.7 Students analyze America's participation in World War II. Standard: Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.

Overarching Standard: HSS-11.7 Students analyze America's participation in World War II. Standard: Describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.

Overarching Standard: HSS-11.7 Students analyze America's participation in World War II. Standard: Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).

Overarching Standard: HSS-11.7 Students analyze America's participation in World War II. Standard: Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy.

Standard: Students analyze the economic boom and social transformation of post-World War II America.

Overarching Standard: HSS-11.8 Students analyze the economic boom and social transformation of post-World War II America. Standard: Trace the growth of service sector, white collar, and professional sector jobs in business and government.

Overarching Standard: HSS-11.8 Students analyze the economic boom and social transformation of post-World War II America. Standard: Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.

Overarching Standard: HSS-11.8 Students analyze the economic boom and social transformation of post-World War II America. Standard: Examine Truman's labor policy and congressional reaction to it.

Overarching Standard: HSS-11.8 Students analyze the economic boom and social transformation of post-World War II America. Standard: Analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan.

Overarching Standard: HSS-11.8 Students analyze the economic boom and social transformation of post-World War II America. Standard: Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.

Overarching Standard: HSS-11.8 Students analyze the economic boom and social transformation of post-World War II America. Standard: Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.

Overarching Standard: HSS-11.8 Students analyze the economic boom and social transformation of post-World War II America. Standard: Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.

Overarching Standard: HSS-11.8 Students analyze the economic boom and social transformation of post-World War II America. Standard: Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).

Standard: Students analyze U.S. foreign policy since World War II.

Overarching Standard: HSS-11.9 Students analyze U.S. foreign policy since World War II. Standard: Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.

Overarching Standard: HSS-11.9 Students analyze U.S. foreign policy since World War II. Standard: Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.

Overarching Standard: HSS-11.9 Students analyze U.S. foreign policy since World War II. Standard: Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following: . The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting . The Truman Doctrine . The Korean War . The Berlin Blockade . The Bay of Pigs invasion and the Cuban Missile Crisis . Atomic testing in the American West, the "mutual assured destruction" doctrine, and disarmament policies . The Vietnam War . Latin American policy

Overarching Standard: HSS-11.9 Students analyze U.S. foreign policy since World War II. Standard: List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the "nuclear freeze" movement).

Overarching Standard: HSS-11.9 Students analyze U.S. foreign policy since World War II. Standard: Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.

Overarching Standard: HSS-11.9 Students analyze U.S. foreign policy since World War II. Standard: Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.

Overarching Standard: HSS-11.9 Students analyze U.S. foreign policy since World War II. Standard: Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.

Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. Essential Question(s): Where do choreographers get ideas for dances? Process Component(s): Explore Performance Standard(s): a. Synthesize content generated from stimulus materials to choreograph dance studies or dances using original or codified movement. b. Apply personal movement preferences and strengths with the movement vocabulary of several dance styles or genres to choreograph an original dance study or dance that communicates an artistic intent. Compare personal choices to those made by well-known choreographers.

Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning. Essential Question(s): How does dance deepen our understanding of ourselves, other knowledge, and events around us? Process Component(s): Synthesize Performance Standard(s): a. Analyze a dance that is related to content learned in other subjects and research its context. Synthesize information learned and share new ideas about its impact on one's perspective. b. Use established research methods and techniques to investigate a topic. Collaborate with others to identify questions and solve movement problems that pertain to the topic. Create and perform a piece of choreography on this topic. Discuss orally or in writing the insights relating to knowledge gained through the research process, the synergy of collaboration, and the transfer of learning from this project to other learning situations.

Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts. Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy? Process Component(s): Relate Performance Standard(s): Analyze dances from several genres or styles, historical time periods, and/or world dance forms. Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate.

Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers. Essential Question(s): What influences choice-making in creating choreography? Process Component(s): Plan Performance Standard(s): a. Work individually and collaboratively to design and implement a variety of choreographic devices and dance structures to develop original dances. Analyze how the structure and final composition informs the artistic intent. b. Develop an artistic statement that reflects a personal aesthetic for an original dance study or dance. Select and demonstrate movements that support the artistic statement.

Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning Essential Question(s): How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work? Process Component(s): Revise Performance Standard(s): a. Clarify the artistic intent of a dance by refining choreographic devices and dance structures, collaboratively or independently using established artistic criteria, self-reflection and the feedback of others. Analyze and evaluate impact of choices made in the revision process. b. Develop a strategy to record a dance using recognized systems of dance documentation (e.g., writing, a form of notation symbols, or using media technologies).

Enduring Understanding: Space, time, and energy are basic elements of dance. Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression? Process Component(s): Express Performance Standard(s): a. Dance alone and with others with spatial intention. Expand partner and ensemble skills to greater ranges and skill level. Execute complex floor and air sequences with others while maintaining and breaking relationships through focus and intentionality. b. Perform dance studies and compositions that use time and tempo in unpredictable ways. Use internal rhythms and kinetics as phrasing tools. c. Initiate movement phrases by applying energy and dynamics. Vary energy and dynamics over the length of a phrase. Transition smoothly out of one phrase and into the next phrase, paying close attention to its movement initiation and energy.

Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression. Essential Question(s): What must a dancer do to prepare the mind and body for artistic expression? Process Component(s): Embody Performance Standard(s): a. Refine technical dance skills to improve performance. Dance with sensibility toward and with other dancers while executing complex spatial, rhythmic and dynamic sequences to meet performance goals. b. Apply anatomical principles and healthful practices to a range of technical dance skills for achieving fluency of movement. Follow a personal nutrition plan that supports health for everyday life. c. Plan and execute collaborative and independent practice and rehearsal processes with attention to technique and artistry informed by personal performance goals. Reflect on personal achievements.

Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression. Essential Question(s): How does a dancer heighten artistry in a public performance? Process Component(s): Present Performance Standard(s): a. Demonstrate leadership qualities (e.g. commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal and performance. Implement performance practices to enhance projection. After the performance, accept notes from choreographer and apply corrections to future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance terminology and production terminology. b. Work collaboratively to produce a dance concert on a stage or in an alternative performance venue and plan the production elements that would be necessary to fulfill the artistic intent of the dance works.

Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning. Essential Question(s): How is a dance understood? Process Component(s): Analyze Performance Standard(s): a. Analyze dance works and provide examples of recurring patterns of movement and their relationships that create structure and meaning in dance. b. Analyze how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent within a cultural context. Use genre-specific dance terminology.

Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context. Essential Question(s): How is dance interpreted? Process Component(s): Interpret Performance Standard(s): Analyze and discuss how the elements of dance, dance structure, execution of dance movement principles, and context contribute to artistic expression. Use genre-specific dance terminology.

Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures Essential Question(s): What criteria are used to evaluate dance? Process Component(s): Critique Performance Standard(s): Compare and contrast two or more dances using evaluative criteria to critique artistic expression. Consider societal values and a range of perspectives. Use genre-specific dance terminology.

Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. Essential Question(s): Where do choreographers get ideas for dances? Process Component(s): Explore Performance Standard(s): a. Synthesize content generated from stimulus material. Experiment and take risks to discover a personal voice to communicate artistic intent. b. Expand personal movement preferences and strengths to discover unexpected solutions that communicate the artistic intent of an original dance. Analyze the unexpected solutions and explain why they were effective in expanding artistic intent.

Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning. Essential Question(s): How does dance deepen our understanding of ourselves, other knowledge, and events around us? Process Component(s): Synthesize Performance Standard(s): a. Review original choreography developed over time with respect to its content and context and its relationship to personal perspectives. Reflect on and analyze the variables that contributed to changes in one's personal growth. b. Investigate various dance related careers through a variety of research methods and techniques. Select those careers of most interest. Develop and implement a Capstone Project that reflects a possible career choice.

Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts. Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy? Process Component(s): Relate Performance Standard(s): Analyze dances from several genres or styles, historical time periods, and/or world dance forms. Discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate, and how the analysis has expanded one's dance literacy.

Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers. Essential Question(s): What influences choice-making in creating choreography? Process Component(s): Plan Performance Standard(s): a. Demonstrate fluency and personal voice in designing and choreographing original dances. Justify choreographic choices and explain how they are used to intensify artistic intent. b. Craft an artistic statement that communicates a personal, aesthetic, cultural, and artistic perspective in a collection of original work.

Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning Essential Question(s): How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work? Process Component(s): Revise Performance Standard(s): a. Clarify the artistic intent of a dance by manipulating and refining choreographic devices, dance structures, and artistic criteria using self-reflection and feedback from others. Document choices made in the revision process and justify how the refinements support artistic intent. b. Document a dance using recognized systems of dance documentation (e.g., writing, a form of notation symbols, or using media technologies).

Enduring Understanding: Space, time, and energy are basic elements of dance. Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression? Process Component(s): Express Performance Standard(s): a. Modulate and use the broadest range of movement in space for artistic and expressive clarity. Use inward and outward focus to clarify movement and intent. Establish and break relationships with other dancers and audience as appropriate to the dance. b. Modulate time factors for artistic interest and expressive acuity. Demonstrate time complexity in phrasing with and without musical accompaniment. Use multiple and complex rhythms (e.g., contrapuntal and/or polyrhythmic) at the same time. Work with and against rhythm of accompaniment or sound environments. c. Modulate dynamics to clearly express intent while performing dance phrases and choreography. Perform movement sequences expressively using a broad dynamic range and employ dynamic skills to establish and maintain relationships with other dancers and project to the audience.

Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression. Essential Question(s): What must a dancer do to prepare the mind and body for artistic expression? Process Component(s): Embody Performance Standard(s): a. Apply mind-body principles to technical dance skills in complex choreography when performing solo, partnering, or dancing in ensemble works in a variety of dance genres and styles. Self-evaluate performances and discuss and analyze performance ability with others. b. Research healthful and safe practices for dancers and modify personal practice based on findings. Discuss how research informs practice. c. Initiate, plan, and direct rehearsals with attention to technical details and fulfilling artistic expression. Use a range of rehearsal strategies to achieve performance excellence.

Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression. Essential Question(s): How does a dancer heighten artistry in a public performance? Process Component(s): Present Performance Standard(s): a. Demonstrate leadership qualities (e.g. commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal and performance. Enhance performance using a broad repertoire of strategies for dynamic projection. Develop a professional portfolio that documents the rehearsal and performance process with fluency in professional dance terminology and production terminology. b. Work collaboratively to produce dance concerts in a variety of venues and design and organize the production elements that would be necessary to fulfill the artistic intent of the dance works in each of the venues.

Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning. Essential Question(s): How is a dance understood? Process Component(s): Analyze Performance Standard(s): a. Analyze dance works from a variety of dance genres and styles and explain how recurring patterns of movement and their relationships create well-structured and meaningful choreography. b. Analyze and compare the movement patterns and their relationships in a variety of genres, styles, or cultural movement practices and explain how their differences impact communication and intent within a cultural context. Use genre-specific dance terminology.

Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context. Essential Question(s): How is dance interpreted? Process Component(s): Interpret Performance Standard(s): Analyze and interpret how the elements of dance, dance structure, execution of dance movement principles, and context contribute to artistic expression across different genres, styles, or cultural movement practices. Use genre-specific dance terminology.

Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures Essential Question(s): What criteria are used to evaluate dance? Process Component(s): Critique Performance Standard(s): Define personal artistic preferences to critique dance. Consider societal and personal values, and a range of artistic expression. Discuss perspectives with peers and justify views.

Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. Essential Question(s): Where do choreographers get ideas for dances? Process Component(s): Explore Performance Standard(s): a. Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement. b. Experiment with the elements of dance to explore personal movement preferences and strengths and select movements that challenge skills and build on strengths in an original dance study or dance.

Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning. Essential Question(s): How does dance deepen our understanding of ourselves, other knowledge, and events around us? Process Component(s): Synthesize Performance Standard(s): a. Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by the choreographer may impact one's own interpretation. Provide evidence to support one's analysis. b. Collaboratively identify a dance related question or problem. Conduct research through interview, research database, text, media, or movement. Analyze and apply information gathered by creating a group dance that answers the question posed. Discuss how the dance communicates new perspectives or realizations. Compare orally and in writing the process used in choreography to that of other creative, academic, or scientific procedures.

Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts. Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy? Process Component(s): Relate Performance Standard(s): Analyze and discuss dances from selected genres or styles and/or historical time periods and formulate reasons for the similarities and differences between them in relation to the ideas and perspectives of the peoples from which the dances originate.

Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers. Essential Question(s): What influences choice-making in creating choreography? Process Component(s): Plan Performance Standard(s): a. Collaborate to design a dance using choreographic devices and dance structures to support an artistic intent. Explain how the dance structures clarify the artistic intent. b. Develop an artistic statement for an original dance study or dance. Discuss how the use of movement elements, choreographic devices and dance structures serve to communicate the artistic statement.

Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning Essential Question(s): How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work? Process Component(s): Revise Performance Standard(s): a. Clarify the artistic intent of a dance by manipulating choreographic devices and dance structures based on established artistic criteria and feedback from others. Analyze and evaluate impact of choices made in the revision process. b. Compare and use recognized systems to document a section of a dance (e.g., writing, a form of notation symbols, or using media technologies).

Enduring Understanding: Space, time, and energy are basic elements of dance. Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression? Process Component(s): Express Performance Standard(s): a. Develop partner and ensemble skills that enable contrast while maintaining a sense of spatial design and relationship (e.g., through lifts, balance, or other means). Use space intentionally during phrases and through transitions between phrases. Establish and break relationships with others as appropriate to the choreography. b. Use syncopation and accent movements related to different tempi. Take rhythmic cues from different aspects of accompaniment. Integrate breath phrasing with metric and kinesthetic phrasing. c. Connect energy and dynamics to movements by applying them in and through all parts of the body. Develop total body awareness so that movement phrases demonstrate variances of energy and dynamics.

Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression. Essential Question(s): What must a dancer do to prepare the mind and body for artistic expression? Process Component(s): Embody Performance Standard(s): a. Embody technical dance skills (e.g., functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to retain and execute dance choreography. b. Develop a plan for healthful practices in dance activities and everyday life including nutrition and injury prevention. Discuss implementation of the plan and how it supports personal performance goals. c. Collaborate with peers to establish and implement a rehearsal plan to meet performance goals. Use a variety of strategies to analyze and evaluate performances of self and others (e.g., use video recordings of practice to analyze the difference between the way movements look and how they feel to match performance with visual affect). Articulate performance goals and justify reasons for selecting particular practice strategies.

Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression. Essential Question(s): How does a dancer heighten artistry in a public performance? Process Component(s): Present Performance Standard(s): a. Demonstrate leadership qualities (e.g. commitment, dependability, responsibility, and cooperation) when preparing for performances. Demonstrate performance etiquette and performance practices during class, rehearsal and performance. After the performance, accept notes from choreographer and apply corrections to future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance terminology and production terminology. b. Evaluate possible designs for the production elements of a performance and select and execute the ideas that would intensify and heighten the artistic intent of the dances.

Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning. Essential Question(s): How is a dance understood? Process Component(s): Analyze Performance Standard(s): a. Analyze recurring patterns of movement and their relationships in dance in context of artistic intent. b. Explain how dance communicates aesthetic and cultural values in a variety of genres, styles, or cultural movement practices. Use genre-specific dance terminology.

Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context. Essential Question(s): How is dance interpreted? Process Component(s): Interpret Performance Standard(s): Select and compare different dances and discuss their intent and artistic expression. Explain how the relationships among the elements of dance, use of body, dance technique, dance structure, and context enhance meaning and support intent using genre-specific dance terminology.

Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures Essential Question(s): What criteria are used to evaluate dance? Process Component(s): Critique Performance Standard(s): Analyze the artistic expression of a dance. Discuss insights using evaluative criteria and genre-specific dance terminology.

Enduring Understanding: : Media artworks synthesize meaning and form cultural experience. Essential Question(s): How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? Process Component(s): Synthesize Performance Standard(s): a. Synthesize internal and external resources, such as cultural connections, introspection, independent research, and exemplary works, to enhance the creation of compelling media artworks. b. Explain and demonstrate the use of media artworks to synthesize new meaning and knowledge in addition to reflecting and forming cultural experiences, such as new connections between themes and ideas and personal influence.

Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts. Essential Question(s): How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work? Process Component(s): Relate Performance Standard(s): a. Examine in depth and demonstrate the relationships of media arts ideas and works to various contexts, purposes, and values, such as markets, systems, propaganda, and truth. b. Critically investigate and proactively interact with legal, technological, systemic, and vocational contexts of media arts, considering civic values, media literacy, digital identity, and artist/audience interactivity.

Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Question(s): How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Process Component(s): Conceive Performance Standard(s): Strategically utilize generative methods to formulate multiple ideas, and refine artistic goals to increase originality in media arts creation processes.

Enduring Understanding: Media artists plan, organize, and develop creative ideas and models into process structures that can effectively realize the artistic idea. Essential Question(s): How do media artists organize and develop ideas and models into process structures to achieve the desired end product? Process Component(s): Develop Performance Standard(s): Apply a personal aesthetic in designing, testing, and refining original artistic ideas, prototypes, and production strategies for media arts productions, considering artistic intentions, constraints of resources, and presentation context.

Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks. Essential Question(s): How are complex media arts experiences constructed? Process Component(s): Integrate Performance Standard(s): Integrate various arts, media arts forms, and academic content into unified media arts productions, such as transmedia productions, that retain thematic integrity and stylistic consistency.

Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions. Essential Question(s): What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques? Process Component(s): Practice Performance Standard(s): a. Demonstrate effective command of artistic, design, technical and soft skills in managing and producing media artworks. b. Demonstrate creative, and innovative abilities, such as resisting closure and responsive use of failure, to effectively address sophisticated challenges within and through media arts productions.

Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts. Essential Question(s): How does time, place, audience, and context affect presenting or performing choices for media artworks? Process Component(s): Present Performance Standard(s): Design the effective presentation and promotion of media artworks for a variety of formats and contexts, such as local exhibits, mass markets and virtual channels.

Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Question(s): How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience? Process Component(s): Perceive Performance Standard(s): a. Analyze and explain the qualities of and relationships between the components, form and content, aesthetics, intentions and contexts of a variety of media artworks. b. Analyze and explain how diverse media artworks manage audience experience and create intention and persuasion through multimodal perception.

Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. Essential Question(s): How do people relate to and interpret media artworks? Process Component(s): Interpret Performance Standard(s): Analyze the intent, meanings, and influence of a variety of media artworks, based on personal, societal, historical, and cultural contexts.

Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks. Essential Question(s): How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them? Process Component(s): Evaluate Performance Standard(s): Form and apply defensible evaluations in the constructive and systematic critique of media artworks and production processes.

Enduring Understanding: : Media artworks synthesize meaning and form cultural experience. Essential Question(s): How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? Process Component(s): Synthesize Performance Standard(s): a. Independently and proactively access relevant and qualitative resources to inform the creation of cogent media artworks. b. Demonstrate and expound on the use of media artworks to consummate new meaning, knowledge, and impactful cultural experiences.

Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts. Essential Question(s): How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work? Process Component(s): Relate Performance Standard(s): a. Demonstrate the relationships of media arts ideas and works to personal and global contexts, purposes, and values, through relevant and impactful media artworks. b. Critically investigate and strategically interact with legal, technological, systemic, cultural and vocational contexts of media arts considering the impacts upon individuals and the community.

Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Question(s): How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Process Component(s): Conceive Performance Standard(s): Integrate aesthetic principles with a variety of generative methods to fluently form original ideas, solutions, and innovations in media arts creation processes.

Enduring Understanding: Media artists plan, organize, and develop creative ideas and models into process structures that can effectively realize the artistic idea. Essential Question(s): How do media artists organize and develop ideas and models into process structures to achieve the desired end product? Process Component(s): Develop Performance Standard(s): Integrate a sophisticated personal aesthetic and knowledge of systems processes in proposing, forming, and testing original artistic ideas, prototypes, and production frameworks, considering complex constraints of goals, time, resources, and personal limitations.

Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks. Essential Question(s): What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists refine their work? Process Component(s): Construct Performance Standard(s): a. Synthesize content, processes, and components to express compelling purpose, story, emotion, or ideas in complex media arts productions, demonstrating mastery of associated aesthetic principles, such as hybridization. b. Intentionally and consistently refine and elaborate elements and components to form impactful expressions in media artworks, directed at specific purposes, audiences, and contexts.

Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks. Essential Question(s): How are complex media arts experiences constructed? Process Component(s): Integrate Performance Standard(s): Synthesize various arts, media arts forms, and academic content into unified media arts productions, such as transdisciplinary productions, that retain artistic fidelity across platforms.

Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions. Essential Question(s): What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques? Process Component(s): Practice Performance Standard(s): a. Employ mastered artistic, design, technical, and soft skills in managing and producing media artworks. b. Fluently employ creativity and innovation in formulating lines of inquiry and solutions to address complex challenges within and through media arts productions.

Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts. Essential Question(s): How does time, place, audience, and context affect presenting or performing choices for media artworks? Process Component(s): Present Performance Standard(s): Curate, design, and promote the presentation of media artworks for intentional impacts, through a variety of contexts, such as markets and venues.

Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Question(s): How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience? Process Component(s): Perceive Performance Standard(s): a. Analyze and synthesize the qualities and relationships of the components and the audience impact in a variety of media artworks. b. Examine diverse media artworks, analyzing methods for managing audience experience, creating intention and persuasion through multimodal perception, and systemic communications.

Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. Essential Question(s): How do people relate to and interpret media artworks? Process Component(s): Interpret Performance Standard(s): Analyze the intent, meanings and impacts of diverse media artworks, considering complex factors of context and bias.

Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks. Essential Question(s): How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them? Process Component(s): Evaluate Performance Standard(s): Independently develop rigorous evaluations of, and strategically seek feedback for, media artworks and production processes, considering complex goals and factors.

Enduring Understanding: : Media artworks synthesize meaning and form cultural experience. Essential Question(s): How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? Process Component(s): Synthesize Performance Standard(s): a. Access, evaluate, and integrate personal and external resources, such as interests, research, and cultural experiences, to inform the creation of original media artworks. b. Explain and demonstrate the use of media artworks to expand meaning and knowledge, and create cultural experiences, such as learning and sharing through local and global networks.

Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts. Essential Question(s): How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work? Process Component(s): Relate Performance Standard(s): a. Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as social trends, power, equality, and personal/cultural identity. b. Critically evaluate and effectively interact with legal, technological, systemic, and vocational contexts of media arts, considering civic values, media literacy, social media, virtual environments, and digital identity.

Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Question(s): How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Process Component(s): Conceive Performance Standard(s): Use identified generative methods to formulate multiple ideas, develop artistic goals, and problem solve in media arts creation processes.

Enduring Understanding: Media artists plan, organize, and develop creative ideas and models into process structures that can effectively realize the artistic idea. Essential Question(s): How do media artists organize and develop ideas and models into process structures to achieve the desired end product? Process Component(s): Develop Performance Standard(s): Apply aesthetic criteria in developing, and refining artistic ideas, plans, prototypes, and production processes for media arts productions, considering original inspirations, goals, and presentation context.

Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks. Essential Question(s): How are complex media arts experiences constructed? Process Component(s): Integrate Performance Standard(s): Integrate various arts, media arts forms, and content into unified media arts productions, considering the reaction and interaction of the audience and experiential design.

Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions. Essential Question(s): What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques? Process Component(s): Practice Performance Standard(s): a. Demonstrate progression in artistic, design, technical, and soft skills, as a result of selecting and fulfilling specified roles in the production of a variety of media artworks. b. Develop and refine a determined range of creative and innovative abilities, such as applications of tools, risk taking and design thinking, in addressing identified challenges and constraints within and through media arts productions.

Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts. Essential Question(s): How does time, place, audience, and context affect presenting or performing choices for media artworks? Process Component(s): Present Performance Standard(s): Design the presentation of media artworks, considering the relationships of formats and contexts, and desired outcomes.

Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Question(s): How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience? Process Component(s): Perceive Performance Standard(s): a. Analyze and describe the qualities of and relationships between the components, content, and intentions of various media artworks. b. Analyze how a variety of media artworks manage audience experience and create intention through multimodal perception.

Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. Essential Question(s): How do people relate to and interpret media artworks? Process Component(s): Interpret Performance Standard(s): Analyze the intent, meanings, and reception of a variety of media artworks, focusing on personal and cultural contexts.

Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks. Essential Question(s): How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them? Process Component(s): Evaluate Performance Standard(s): Evaluate media art works and production processes at decisive stages, using identified criteria, and considering context and artistic goals.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Synthesize personal interests, knowledge, skills, and contexts and how they relate to choices and intent when creating, performing and responding to music.

Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Synthesize the connections between music and societal, cultural and historical contexts when creating, performing and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories, visual images, concepts, texts, or storylines.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan and Make Performance Standard(s): a. Assemble and organize multiple sounds or musical ideas to create initial expressive statements of selected sonic events, memories, images, concepts, texts, or storylines. b. Describe and explain the development of sounds and musical ideas in drafts of music within a variety of simple or moderately complex forms (such as binary, rondo, or ternary).

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Identify, describe, and apply selected teacher-provided or personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): a. Share music through the use of notation, solo or group performance, or technology, and demonstrate and describe how the elements of music and compositional techniques have been employed to realize expressive intent. b. Describe the selected contexts and performance mediums for presenting personal works, and explain why they successfully impact the final composition and presentation.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Identify and select specific passages, sections, or movements in musical works that express personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple forms (such as binary, ternary, rondo) or moderately complex forms.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Analyze how the elements of music (including form) of selected works relate to the style, function, and context, and explain the implications for rehearsal and performance.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Develop interpretations of works based on an understanding of the use of elements of music, style, mood, function, and context, explaining and supporting how the interpretive choices reflect the creators' intent.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): a. Create rehearsal plans for works, identifying the form, repetition and variation within the form, and the style and historical or cultural context of the work. b. Using established criteria and feedback, identify the ways in which performances convey the formal design, style, and historical/cultural context of the works. c. Identify and implement strategies for improving the technical and expressive aspects of varied works.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): a. Share live or recorded performances of works (both personal and others'), and explain how the elements of music and compositional techniques are used to convey intent. b. Explain how compositions are appropriate for both audience and context, and how this will shape future compositions.

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Apply teacher-provided or personally-developed criteria to select music that expresses personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple or moderately complex forms, and describe and defend the choices as models for composition.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Analyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques and procedures, relating them to style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and listener.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators' and performers' expressive intent? Process Component(s): Interpret Performance Standard(s): Develop and support interpretations of varied works, demonstrating an understanding of the composers' intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): a. Explain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of music theory as well as compositional techniques and procedures. b. Describe ways in which critiquing others' work and receiving feedback from others have been specifically applied in the personal creative process.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Synthesize personal interests, knowledge, skills, and contexts and how they relate to choices and intent when creating, performing, and responding to music.

Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Synthesize the connections between music and societal, cultural, and historical contexts when creating, performing, and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristic(s) of music from a variety of cultures studied in rehearsal.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan and Make Performance Standard(s): a. Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristic(s) of music from a variety of cultures studied in rehearsal. b. Preserve draft compositions through standard notation, and improvisations through audio or video recording.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally-developed criteria, including the extent to which they address identified purposes.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): Share personally-developed arrangements, sections, and short compositions- individually or as an ensemble-that address identified purposes.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Document and demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as well as performers' technical skill to connect with the audience.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate their success.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): a. Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods. b. Demonstrate an understanding of intent as a means for connecting with an audience through prepared and improvised performances.

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Explain how the analysis of structures and contexts inform the response to music.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied researched sources.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): Evaluate works and performances based on research as well as personally- and collaboratively-developed criteria, including analysis and interpretation of the structure and context.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Synthesize personal interests, knowledge, skills, and contexts and how they relate to choices and intent when creating, performing, and responding to music.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Synthesize the connections between music and societal, cultural and historical contexts when creating, performing and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Generate melodic, rhythmic, and harmonic ideas for compositions, improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan & Make Performance Standard(s): Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions, improvisations, and accompaniment patterns in a variety of styles, and harmonizations for given melodies.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Develop and apply criteria to critique, improve, and refine drafts of compositions, improvisations, and accompaniment patterns in a variety of styles, and harmonizations for given melodies.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): Perform final versions of compositions, improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that include melodies, improvisations, and chordal accompaniments in a variety of styles.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of styles.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Explain in interpretations the context (social, cultural, and historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, improvisations, and chordal accompaniments in a variety of styles.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of styles, and create rehearsal strategies to address performance challenges and refine the performances.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of music and specified purpose and context (social, cultural, and historical).

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical inform the response.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators' and performers' expressive intent? Process Component(s): Interpret Performance Standard(s): Explain and support possible interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when applicable) the setting of the text, and varied researched sources.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): Apply personally-developed and established criteria based on research, personal preference, analysis, interpretation, expressive intent, and musical qualities to evaluate contrasting individual and small group musical selections.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Synthesize personal interests, knowledge, skills, and contexts and how they relate to choices and intent when creating, performing, and responding to music.

Enduring Understanding: Musicians connect societal, cultural and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Synthesize the connections between music and societal, cultural and historical contexts when creating, performing and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations using digital tools and digital resources.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan and Make Performance Standard(s): Select melodic, rhythmic, and harmonic ideas to develop into a larger work that exhibits unity and variety using digital and analog tools.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Develop and implement varied strategies to improve and refine the technical and expressive aspects of draft compositions and improvisations.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): Share compositions and improvisations that demonstrate musical and technological craftsmanship, using teacher-provided or personally-selected digital and analog tools and resources in developing and organizing musical ideas.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Develop and apply criteria to select a varied repertoire to study and perform based on interest, an understanding of theoretical and structural characteristics of the music, and the performer's technical skill using digital tools and resources.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Explain and demonstrate how context, theoretical and structural aspects of the music and digital media/tools inform and influence prepared and improvised performances.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Demonstrate how understanding the style, genre, context, and use of digital tools and resources in a varied repertoire of music influences prepared or improvised performances and performers' ability to connect with audiences.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): Develop and implement rehearsal strategies to improve and refine the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): a. Using digital tools and resources, demonstrate technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres. b. Demonstrate an understanding of the expressive intent when connecting with an audience through prepared and improvised performances.

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Select and critique contrasting musical works, defending opinions based on manipulations of the elements of music, digital and electronic aspects, and the purpose and context of the works.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Explain how an analysis of the structure, context, and technological aspects of the music informs the response.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators' and performers' expressive intent? Process Component(s): Interpret Performance Standard(s): Connect the influence of the treatment of the elements of music, digital and electronic features, context, purpose, and other art forms to the expressive intent of musical works.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): Apply teacher-provided or personally-developed criteria to evaluate music based on analysis, interpretation, artistic intent, digital, electronic, and analog features, and musical qualities.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Integrate and interrelate how personal interests, knowledge, skills, contexts, and audience expectations connect to choices and intent when creating, performing and responding to music.

Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Integrate and interrelate the connections between music and societal, cultural and historical contexts when creating, performing and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended sonic experiences or abstract ideas.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan and Make Performance Standard(s): a. Assemble and organize multiple sounds or extended musical ideas to create initial expressive statements of selected extended sonic experiences or abstract ideas. b. Analyze and demonstrate the development of sounds and extended musical ideas in drafts of music within a variety of moderately complex or complex forms.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Research, identify, explain, and apply personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): a. Share music through the use of notation, solo or group performance, or technology, and demonstrate and explain how the elements of music, compositional techniques and processes have been employed to realize expressive intent. b. Describe a variety of possible contexts and performance mediums for presenting personal works, and explain and compare how each could impact the success of the final composition and presentation.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Identify and select specific creators' intent, movements, or entire works that express personal experiences and interests, moods, visual images, concepts, texts, or storylines in moderately complex or complex forms.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Analyze how the elements of music (including form) and compositional techniques of selected works relate to the style, function, and context, and explain and support the analysis and its implications for rehearsal and performance.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Develop interpretations of works based on an understanding of the use of elements of music (including form), compositional techniques, style, function, and context, explaining and justifying how the interpretive choices reflect the creators' intent.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): a. Create rehearsal plans for works, identifying the form, repetition and variation within the form, compositional techniques, and the style and historical or cultural context of the work. b. Using established criteria and feedback, identify the ways in which performances use compositional techniques and convey the formal design, style, and historical/cultural context of the works. c. Identify, compare, and implement strategies for improving the technical and expressive aspects of multiple contrasting works.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): a. Share live or recorded performances of works (both personal and others'), and explain and/or demonstrate understanding of how the expressive intent of the music is conveyed. b. Explain how compositions are appropriate for a variety of audiences and contexts, and how this will shape future compositions.

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Apply researched or personally-developed criteria to select music that expresses personal experiences and interests, visual images, concepts, texts, or storylines in moderately complex or complex forms, and describe and justify the choice as models for composition.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Analyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques and procedures, relating them to aesthetic effectiveness, style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and listener.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators' and performers' expressive intent? Process Component(s): Interpret Performance Standard(s): Develop, justify and defend interpretations of varied works, demonstrating an understanding of the composers' intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): a. Evaluate the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of theoretical concepts and complex compositional techniques and procedures. b. Describe and evaluate ways in which critiquing others' work and receiving feedback from others have been specifically applied in the personal creative process.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Integrate and interrelate how personal interests, knowledge, skills, contexts, and audience expectations connect to choices and intent when creating, performing, and responding to music.

Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Integrate and interrelate the connections between music and societal, cultural, and historical contexts when creating, performing, and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Compose and improvise musical ideas for a variety of purposes and contexts.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan and Make Performance Standard(s): a. Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts. b. Preserve draft musical works through standard notation, and audio or video recording.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Evaluate and refine varied draft musical works based on appropriate criteria, including the extent to which they address identified purposes and contexts.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): Share varied, personally-developed musical works- individually or as an ensemble-that address identified purposes and contexts.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Examine, evaluate, and critique, using music reading skills where appropriate, how the structure and context impact and inform prepared and improvised performances.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Demonstrate how understanding the style, genre, and context of a varied repertoire of music informs prepared and improvised performances as well as performers' technical skill to connect with the audience.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): a. Demonstrate an understanding and mastery of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles. b. Demonstrate an ability to connect with audience members before and during the process of engaging with and responding to them through prepared and improvised performances.

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Use research and personally developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Demonstrate and justify how the analysis of structures, contexts, and performance decisions inform the response to music.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): Develop and justify evaluations of music, programs of music, and performances based on criteria, personal decision-making, research, and understanding of contexts.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Integrate and interrelate how personal interests, knowledge, skills, contexts, and audience expectations connect to choices and intent when creating, performing, and responding to music.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Integrate and interrelate the connections between music and societal, cultural and historical contexts when creating, performing and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Generate melodic, rhythmic, and harmonic ideas for a collection of compositions representing a variety of forms and styles, improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan & Make Performance Standard(s): Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions representing a variety of forms and styles, improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Develop and apply criteria to critique, improve, and refine drafts of compositions representing a variety of forms and styles, improvisations in a variety of styles, and stylistically appropriate harmonizations for given melodies.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): Perform final versions of a collection of compositions representing a variety of forms and styles, improvisations in several different styles, and stylistically appropriate harmonizations for given melodies, demonstrating technical skill in applying principles of composition/ improvisation and originality in developing and organizing musical ideas.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music selected for performance programs that includes melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Explain and present interpretations that demonstrate and describe the social, cultural, or historical) and an understanding of the creators' intent in repertoire for varied programs of music that include melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): Develop and apply criteria, including feedback from multiple sources, to critique varied programs of music repertoire selected for individual and small group performance, and create rehearsal strategies to address performance challenges and refine the performances.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire for programs of music that includes melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Demonstrate and justify how the structural characteristics function within a variety of musical selections, and distinguish how context and creative decisions inform the response.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators' and performers' expressive intent? Process Component(s): Interpret Performance Standard(s): Establish and justify possible interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including reference to examples from other art forms.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): Develop and justify evaluations of a variety of individual and small group musical selections based on personally-developed and established criteria, personal decision making, and knowledge and understanding of context.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Integrate and interrelate how personal interests, knowledge, skills, contexts, and audience expectations connect to choices and intent when creating, performing, and responding to music.

Enduring Understanding: Musicians connect societal, cultural and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Integrate and interrelate the connections between music and societal, cultural and historical contexts when creating, performing and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations that incorporate digital tools, digital resources, and digital systems.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan and Make Performance Standard(s): Select, develop, and organize multiple melodic, rhythmic and harmonic ideas to develop into a larger work that exhibits unity, variety, complexity, and coherence using digital and analog tools, resources, and systems.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Develop and implement varied strategies and apply appropriate criteria to improve and refine the technical and expressive aspects of draft compositions and improvisations.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): Share a portfolio of musical creations representing varied styles and genres that demonstrates musical and technological craftsmanship, using personally-selected digital and analog tools, resources and systems in developing and organizing musical ideas.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Develop and apply criteria to select varied programs to study and perform based on interest, an understanding of the theoretical and structural characteristics, as well as expressive challenges in the music, and the performer's technical skill using digital tools, resources, and systems.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Examine, evaluate and critique how context, theoretical and structural aspects of the music and digital media/tools inform and influence prepared and improvised performances.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Demonstrate how understanding the style, genre, context, and integration of digital technologies in a varied repertoire of music informs and influences prepared and improvised performances and their ability to connect with audiences.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): Apply appropriate criteria as well as feedback from multiple sources and develop and implement varied strategies to improve and refine the technical and expressive aspects of prepared and improvised performances in varied programs of music.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): a. Integrating digital and analog tools and resources, demonstrate an understanding and attention to technical accuracy and expressive qualities of the music in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, genres, and historical periods. b. Demonstrate an ability to connect with audience members before, and engaging with and responding to them during prepared and improvised performances.

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Select, evaluate and compare a variety of musical selections based on characteristics and knowledge of the music, understanding of digital and electronic aspects, and the purpose and context of the works.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Demonstrate and justify how an analysis of the structural characteristics, context, and technological and creative decisions, informs interest in and response to the music.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators' and performers' expressive intent? Process Component(s): Interpret Performance Standard(s): Examine and cite research and multiple sources to connect the influence of the treatment of the elements of music, digital and electronic features, context, purpose, and other art forms to the expressive intent of musical works.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): Develop and justify the evaluation of a variety of music based on established and personally-developed criteria, digital, electronic and analog features, and understanding of purpose and context.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Connect and demonstrate how personal interests, knowledge, and skills relate to choices and intent when creating, performing and responding to music.

Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Connect and demonstrate the relationships between music and societal, cultural and historical contexts when creating, performing and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or storylines.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan and Make Performance Standard(s): a. Assemble and organize sounds or short musical ideas to create initial expressions of selected experiences, moods, images, or storylines. b. Identify and describe the development of sounds or short musical ideas in drafts of music within simple forms (such as one part, cyclical, or binary).

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Identify, describe, and apply teacher-provided criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): a. Share music through the use of notation, performance, or technology, and demonstrate how the elements of music have been employed to realize expressive intent. b. Describe the given context and performance medium for presenting personal works, and how they impact the final composition and presentation.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Identify and select specific excerpts, passages, or sections in musical works that express a personal experience, mood, visual image, or storyline in simple forms (such as one-part, cyclical, binary).

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Analyze how the elements of music (including form) of selected works relate to style and mood and explain the implications for rehearsal or performance.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators' intent.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): a. Create rehearsal plans for works, identifying repetition and variation within the form. b. Using established criteria and feedback, identify the way(s) in which performances convey the elements of music, style, and mood. c. Identify and implement strategies for improving the technical and expressive aspects of multiple works.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): a. Share live or recorded performances of works (both personal and others') and explain how the elements of music are used to convey intent. b. Identify how compositions are appropriate for an audience or context, and how this will shape future compositions.

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Apply teacher-provided criteria to select music that expresses a personal experience, mood, visual image, or storyline in simple forms (such as one-part, cyclical, binary), and describe the choices as models for composition.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe how the analysis provides models for personal growth as composer, performer, and listener.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators' and performers' expressive intent? Process Component(s): Interpret Performance Standard(s): Develop and explain interpretations of varied works, demonstrating an understanding of the composers' intent by citing technical and expressive aspects as well as the style/genre of each work.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): a. Describe the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of fundamentals of music theory. b. Describe the way(s) in which critiquing others' work and receiving feedback from others can be applied in the personal creative process.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Connect and demonstrate how personal interests, knowledge, and skills relate to choices and intent when creating, performing, and responding to music.

Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Connect and demonstrate the relationships between music and societal, cultural, and historical contexts when creating, performing, and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Compose and improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristic(s) of music from a variety of historical periods studied in rehearsal.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan and Make Performance Standard(s): a. Select and develop draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristic(s) of music from a variety of historical periods studied in rehearsal. b. Preserve draft compositions through standard notation and improvisations through audio recording.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisations based on established criteria, including the extent to which they address identified purposes.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): Share personally-developed melodies, rhythmic passages, and arrangements- individually or as an ensemble-that address identified purposes.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Explain the criteria used to select a varied repertoire to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres. b. Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Explain how the analysis of passages and understanding the way the elements of music are manipulated inform the response to music.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Explain and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and personal research.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Connect and demonstrate how personal interests, knowledge, and skills relate to choices and intent when creating, performing, and responding to music.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Connect and demonstrate the relationships between music and societal, cultural and historical contexts when creating, performing and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Generate melodic, rhythmic, and harmonic ideas for improvisations, compositions and three-or-more- chord accompaniments in a variety of patterns.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan & Make Performance Standard(s): Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of improvisations, compositions, and three-or more- chord accompaniments in a variety of patterns.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Develop and apply criteria to critique, improve, and refine drafts of improvisations, compositions and three-or more -chord accompaniments in a variety of patterns.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): Perform final versions of improvisations, compositions, and three-or more -chord accompaniments in a variety of patterns, demonstrating technical skill in applying principles of composition/ improvisation and originality in developing and organizing musical ideas.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that include melodies, improvisations, and chordal accompaniments in a variety of patterns.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Identify and describe important theoretical and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of patterns.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, improvisations, and chordal accompaniments in a variety of patterns.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of patterns, and create rehearsal strategies to address performance challenges and refine the performances.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, improvisations, and chordal accompaniments in a variety of patterns, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose and context (social, cultural, and historical).

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical) inform the response.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators' and performers' expressive intent? Process Component(s): Interpret Performance Standard(s): Explain and support possible interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when applicable) the setting of the text, and outside sources.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): Develop and apply teacher-provided and established criteria based on personal preference, analysis, and context (personal, social, and cultural) to evaluate individual and small group musical selections.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding? Process Component(s): Synthesize Performance Standard(s): Connect and demonstrate how personal interests, knowledge, and skills relate to choices and intent when creating, performing, and responding to music.

Enduring Understanding: Musicians connect societal, cultural and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Connect and demonstrate the relationships between music and societal, cultural and historical contexts when creating, performing and responding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools.

Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan and Make Performance Standard(s): Select melodic, rhythmic, and harmonic ideas to develop into a larger work using digital tools and digital resources.

Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work? Process Component(s): Evaluate and Refine Performance Standard(s): Drawing on feedback from teachers and peers, develop and implement strategies to improve and refine the technical and expressive aspects of draft compositions and improvisations.

Enduring Understanding: 3.2 Musicians' presentation of creative work is the culmination of a process of creation and communication. Essential Question(s): When is creative work ready to share? Process Component(s): Present Performance Standard(s): Share compositions or improvisations that demonstrate musical and technological craftsmanship, using teacher-provided digital tools and resources in developing and organizing musical ideas.

Enduring Understanding: 4.1 Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire? Process Component(s): Select Performance Standard(s): Develop and explain the criteria used for selecting a varied repertoire of music based on interest, music reading skills, and an understanding of the performer's technical and technological skill.

Enduring Understanding: 4.2 Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance? Process Component(s): Analyze Performance Standard(s): Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works? Process Component(s): Interpret Performance Standard(s): Demonstrate how understanding the context, expressive challenges, and use of digital tools in a varied repertoire of music influence prepared or improvised performances.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance? Process Component(s): Rehearse, Evaluate, and Refine Performance Standard(s): Identify and implement rehearsal strategies to improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Process Component(s): Present Performance Standard(s): a. Using digital tools, demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music b. Demonstrate an understanding of the context of music through prepared and improvised performances.

Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience? Process Component(s): Select Performance Standard(s): Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and connections to interest or purpose.

Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question(s): How do individuals choose music to experience? Process Component(s): Analyze Performance Standard(s): Explain how knowledge of the structure (repetition, similarities, contrasts), technological aspects, and purpose of the music informs the response.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators' and performers' expressive intent? Process Component(s): Interpret Performance Standard(s): Explain and support an interpretation of the expressive intent of musical selections based on treatment of the elements of music, digital and electronic features, and purpose.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)? Process Component(s): Evaluate Performance Standard(s): Evaluate music using teacher-provided criteria based on analysis, interpretation, digital and electronic features, and personal interests.

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work. Essential Question(s): What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy? Process Component(s): Empathize Performance Standard(s): Choose and interpret a drama/theatre work to reflect or question personal beliefs.

Enduring Understanding: 11.1 Theatre artists understand and can communicate through their creative process as they analyze the way the world may be understood. Essential Question(s): What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work? Process Component(s): Interrelate Performance Standard(s): a. Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural drama/theatre work. b. Demonstrate the practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design.

Enduring Understanding: 11.2 Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work. Essential Question(s): In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? Process Component(s): Research Performance Standard(s): a. Formulate creative choices for a devised or scripted drama/theatre work based on research about the selected topic. b. Investigate how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work.

Enduring Understanding: Theatre artists rely on intuition, curiosity, culture, and critical inquiry. Essential Question(s): What happens when theatre artists use their culture, imaginations and/or learned theatre skills while engaging in creative exploration and inquiry? Process Component(s): Envision,Conceptualize Performance Standard(s): a. Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work. b. Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/theatre work. c. Understand and apply technical theatre elements to design solutions for a drama/theatre work.

Enduring Understanding: Theatre artists work to discover different ways of communicating meaning. Essential Question(s): How, when, and why do theatre artists' choices change? Process Component(s): Develop Performance Standard(s): a. Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre in western or non-western theatre traditions. b. Cooperate as a creative team to make interpretive choices for a drama/theatre work.

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal. Essential Question(s): How do theatre artists transform and edit their initial ideas? Process Component(s): Rehearse Performance Standard(s): a. Use the rehearsal process to analyze the dramatic concept and design elements of a devised or scripted drama/theatre work. b. Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.

Enduring Understanding: Theatre artists make strong choices to effectively convey meaning. Essential Question(s): Why are strong choices essential to interpreting a drama or theatre piece? Process Component(s): Select Performance Standard(s): a. Discover how unique choices shape believable and sustainable drama/ theatre work. b. Identify essential text information, research from various sources, and the director's concept that influence character choices in a drama/theatre work.

Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design. Essential Question(s): What can I do to fully prepare a performance or technical design? Process Component(s): Prepare Performance Standard(s): a. Refine a range of acting skills to build a believable and sustainable drama/theatre performance. b. Apply technical theatre elements and research to create a design that communicates the concept of a drama/theatre production.

Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience in diverse cultures. Essential Question(s): What happens when theatre artists and audiences share a creative experience? Process Component(s): Share, Present Performance Standard(s): Present a drama/theatre work using creative processes that shape the production for a specific audience.

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences. Essential Question(s): How do theatre artists comprehend the essence of drama processes and theatre experiences? Process Component(s): Reflect Performance Standard(s): Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work.

Enduring Understanding: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences, culture, and aesthetics. Essential Question(s): How can the same work of art communicate different messages to different people? Process Component(s): Interpret Performance Standard(s): a. Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work. b. Apply concepts from a drama/theatre work for personal realization about cultural contexts and understanding. c. Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.

Enduring Understanding: Theatre artists apply criteria to understand, explore, and assess drama and theatre work. Essential Question(s): How do analysis and synthesis impact the theatre artist's process and audience's perspectives? Process Component(s): Evaluate Performance Standard(s): a. Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria. b. Justify how a drama/theatre work communicates for a specific purpose and audience. c. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of technical theatre elements, while respecting others' interpretations.

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work. Essential Question(s): What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy? Process Component(s): Empathize Performance Standard(s): Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural contexts.

Enduring Understanding: 11.1 Theatre artists understand and can communicate through their creative process as they analyze the way the world may be understood. Essential Question(s): What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work? Process Component(s): Interrelate Performance Standard(s): a. Develop a drama/theatre work that identifies and questions cultural, global, and historic belief systems. b. Create a drama/theatre work that appropriately observes ethical responsibility to oneself and others and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design.

Enduring Understanding: 11.2 Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work. Essential Question(s): In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? Process Component(s): Research Performance Standard(s): a. Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data from research. b. Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.

Enduring Understanding: Theatre artists rely on intuition, curiosity, culture, and critical inquiry. Essential Question(s): What happens when theatre artists use their culture, imaginations and/or learned theatre skills while engaging in creative exploration and inquiry? Process Component(s): Envision,Conceptualize Performance Standard(s): a. Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technical theatre elements to create the visual composition of a drama/ theatre work. b. Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic in a drama/theatre work. c. Create a complete design for a drama/theatre work that incorporates all technical theatre elements.

Enduring Understanding: Theatre artists work to discover different ways of communicating meaning. Essential Question(s): How, when, and why do theatre artists' choices change? Process Component(s): Develop Performance Standard(s): a. Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and western or non-western theatre traditions. b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal. Essential Question(s): How do theatre artists transform and edit their initial ideas? Process Component(s): Rehearse Performance Standard(s): a. Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and theatrical conventions. b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.

Enduring Understanding: Theatre artists make strong choices to effectively convey meaning. Essential Question(s): Why are strong choices essential to interpreting a drama or theatre piece? Process Component(s): Select Performance Standard(s): a. Apply reliable research to form unique choices for a directorial or designer concept in a drama/theatre work. b. Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.

Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design. Essential Question(s): What can I do to fully prepare a performance or technical design? Process Component(s): Prepare Performance Standard(s): a. Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance. b. Explain and justify the selection of technical theatre elements used to build a design that communicates the concept of a drama/theatre production.

Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience in diverse cultures. Essential Question(s): What happens when theatre artists and audiences share a creative experience? Process Component(s): Share, Present Performance Standard(s): Present a drama/theatre production for a specific audience that employs research and analysis grounded in creative perspectives of the playwright, director, designer, and dramaturgy.

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences. Essential Question(s): How do theatre artists comprehend the essence of drama processes and theatre experiences? Process Component(s): Reflect Performance Standard(s): Use historical and cultural context to structure and justify personal responses to a drama/theatre work.

Enduring Understanding: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences, culture, and aesthetics. Essential Question(s): How can the same work of art communicate different messages to different people? Process Component(s): Interpret Performance Standard(s): a. Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/ theatre work. b. Use new understandings of cultures and contexts to shape personal responses to drama/theatre work. c. Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.

Enduring Understanding: Theatre artists apply criteria to understand, explore, and assess drama and theatre work. Essential Question(s): How do analysis and synthesis impact the theatre artist's process and audience's perspectives? Process Component(s): Evaluate Performance Standard(s): a. Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choices. b. Compare and debate the connection between a drama/theatre work and contemporary issues that may impact audiences. c. Analyze and evaluate varied aesthetic interpretations of technical theatre elements for the same drama/theatre work.

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work. Essential Question(s): What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy? Process Component(s): Empathize Performance Standard(s): Investigate how cultural contexts, community ideas, and personal beliefs impact a drama/theatre work.

Enduring Understanding: 11.1 Theatre artists understand and can communicate through their creative process as they analyze the way the world may be understood. Essential Question(s): What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work? Process Component(s): Interrelate Performance Standard(s): a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work. b. Practice ethical responsibility to oneself and others during the production process and when recording, posting, and sharing through the internet, social media and other communication formats.

Enduring Understanding: 11.2 Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work. Essential Question(s): In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? Process Component(s): Research Performance Standard(s): a. Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using research methods. b. Use basic research methods to better understand the social and cultural background of a drama/theatre work.

Enduring Understanding: Theatre artists rely on intuition, curiosity, culture, and critical inquiry. Essential Question(s): What happens when theatre artists use their culture, imaginations and/or learned theatre skills while engaging in creative exploration and inquiry? Process Component(s): Envision,Conceptualize Performance Standard(s): a. Apply basic research to construct ideas about the visual composition of a drama/theatre work. b. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work. c. Explore the impact of technical theatre elements on design choices in a drama/theatre work.

Enduring Understanding: Theatre artists work to discover different ways of communicating meaning. Essential Question(s): How, when, and why do theatre artists' choices change? Process Component(s): Develop Performance Standard(s): a. Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in drama/theatre works from western or non-western theatre traditions. b. Investigate the collaborative nature of the actor, director, playwright, and designers and their interdependent roles in a drama/theatre work.

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal. Essential Question(s): How do theatre artists transform and edit their initial ideas? Process Component(s): Rehearse Performance Standard(s): a. Rehearse and revise a devised or scripted drama/theatre work using theatrical conventions. b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

Enduring Understanding: Theatre artists make strong choices to effectively convey meaning. Essential Question(s): Why are strong choices essential to interpreting a drama or theatre piece? Process Component(s): Select Performance Standard(s): a. Examine how character relationships assist in telling the story of a drama/theatre work. b. Shape character choices using given circumstances in a drama/theatre work.

Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design. Essential Question(s): What can I do to fully prepare a performance or technical design? Process Component(s): Prepare Performance Standard(s): a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance. b. Use researched technical theatre elements to increase the impact of design for a drama/theatre production.

Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience in diverse cultures. Essential Question(s): What happens when theatre artists and audiences share a creative experience? Process Component(s): Share, Present Performance Standard(s): Perform a rehearsed, scripted short drama/theatre work for a specific audience.

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences. Essential Question(s): How do theatre artists comprehend the essence of drama processes and theatre experiences? Process Component(s): Reflect Performance Standard(s): Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.

Enduring Understanding: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences, culture, and aesthetics. Essential Question(s): How can the same work of art communicate different messages to different people? Process Component(s): Interpret Performance Standard(s): a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works. b. Identify and compare cultural contexts and contexts that may influence the evaluation of a drama/theatre work. c. Understand how multiple aesthetics, preferences, and beliefs shape participation in and observation of a drama/theatre work.

Enduring Understanding: Theatre artists apply criteria to understand, explore, and assess drama and theatre work. Essential Question(s): How do analysis and synthesis impact the theatre artist's process and audience's perspectives? Process Component(s): Evaluate Performance Standard(s): a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines. b. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience. c. Analyze and evaluate the aesthetics and effect of the technical theatre elements in a drama/theatre work.

Enduring Understanding: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. Essential Question(s): How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking? Process Component(s): Synthesize Performance Standard(s): Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.

Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. Essential Question(s): How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life? Process Component(s): Relate Performance Standard(s): Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary, local and global contexts.

Enduring Understanding: 1.1 Creativity and innovative thinking are essential life skills that can be developed. Essential Question(s): What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Process Component(s): Imagine, Plan, Make Performance Standard(s): Individually or collaboratively formulate new creative problems based on student's existing artwork.

Enduring Understanding: 1.2 Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. Essential Question(s): How does knowing the contexts, histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic Process Component(s): Imagine, Plan, Make Performance Standard(s): Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

Enduring Understanding: 2.1 Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Essential Question(s): How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Process Component(s): Investigate Performance Standard(s): Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

Enduring Understanding: 2.2 Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Essential Question(s): How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the free Process Component(s): Investigate Performance Standard(s): Demonstrate awareness of ethical implications of making and distributing creative work.

Enduring Understanding: 2.3 People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Essential Question(s): How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that communicate effectively? Process Component(s): Investigate Performance Standard(s): Redesign an object, system, place, or design in response to contemporary issues.

Enduring Understanding: Artists and designers develop excellence through practice and constructive critique to reflect on, revise, and refine work over time. Essential Question(s): What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? Process Component(s): Reflect, Refine, Revise Performance Standard(s): Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in response to personal artistic vision.

Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation. Essential Question(s): How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation? Process Component(s): Select, Analyze Performance Standard(s): Analyze, select, and critique personal artwork for a collection or portfolio presentation.

Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. Essential Question(s): What methods, processes and criteria are considered when preparing artwork for presentation, preservation, portfolio, or collection? How does assessing choices for presentation affect its meaning to the viewer? Process Component(s): Prepare Performance Standard(s): Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.

Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. Essential Question(s): What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks that are collected, preserved, or presented, cultivate appreciation Process Component(s): Present Performance Standard(s): Make, explain, and justify connections between artists or artwork and social, cultural, and political history.

Enduring Understanding: 7.1 Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. Essential Question(s): How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art? Process Component(s): Perceive Performance Standard(s): Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments.

Enduring Understanding: 7.2 Visual imagery influences understanding of and responses to the world. Essential Question(s): What is an image? Where and how do we encounter images in our world? How do images influence our views of the world? Process Component(s): Perceive, Analyze Performance Standard(s): Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.

Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism. Essential Question(s): What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Process Component(s): Interpret Performance Standard(s): Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.

Enduring Understanding: People evaluate art based on various criteria. Essential Question(s): How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation? Process Component(s): Evaluate Performance Standard(s): Determine the relevance of criteria used by others to evaluate a work of art or collection of works.

Enduring Understanding: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. Essential Question(s): How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking? Process Component(s): Synthesize Performance Standard(s): Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design.

Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. Essential Question(s): How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life? Process Component(s): Relate Performance Standard(s): Assess the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.

Enduring Understanding: 1.1 Creativity and innovative thinking are essential life skills that can be developed. Essential Question(s): What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Process Component(s): Imagine, Plan, Make Performance Standard(s): Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change.

Enduring Understanding: 1.2 Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. Essential Question(s): How does knowing the contexts, histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic Process Component(s): Imagine, Plan, Make Performance Standard(s): Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.

Enduring Understanding: 2.1 Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Essential Question(s): How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Process Component(s): Investigate Performance Standard(s): Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.

Enduring Understanding: 2.2 Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Essential Question(s): How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the free Process Component(s): Investigate Performance Standard(s): Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work.

Enduring Understanding: 2.3 People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Essential Question(s): How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that communicate effectively? Process Component(s): Investigate Performance Standard(s): Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives.

Enduring Understanding: Artists and designers develop excellence through practice and constructive critique to reflect on, revise, and refine work over time. Essential Question(s): What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? Process Component(s): Reflect, Refine, Revise Performance Standard(s): Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.

Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation. Essential Question(s): How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation? Process Component(s): Select, Analyze Performance Standard(s): Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event.

Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. Essential Question(s): What methods, processes and criteria are considered when preparing artwork for presentation, preservation, portfolio, or collection? How does assessing choices for presentation affect its meaning to the viewer? Process Component(s): Prepare Performance Standard(s): Investigate, compare, and contrast methods and processes for preserving, presenting, and protecting a variety of art works.

Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. Essential Question(s): What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks that are collected, preserved, or presented, cultivate appreciation Process Component(s): Present Performance Standard(s): Curate a collection of objects, artifacts, or artwork to impact the viewer's understanding of social, cultural, and/or political experiences.

Enduring Understanding: 7.1 Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. Essential Question(s): How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art? Process Component(s): Perceive Performance Standard(s): Analyze how responses to art develop over time based on knowledge of and experience with art and life.

Enduring Understanding: 7.2 Visual imagery influences understanding of and responses to the world. Essential Question(s): What is an image? Where and how do we encounter images in our world? How do images influence our views of the world? Process Component(s): Perceive, Analyze Performance Standard(s): Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.

Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism. Essential Question(s): What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Process Component(s): Interpret Performance Standard(s): Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis.

Enduring Understanding: People evaluate art based on various criteria. Essential Question(s): How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation? Process Component(s): Evaluate Performance Standard(s): Construct evaluations of a work of art or collection of works based on differing sets of criteria.

Enduring Understanding: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. Essential Question(s): How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking? Process Component(s): Synthesize Performance Standard(s): Document the process of developing early stage ideas to fully elaborated ideas.

Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. Essential Question(s): How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life? Process Component(s): Relate Performance Standard(s): Describe how knowledge of culture, traditions, and history may influence personal responses to art.

Enduring Understanding: 1.1 Creativity and innovative thinking are essential life skills that can be developed. Essential Question(s): What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Process Component(s): Imagine, Plan, Make Performance Standard(s): Use multiple approaches to begin creative endeavors.

Enduring Understanding: 1.2 Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. Essential Question(s): How does knowing the contexts, histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic Process Component(s): Imagine, Plan, Make Performance Standard(s): Shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.

Enduring Understanding: 2.1 Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Essential Question(s): How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Process Component(s): Investigate Performance Standard(s): Engage in making a work of art or design without having a preconceived plan.

Enduring Understanding: 2.2 Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Essential Question(s): How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the free Process Component(s): Investigate Performance Standard(s): Explain how traditional and nontraditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment.

Enduring Understanding: 2.3 People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Essential Question(s): How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that communicate effectively? Process Component(s): Investigate Performance Standard(s): Collaboratively develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place.

Enduring Understanding: Artists and designers develop excellence through practice and constructive critique to reflect on, revise, and refine work over time. Essential Question(s): What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? Process Component(s): Reflect, Refine, Revise Performance Standard(s): Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.

Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation. Essential Question(s): How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation? Process Component(s): Select, Analyze Performance Standard(s): Analyze, select, and curate artifacts and/or artworks for presentation and preservation.

Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. Essential Question(s): What methods, processes and criteria are considered when preparing artwork for presentation, preservation, portfolio, or collection? How does assessing choices for presentation affect its meaning to the viewer? Process Component(s): Prepare Performance Standard(s): Analyze and evaluate the reasons and ways an exhibition is presented.

Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. Essential Question(s): What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks that are collected, preserved, or presented, cultivate appreciation Process Component(s): Present Performance Standard(s): Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.

Enduring Understanding: 7.1 Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. Essential Question(s): How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art? Process Component(s): Perceive Performance Standard(s): Hypothesize ways in which art influences perception and understanding of human experiences.

Enduring Understanding: 7.2 Visual imagery influences understanding of and responses to the world. Essential Question(s): What is an image? Where and how do we encounter images in our world? How do images influence our views of the world? Process Component(s): Perceive, Analyze Performance Standard(s): Analyze how one's understanding of the world is affected by experiencing visual imagery.

Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism. Essential Question(s): What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Process Component(s): Interpret Performance Standard(s): Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.

Enduring Understanding: People evaluate art based on various criteria. Essential Question(s): How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation? Process Component(s): Evaluate Performance Standard(s): Establish relevant criteria in order to evaluate a work of art or collection of works.

Standard: Describe the health benefits of abstaining from or discontinuing use of alcohol, tobacco, and other drugs.

Standard: Clarify myths regarding the scope of alcohol, tobacco, and other drug use among adolescents.

Standard: Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain function, and behavior.

Standard: Explain the connection between alcohol and tobacco use and the risk of oral cancer.

Standard: Identify the social and legal implications of using and abusing alcohol, tobacco, and other drugs.

Standard: Describe the use and abuse of prescription and nonprescription medicines and illegal substances.

Standard: Analyze the consequences for the mother and child of using alcohol, tobacco, and other drugs during pregnancy-including fetal alcohol spectrum disorders and other birth defects.

Standard: Analyze the consequences of binge drinking and its relationship to cancer; to liver, pancreatic, and cardiovascular diseases; and to a variety of gastrointestinal problems, neurological disorders, and reproductive system disorders.

Standard: Interpret school policies and community laws related to alcohol, tobacco, and illegal drug use, possession, and sale.

Standard: Explain the impact of alcohol and other drug use on vehicle crashes, injuries, violence, and risky sexual behavior.

Standard: Evaluate strategies for managing the impact of internal and external influences on alcohol, tobacco, and other drug use.

Standard: Analyze the role of individual, family, community, and cultural norms on the use of alcohol, tobacco, and other drugs.

Standard: Describe financial, political, social, and legal influences on the use of alcohol, tobacco, and other drugs.

Standard: Access information, products, and services related to the use of alcohol, tobacco, and other drugs.

Standard: Evaluate prevention, intervention, and treatment resources and programs concerning alcohol, tobacco, and other drugs.

Standard: Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and other drugs.

Standard: Use effective refusal and negotiation skills to avoid riding in a car or engaging in other risky behaviors with someone who has been using alcohol or other drugs.

Standard: Use a decision-making process to evaluate how the use of alcohol, tobacco, and other drugs affects individuals, families, and society.

Standard: Explain healthy alternatives to alcohol, tobacco, and other drug use.

Standard: Predict how a drug-free lifestyle will support the achievement of short- and long-term goals.

Standard: Use effective coping strategies when faced with various social situations involving the use of alcohol, tobacco, and other drugs.

Standard: Participate in activities in the school and community that help other individuals make positive choices regarding the use of alcohol, tobacco, and other drugs.

Standard: Present a persuasive solution to the problem of alcohol, tobacco, and other drug use among youths.

Standard: Describe physical, social, and emotional changes associated with being a young adult.

Standard: Recognize that there are individual differences in growth and development, physical appearance, gender roles, and sexual orientation.[5] Footnote: [5] EC Section 51930(b)(2).

Standard: Evaluate the benefits to mother, father, and child when teenagers wait until adulthood to become parents.

Standard: Evaluate the safety and effectiveness (including success and failure rates) of FDA-approved condoms and other contraceptives in preventing HIV, other STDs, and pregnancy.[6] Footnote: [6] EC Sections 51933(b)(10), 51934(b)(3).

Standard: Explain how conception occurs, the stages of pregnancy, and the responsibilities of parenting.

Standard: Discuss the characteristics of healthy relationships, dating, committed relationships, and marriage.[1] Footnote: [1] EC Sections 51933(b)(7), (b)(11), and 51934(b)(6).

Standard: Identify why abstinence is the most effective method for the prevention of HIV, other STDs, and pregnancy.[2] Footnote: [2] EC Sections 51933(b)(8), 51934(b)(3).

Standard: Summarize fertilization, fetal development, and childbirth.

Standard: Explain responsible prenatal and perinatal care and parenting, including California's Safely Surrendered Baby Law.[3] Footnote: [3] EC Section 51933(b)(12).

Standard: Describe the short- and long-term effects of HIV, AIDS, and other STDs.[4] Footnote: [4] EC Section 51934(b)(1), (b)(4).

Standard: Analyze STD rates among teens.

Standard: Explain laws related to sexual behavior and the involvement of minors.

Standard: Determine personal, family, school, and community factors that can help reduce the risk of engaging in sexual activity.

Standard: Evaluate how growth and development, relationships, and sexual behaviors are affected by internal and external influences.

Standard: Assess the discrepancies between actual and perceived social norms related to sexual activity among teenagers.

Standard: Assess situations that could lead to pressure for sexual activity and to the risk of HIV, other STDs, and pregnancy.[7] Footnote: [7] EC Sections 51933(b)(11), 51934(b)(6).

Standard: Evaluate how culture, media, and other people influence perceptions about body image, gender roles, sexuality, attractiveness, relationships, and sexual orientation.[8] Footnote: [8] EC Section 51930(b)(2).

Standard: Analyze the validity of health information, products, and services related to reproductive and sexual health.[9] Footnote: [9] EC Sections 51931(f), 51933(b)(11), 51934(b).

Standard: Identify local resources concerning reproductive and sexual health, including all FDA-approved contraceptives, HIV/STD testing, and medical care.[10] Footnote: [10] EC Sections 51933(b)(10), 51934(b)(3), (b)(5).

Standard: Compare the success and failure rates of FDA-approved condoms and other contraceptives in preventing HIV, other STDs, and pregnancy.[11] Footnote: [11] EC Sections 51933(b)(10), 51934(b)(3).

Standard: Evaluate laws related to sexual involvement with minors.

Standard: Analyze how interpersonal communication affects relationships.

Standard: Use effective verbal and nonverbal communication skills to prevent sexual involvement, HIV, other STDs, and pregnancy.

Standard: Demonstrate effective communication skills within healthy dating relationships.

Standard: Use a decision-making process to evaluate the physical, emotional, and social benefits of abstinence, monogamy, and the avoidance of multiple sexual partners.[12] Footnote: [12] EC Section 51934(b)(3), (b)(6).

Standard: Use a decision-making process to examine barriers to making healthy decisions about relationships and sexual health.[13] Footnote: [13] EC Section 51933(b)(11).

Standard: Use a decision-making process to analyze when it is necessary to seek help with or leave an unhealthy situation.[14] Footnote: [14] EC Sections 51933(b)(11), 51934(b)(6).

Standard: Evaluate the risks and consequences associated with sexual activities, including HIV, other STDs, and pregnancy.[15] Footnote: [15] EC sections 51933(b)(9), (b)(10), 51934(b)(1), (b)(2), (b)(3).

Standard: Use a decision-making process to analyze the benefits of respecting individual differences in growth and development, physical appearance, gender roles, and sexual orientation.[16] Footnote: [16] EC Section 51930(b)(2).

Standard: Use a decision-making process to evaluate the social, emotional, physical, and economic effects of teen pregnancy on the child, the teen parent, the family, and society.[17] Footnote: [17] EC Sections 51933(b)(11), 51934 (b)(6).

Standard: Use a decision-making process to evaluate the use of FDA-approved condoms and other contraceptives for pregnancy and STD prevention.

Standard: Evaluate how HIV, AIDS, other STDs, or pregnancy could impact life goals.[18] Footnote: [18] EC Section 51933(b)(11).

Standard: Identify short- and long-term goals related to abstinence and maintaining reproductive and sexual health, including the use of FDA-approved condoms and other contraceptives for pregnancy and STD prevention.[19] Footnote: [19] EC Sections 51933(b)(8), (b)(10), 51934(b)(3).

Standard: Describe personal actions that can protect sexual and reproductive health (including one's ability to deliver a healthy baby in adulthood).

Standard: Encourage and support safe, respectful, and responsible relationships.

Standard: Advocate the respect for and the dignity of persons living with HIV or AIDS.[20] Footnote: [20] EC Section 51934(b)(7).

Standard: Support others in making positive and healthful choices about sexual behavior.[21] Footnote: [21] EC Sections 51933(b)(11), 51934(b)(6).

Standard: Describe the benefits of having positive relationships with trusted adults.

Standard: Identify warning signs for suicide.

Standard: Identify loss and grief.

Standard: Analyze the qualities of healthy peer and family relationships.

Standard: Describe healthy ways to express caring, friendship, affection, and love.

Standard: Describe qualities that contribute to a positive self-image.

Standard: Describe how social environments affect health and well-being.

Standard: Describe the importance of recognizing signs of disordered eating and other common mental health conditions.

Standard: Analyze signs of depression, potential suicide, and other self-destructive behaviors.

Standard: Explain how witnesses and bystanders can help prevent violence by reporting dangerous situations.

Standard: Classify personal stressors at home, in school, and with peers.

Standard: Analyze the internal and external issues related to seeking mental health assistance.

Standard: Access school and community resources to help with mental, emotional, and social health concerns.

Standard: Evaluate the benefits of professional services for people with mental, emotional, or social health conditions.

Standard: Seek help from trusted adults for oneself or a friend with an emotional or social health problem.

Standard: Discuss healthy ways to respond when you or someone you know is grieving.

Standard: Monitor personal stressors and assess techniques for managing them.

Standard: Compare various coping mechanisms for managing stress.

Standard: Analyze situations when it is important to seek help with stress, loss, an unrealistic body image, and depression.

Standard: Evaluate how preventing and managing stress and getting help for mental and social problems can help a person achieve short- and long-term goals.

Standard: Set a goal to reduce life stressors in a health-enhancing way.

Standard: Assess personal patterns of response to stress and use of resources.

Standard: Practice effective coping mechanisms and strategies for managing stress.

Standard: Discuss suicide-prevention strategies.

Standard: Practice respect for individual differences and diverse backgrounds.

Standard: Participate in clubs, organizations, and activities in the school and in the community that offer opportunities for student and family involvement.

Standard: Practice setting personal boundaries in a variety of situations.

Standard: Support the needs and rights of others regarding mental and social health.

Standard: Promote a positive and respectful environment at school and in the community.

Standard: Object appropriately to teasing of peers and community members that is based on perceived personal characteristics and sexual orientation.

Standard: Distinguish between facts and myths regarding nutrition practices, products, and physical performance.

Standard: Evaluate various approaches to maintaining a healthy weight.

Standard: Identify the causes, symptoms, and harmful effects of eating disorders.

Standard: Explain why people with eating disorders need professional help.

Standard: Describe the amounts and types of physical activity recommended for teenagers' overall health and for the maintenance of a healthy body weight.

Standard: Analyze the harmful effects of using diet pills and anabolic steroids.

Standard: Explain the physical, academic, mental, and social benefits of physical activity and the relationship between a sedentary lifestyle and chronic disease.

Standard: Research and discuss the practical use of current research-based guidelines for a nutritionally balanced diet.

Standard: Explain the importance of variety and moderation in food selection and consumption.

Standard: Describe dietary guidelines, food groups, nutrients, and serving sizes for healthy eating habits.

Standard: Describe the relationship between poor eating habits and chronic diseases such as heart disease, obesity, cancer, diabetes, hypertension, and osteoporosis.

Standard: Explain how to keep food safe through proper food purchasing, preparation, and storage practices.

Standard: Describe nutrition practices that are important for the health of a pregnant woman and her baby.

Standard: Describe the prevalence, causes, and long-term consequences of unhealthy eating.

Standard: Analyze the relationship between physical activity and overall health.

Standard: Evaluate internal and external influences that affect food choices.

Standard: Assess personal barriers to healthy eating and physical activity.

Standard: Distinguish between facts and myths regarding nutrition practices, products, and physical performance.

Standard: Analyze the impact of nutritional choices on future reproductive and prenatal health.

Standard: Analyze the impact of various influences, including the environment, on eating habits and attitudes toward weight management.

Standard: Analyze internal and external influences that affect physical activity.

Standard: Access sources of accurate information about safe and healthy weight management.

Standard: Evaluate the accuracy of claims about food and dietary supplements.

Standard: Describe how to use nutrition information on food labels to compare products.

Standard: Evaluate the accuracy of claims about the safety of fitness products.

Standard: Describe community programs and services that help people gain access to affordable, healthy foods.

Standard: Describe internal and external influences that affect physical activity.

Standard: Analyze positive strategies to communicate healthy eating and physical activity needs at home, at school, and in the community.

Standard: Practice how to refuse less-nutritious foods in social settings.

Standard: Demonstrate how nutritional needs are affected by age, gender, activity level, pregnancy, and health status.

Standard: Use a decision-making process to plan nutritionally adequate meals at home and away from home.

Standard: Demonstrate how to use safe food handling procedures when preparing meals and snacks.

Standard: Assess one's personal nutrition needs and physical activity level.

Standard: Develop practical solutions for removing barriers to healthy eating and physical activity.

Standard: Create a personal nutrition and physical activity plan based on current guidelines.

Standard: Select healthy foods and beverages in a variety of settings.

Standard: Critique one's personal diet for overall balance of key nutrients.

Standard: Identify strategies for eating more fruits and vegetables.

Standard: Describe how to take more personal responsibility for eating healthy foods.

Standard: Participate in school and community activities that promote fitness and health.

Standard: Advocate enhanced nutritional options in the school and community.

Standard: Educate family and peers about choosing healthy foods.

Standard: Discuss the value of actively managing personal health behaviors (e.g., getting adequate sleep, practicing ergonomics, and performing self-examinations).

Standard: Explain how public health policies and government regulations influence health promotion and disease prevention.

Standard: Examine ways to prevent and manage asthma.

Standard: Identify global environmental issues.

Standard: Describe the impact of air and water pollution on health.

Standard: Identify ways to reduce pollution and harmful health effects (e.g., by using alternative methods of transportation).

Standard: Evaluate the importance of regular medical and dental checkups, vaccinations, and examinations.

Standard: Identify symptoms that should prompt individuals to seek health care.

Standard: Identify types of pathogens that cause disease.

Standard: Investigate the causes and symptoms of communicable and non-communicable diseases.

Standard: Describe the dangers of exposure to ultraviolet (UV) light, lead, asbestos, pesticides, and unclean air and water; and discuss strategies for avoiding exposure.

Standard: Identify symptoms that indicate a need for an ear, eye, or dental examination.

Standard: Examine common types and symptoms of cancer.

Standard: Identify the importance of medical screenings (including breast, cervical, testicular, and prostate examinations, and other testing) necessary to maintain reproductive health.

Standard: Discuss influences that affect positive health practices.

Standard: Evaluate influences on the selection of personal health care products and services.

Standard: Analyze how environmental conditions affect personal and community health.

Standard: Discuss ways to stay informed about environmental issues.

Standard: Analyze the social influences that encourage or discourage sun-safety practices.

Standard: Evaluate the benefits of informed health choices.

Standard: Evaluate the need for rest, sleep, and exercise.

Standard: Access valid information about personal health products and services available in the community.

Standard: Access valid information about common diseases.

Standard: Evaluate current research about the health consequences of poor environmental conditions.

Standard: Identify government and community agencies that promote health and protect the environment.

Standard: Assess ways to be a responsible consumer of health products and services.

Standard: Use effective communication skills to ask for assistance from parents, guardians, and medical or dental health care professionals to enhance health.

Standard: Apply a decision-making process to a personal health issue or problem.

Standard: Explain how decisions regarding health behaviors have consequences for oneself and others.

Standard: Apply a decision-making process to a community or environmental health issue.

Standard: Analyze how using alcohol, tobacco, and other drugs influences health and other behaviors.

Standard: Analyze the possible consequences of risky hygienic and health behaviors and fads (e.g., tattooing, body piercing, sun exposure, and sound volume).

Standard: Develop a plan of preventive health management.

Standard: Develop a plan of preventive dental health management.

Standard: Analyze environmental barriers to adopting positive personal health practices and strategies for overcoming the barriers.

Standard: Execute a plan for maintaining good personal hygiene (including oral hygiene) and getting adequate rest and sleep.

Standard: Demonstrate the proper steps for protecting oneself against the harmful effects of the sun.

Standard: Describe the steps involved in breast or testicular self-exams.

Standard: Support personal or consumer health issues that promote community wellness.

Standard: Encourage societal and environmental conditions that benefit health.

Standard: Discuss ways to reduce the risk of injuries that can occur during athletic and social activities.

Standard: Describe procedures for emergency care and lifesaving, including CPR, first aid, and control of bleeding.

Standard: Identify ways to stay safe during natural disasters and emergency situations (e.g., land-slides, floods, earthquakes, wildfires, electrical storms, winter storms, and terrorist attacks).

Standard: Identify ways to prevent situations that might harm vision, hearing, or dental health.

Standard: Recognize potentially harmful or abusive relationships, including dangerous dating situations.

Standard: Analyze emergency preparedness plans for the home, the school, and the community.

Standard: Examine ways that injuries are caused while traveling to and from school and in the community.

Standard: Describe rules and laws intended to prevent injuries.

Standard: Evaluate the risks and responsibilities associated with teen driving and auto accidents.

Standard: Discuss the characteristics of gang members.

Standard: Describe California laws regarding bullying, sexual violence, and sexual harassment.

Standard: Explain the effects of violence on individuals, families, and communities.

Standard: Analyze internal and external influences on personal, family, and community safety.

Standard: Analyze the influence of alcohol and other drug use on personal, family, and community safety.

Standard: Explain how one's behavior when traveling as a passenger in a vehicle influences the behavior of others.

Standard: Analyze why it is risky to belong to a gang.

Standard: Analyze sources of information and services concerning safety and violence prevention.

Standard: Analyze community resources for disaster preparedness.

Standard: Demonstrate effective negotiation skills for avoiding dangerous and risky situations.

Standard: Use effective communication skills for preventing and reporting sexual assault and molestation.

Standard: Apply a decision-making process to avoid potentially dangerous situations.

Standard: Analyze the laws regarding and detrimental effects of sexual harassment.

Standard: Analyze the consequences of gang involvement for self, family, and the community.

Standard: Analyze the consequences of violence for self, family, and the community.

Standard: Develop a plan to prevent injuries during emergencies and natural disasters.

Standard: Practice injury prevention during athletic, social, and motor vehicle-related activities.

Standard: Demonstrate conflict resolution skills to avoid potentially violent situations.

Standard: Demonstrate first aid and CPR procedures.

Standard: Apply strategies to avoid and report dangerous situations, including conflicts involving weapons and gangs.[22] Footnote: [22] See EC Section 49330 and the Glossary for the legal definition of a weapon.

Standard: Assess characteristics of harmful or abusive relationships.

Standard: Identify and support changes in the home, at school, and in the community that promote safety.

Standard: Encourage peers to use safety equipment during physical activity.

Standard: Encourage actions to promote safe driving experiences.

Standard: Design algorithms to solve computational problems using a combination of original and existing algorithms. Descriptive Statement: Knowledge of common algorithms improves how people develop software, secure data, and store information. Some algorithms may be easier to implement in a particular programming language, work faster, require less memory to store data, and be applicable in a wider variety of situations than other algorithms. Algorithms used to search and sort data are common in a variety of software applications. For example, students could design an algorithm to calculate and display various sports statistics and use common sorting or mathematical algorithms (e.g., average) in the design of the overall algorithm. Alternatively, students could design an algorithm to implement a game and use existing randomization algorithms to place pieces randomly in starting positions or to control the "roll" of a dice or selection of a "card" from a deck.

Standard: Create more generalized computational solutions using collections instead of repeatedly using simple variables. Descriptive Statement: Computers can automate repetitive tasks with algorithms that use collections to simplify and generalize computational problems. Students identify common features in multiple segments of code and substitute a single segment that uses collections (i.e., arrays, sets, lists) to account for the differences. For example, students could take a program that inputs students' scores into multiple variables and modify it to read these scores into a single array of scores. Alternatively, instead of writing one procedure to find averages of student scores and another to find averages of student absences, students could write a single general average procedure to support both tasks.

Standard: Justify the selection of specific control structures by identifying tradeoffs associated with implementation, readability, and performance. Descriptive Statement: The selection of control structures in a given programming language impacts readability and performance. Readability refers to how clear the program is to other programmers and can be improved through documentation. Control structures at this level may include, for example, conditional statements, loops, event handlers, and recursion. Students justify control structure selection and tradeoffs in the process of creating their own computational artifacts. The discussion of performance is limited to a theoretical understanding of execution time and storage requirements; a quantitative analysis is not expected. For example, students could compare the readability and program performance of iterative and recursive implementations of procedures that calculate the Fibonacci sequence. Alternatively, students could compare the readability and performance tradeoffs of multiple if statements versus a nested if statement.

Standard: Iteratively design and develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions. Descriptive Statement: In this context, relevant computational artifacts can include programs, mobile apps, or web apps. Events can be user-initiated, such as a button press, or system-initiated, such as a timer firing. For example, students might create a tool for drawing on a canvas by first implementing a button to set the color of the pen. Alternatively, students might create a game where many events control instructions executed (e.g., when a score climbs above a threshold, a congratulatory sound is played; when a user clicks on an object, the object is loaded into a basket; when a user clicks on an arrow key, the player object is moved around the screen).

Standard: Decompose problems into smaller subproblems through systematic analysis, using constructs such as procedures, modules, and/or classes. Descriptive Statement: Decomposition enables solutions to complex problems to be designed and implemented as more manageable subproblems. Students decompose a given problem into subproblems that can be solved using existing functionalities, or new functionalities that they design and implement. For example, students could design a program for supporting soccer coaches in analyzing their teams' statistics. They decompose the problem in terms of managing input, analysis, and output. They decompose the data organization by designing what data will be stored per player, per game, and per team. Team players may be stored as a collection. Data per team player may include: number of shots, misses, saves, assists, penalty kicks, blocks, and corner kicks. Students design methods for supporting various statistical analyses and display options. Students design output formats for individual players or coaches.

Standard: Create computational artifacts using modular design. Descriptive Statement: Computational artifacts are created by combining and modifying existing computational artifacts and/or by developing new artifacts. To reduce complexity, large programs can be designed as systems of interacting modules, each with a specific role, coordinating for a common overall purpose. Students should create computational artifacts with interacting procedures, modules, and/or libraries. For example, students could incorporate a physics library into an animation of bouncing balls. Alternatively, students could integrate open-source JavaScript libraries to expand the functionality of a web application. Additionally, students could create their own game to teach Spanish vocabulary words using their own modular design (e.g., including methods to: control scoring, manage wordlists, manage access to different game levels, take input from the user, etc.).

Standard: Systematically design programs for broad audiences by incorporating feedback from users. Descriptive Statement: Programmers use a systematic design and review process to meet the needs of a broad audience. The process includes planning to meet user needs, developing software for broad audiences, testing users from a cross-section of the audience, and refining designs based on feedback. For example, students could create a user satisfaction survey and brainstorm distribution methods to collect feedback about a mobile application. After collecting feedback from a diverse audience, students could incorporate feedback into their product design. Alternatively, while developing an e-textiles project with human touch sensors, students could collect data from peers and identify design changes needed to improve usability by users of different needs.

Standard: Explain the limitations of licenses that restrict use of computational artifacts when using resources such as libraries. Descriptive Statement: Software licenses include copyright, freeware, and open-source licensing schemes. Licenses are used to protect the intellectual property of the author while also defining accessibility of the code. Students consider licensing implications for their own work, especially when incorporating libraries and other resources. For example, students might consider two software libraries that address a similar need, justifying their choice of one over the other. The choice could be based upon least restrictive licensing or further protections for their own intellectual property.

Standard: Iteratively evaluate and refine a computational artifact to enhance its performance, reliability, usability, and accessibility. Descriptive Statement: Evaluation and refinement of computational artifacts involves measuring, testing, debugging, and responding to the changing needs and expectations of users. Aspects that can be evaluated include correctness, performance, reliability, usability, and accessibility. For example, after witnessing common errors with user input in a computational artifact, students could refine the artifact to validate user input and provide an error message if invalid data is provided. Alternatively, students could observe a robot in a variety of lighting conditions to determine whether the code controlling a light sensor should be modified to make it less sensitive. Additionally, students could also incorporate feedback from a variety of end users to help guide the size and placement of menus and buttons in a user interface.

Standard: Design and develop computational artifacts working in team roles using collaborative tools. Descriptive Statement: Collaborative tools can be as complex as a source code version control system or as simple as a collaborative word processor. Team roles in pair programming are driver and navigator but students can take on more specialized roles in larger teams. Teachers or students should choose resources that aid collaborative program development as programs grow more complex. For example, students might work as a team to develop a mobile application that addresses a problem relevant to the school or community, using appropriate tools to support actions such as: establish and manage the project timeline; design, share, and revise graphical user interface elements; implement program components, track planned, in-progress, and completed components, and design and implement user testing.

Standard: Document decisions made during the design process using text, graphics, presentations, and/or demonstrations in the development of complex programs. Descriptive Statement: Complex programs are often iteratively designed as systems of interacting modules, each with a specific role, coordinating for a common overall purpose. Comments are included in code both to document the purpose of modules as well as the implementation details within a module. Together these support documentation of the design process. Students use resources such as libraries and tools to edit and manage parts of the program and corresponding documentation. For example, during development of a computational artifact students could comment their code (with date, modification, and rationale), sketch a flowchart to summarize control flow in a code journal, and share ideas and updates on a white board. Students may document their logic by explaining the development process and presenting to the class. The presentation could include photos of their white board, a video or screencast explaining the development process, or recorded audio description.

Standard: Describe how artificial intelligence drives many software and physical systems. Descriptive Statement: Artificial intelligence is a sub-discipline of computer science that enables computers to solve problems previously handled by biological systems. There are many applications of artificial intelligence, including computer vision and speech recognition. Students research and explain how artificial intelligence has been employed in a given system. Students are not expected to implement an artificially intelligent system in order to meet this standard. For example, students could observe an artificially intelligent system and notice where its behavior is not human-like, such as when a character in a videogame makes a mistake that a human is unlikely to make, or when a computer easily beats even the best human players at a given game. Alternatively, students could interact with a search engine asking various questions, and after reading articles on the topic, they could explain how the computer is able to respond to queries.

Standard: Implement an algorithm that uses artificial intelligence to overcome a simple challenge. Descriptive Statement: Artificial intelligence algorithms allow a computer to perceive and move in the world, use knowledge, and engage in problem solving. Students create a computational artifact that is able to carry out a simple task commonly performed by living organisms. Students do not need to realistically simulate human behavior or solve a complex problem in order to meet this standard. For example, students could implement an algorithm for playing tic-tac-toe that would select an appropriate location for the next move. Alternatively, students could implement an algorithm that allows a solar-powered robot to move to a sunny location when its batteries are low.

Standard: Implement searching and sorting algorithms to solve computational problems. Descriptive Statement: One of the core uses of computers is to store, organize, and retrieve information when working with large amounts of data. Students create computational artifacts that use searching and/or sorting algorithms to retrieve, organize, or store information. Students do not need to select their algorithm based on efficiency. For example, students could write a script to sequence their classmates in order from youngest to oldest. Alternatively, students could write a program to find certain words within a text and report their location.

Standard: Evaluate algorithms in terms of their efficiency. Descriptive Statement: Algorithms that perform the same task can be implemented in different ways, which take different amounts of time to run on a given input set. Algorithms are commonly evaluated using asymptotic analysis (i.e., "Big O") which involves exploration of behavior when the input set grows very large. Students classify algorithms by the most common time classes (e.g., log n, linear, n log n, and quadratic or higher). For example, students could read a given algorithm, identify the control constructs, and in conjunction with input size, identify the efficiency class of the algorithm.

Standard: Compare and contrast fundamental data structures and their uses. Descriptive Statement: Data structures are designed to provide different ways of storing and manipulating data sets to optimize various aspects of storage or runtime performance. Choice of data structures is made based on expected data characteristics and expected program functions. Students = compare and contrast how basic functions (e.g.., insertion, deletion, and modification) would differ for common data structures including lists, arrays, stacks, and queues. For example, students could draw a diagram of how different data structures change when items are added, deleted, or modified. They could explain tradeoffs in storage and efficiency issues. Alternatively, when presented with a description of a program and the functions it would be most likely to be running, students could list pros and cons for a specific data structure use in that scenario.

Standard: Demonstrate the flow of execution of a recursive algorithm. Descriptive Statement: Recursion is a powerful problem-solving approach where the problem solution is built on solutions of smaller instances of the same problem. A base case, which returns a result without referencing itself, must be defined, otherwise infinite recursion will occur. Students represent a sequence of calls to a recursive algorithm and show how the process resolves to a solution. For example, students could draw a diagram to illustrate flow of execution by keeping track of parameter and returned values for each recursive call. Alternatively, students could create a video showing the passing of arguments as the recursive algorithm runs.

Standard: Analyze a large-scale computational problem and identify generalizable patterns or problem components that can be applied to a solution. Descriptive Statement: As students encounter complex, real-world problems that span multiple disciplines or social systems, they need to be able to decompose problems and apply already developed code as part of their solutions. Students decompose complex problems into manageable subproblems that could potentially be solved with programs or procedures that can be reused or already exist. For example, in analyzing an Internet radio app, students could identify that users need to create an account and enter a password. They could identify a common application programming interface (API) for checking and displaying password strength. Additionally, students could recognize that the songs would need to be sorted by the time last played in order to display the most recently played songs and identify a common API for sorting dates from most to least recent. Alternatively, in analyzing the problem of tracking medical treatment in a hospital, students could recognize that patient records need to be stored in a database and identify a database solution to support quick access and modification of patient records. Additionally, they could recognize that records in the database need to be stored securely and could identify an encryption API to support the desired level of privacy.

Standard: Construct solutions to problems using student-created components, such as procedures, modules, and/or objects. Descriptive Statement: Programmers often address complex tasks through design and decomposition using procedures and/or modules. In object-oriented programming languages, classes can support this decomposition. Students create a computational artifact that solves a problem through use of procedures, modules, and/or objects. This problem should be of sufficient complexity to benefit from decomposition and/or use of objects. For example, students could write a flashcard program in which each card is able to show both the question and answer and record user history. Alternatively, students could create a simulation of an ecosystem in which sprites carry out behaviors, such as consuming resources.

Standard: Demonstrate code reuse by creating programming solutions using libraries and APIs. Descriptive Statement: Code reuse is critical both for managing complexity in modern programs, but also in increasing programming efficiency and reliability by having programmers reuse code that has been highly vetted and tested. Software libraries allow developers to integrate common and often complex functionality without having to reimplement that functionality from scratch. Students identify, evaluate, and select appropriate application programming interfaces (APIs) from software libraries to use with a given language and operating system. They appropriately use resources such as technical documentation, online forums, and developer communities to learn about libraries and troubleshoot problems with APIs that they have chosen. For example, students could import charting and graphing modules to display data sets, adopt an online service that provides cloud storage and retrieval for a database used in a multiplayer game, or import location services into an app that identifies points of interest on a map. Libraries of APIs can be student-created or publicly available (e.g., common graphics libraries or map/navigation APIs).

Standard: Plan and develop programs for broad audiences using a specific software life cycle process. Descriptive Statement: Software development processes are used to help manage the design, development, and product/project management of a software solution. Various types of processes have been developed over time to meet changing needs in the software landscape. The systems development life cycle (SDLC), also referred to as the application development life cycle, is a term used in systems engineering, information systems, and software engineering to describe a process for planning, creating, testing, and deploying an information system. Other examples of common processes could include agile, spiral, or waterfall. Students develop a program following a specific software life cycle process, with proper scaffolding from the teacher. For example, students could work in teams on a common project using the agile development process, which is based on breaking product development work into small increments. Alternatively, students could be guided in implementing sprints to focus work on daily standup meetings or scrums to support efficient communication.

Standard: Develop programs for multiple computing platforms. Descriptive Statement: Humans use computers in various forms in their lives and work. Depending on the situation, software solutions are more appropriate or valuable when available on different computational platforms or devices. Students develop programs for more than one computing platform (e.g. desktop, web, or mobile). For example, students could develop a mobile app for a location-aware software product and a different program that is installed on a computer. Alternatively, students could create a browser-based product and make it accessible across multiple platforms or computers (e.g., email).

Standard: Identify and fix security issues that might compromise computer programs. Descriptive Statement: Some common forms of security issues arise from specific programming languages, platforms, or program implementation choices. Students read a given a piece of code that contains a common security vulnerability, explain the code's intended function or purpose, provide and explain examples of how a specific input could exploit that vulnerability (e.g., the program accessing data or performing in unintended ways), and implement a change in the code to mitigate this vulnerability. For example, students could review code that takes a date as input, recognize that the code doesn't check for appropriate last days of the month, and modify the code to do that. Alternatively, students could review code that supports entry of patient data (e.g., height and weight) and doesn't prompt users to double check unreasonable values (e.g., height at 6 feet and weight at 20 pounds).

Standard: Develop and use a series of test cases to verify that a program performs according to its design specifications. Descriptive Statement: Testing software is a critically important process. The ability of students to identify a set of important test cases communicates their understanding of the design specifications and potential issues due to implementation choices. Students select and apply their own test cases to cover both general behavior and the edge cases which show behavior at boundary conditions. For example, for a program that is supposed to accept test scores in the range of [0,100], students could develop appropriate tests (e.g, a negative value, 0, 100, and a value above 100). Alternatively, students developing an app to allow users to create and store calendar appointments could develop and use a series of test cases for various scenarios including checking for correct dates, flagging for user confirmation when a calendar event is very long, checking for correct email address format for invitees, and checking for appropriate screen display as users go through the process of adding, editing, and deleting events.

Standard: Modify an existing program to add additional functionality and discuss intended and unintended implications. Descriptive Statement: Modularity and code reuse is key in modern software. However, when code is modified, the programmer should consider relevant situations in which this code might be used in other places. Students create and document modifications to existing programs that enhance functionality, and then identify, document, and correct unintended consequences. For example, students could take an existing a procedure that calculates the average of a set of numbers and returns an integer (which lacks precision) and modify it to return a floating-point number instead. The student would explain how the change might impact multiple scenarios.

Standard: Evaluate key qualities of a program through a process such as a code review. Descriptive Statement: Code reviews are a common software industry practice and valuable for developing technical communication skills. Key qualities of code include correctness, usability, readability, efficiency, and scalability. Students walk through code they created and explain how it works. Additionally, they follow along when someone else is explaining their code and ask appropriate questions. For example, students could present their code to a group or visually inspect code in pairs. Alternatively, in response to another student's presentation, students could provide feedback including comments on correctness of the code, comments on how code interacts with code that calls it, and design and documentation features.

Standard: Use version control systems, integrated development environments (IDEs), and collaborative tools and practices (e.g., code documentation) while developing software within a group. Descriptive Statement: Software development is a process that benefits from the use of tools that manage complexity, iterative development, and collaboration. Large or complex software projects often require contributions from multiple developers. Version control systems and other collaborative tools and practices help coordinate the process and products contributed by individuals on a development team. An integrated development environment (IDE) is a program within which a developer implements, compiles or interprets, tests, debugs, and deploys a software project. Students use common software development and documentation support tools in the context of a group software development project. At this level, facility with the full functionality available in the collaborative tools is not expected. For example, students could use common version control systems to modify and improve code or revert to a previous code version. Alternatively, students could use appropriate IDEs to support more efficient code design and development. Additionally, students could use various collaboration, communication, and code documentation tools designed to support groups engaging in complex and interrelated work.

Standard: Compare multiple programming languages, and discuss how their features make them suitable for solving different types of problems. Descriptive Statement: Particular problems may be more effectively solved using some programming languages than other programming languages. Students provide a rationale for why a specific programming language is better suited for a solving a particular class of problem. For example, students could explain how a language with a large library base can make developing a web application easier. Alternatively, students could explain how languages that support particular programming paradigms (e.g., object-oriented or functional) can make implementation more aligned with design choices. Additionally, students could discuss how languages that implement garbage collection are good for simplicity of memory management, but may result in poor performance characteristics.

Standard: Describe ways in which abstractions hide the underlying implementation details of computing systems to simplify user experiences. Descriptive Statement: An abstraction is a representation of an idea or phenomenon that hides details irrelevant to the question at hand. Computing systems, both stand alone and embedded in products, are often integrated with other systems to simplify user experiences. For example, students could identify geolocation hardware embedded in a smartphone and describe how this simplifies the users experience since the user does not have to enter her own location on the phone. Alternatively, students might select an embedded device such as a car stereo, identify the types of data (e.g., radio station presets, volume level) and procedures (e.g., increase volume, store/recall saved station, mute) it includes, and explain how the implementation details are hidden from the user.

Standard: Compare levels of abstraction and interactions between application software, system software, and hardware. Descriptive Statement: At its most basic level, a computer is composed of physical hardware on which software runs. Multiple layers of software are built upon various layers of hardware. Layers manage interactions and complexity in the computing system. System software manages a computing device's resources so that software can interact with hardware. Application software communicates with the user and the system software to accomplish its purpose. Students compare and describe how application software, system software, and hardware interact. For example, students could compare how various levels of hardware and software interact when a picture is to be taken on a smartphone. Systems software provides low-level commands to operate the camera hardware, but the application software interacts with system software at a higher level by requesting a common image file format (e.g., .png) that the system software provides.

Standard: Develop guidelines that convey systematic troubleshooting strategies that others can use to identify and fix errors. Descriptive Statement: Troubleshooting complex problems involves the use of multiple sources when researching, evaluating, and implementing potential solutions. Troubleshooting also relies on experience, such as when people recognize that a problem is similar to one they have seen before and adapt solutions that have worked in the past. For example, students could create a list of troubleshooting strategies to debug network connectivity problems such as checking hardware and software status and settings, rebooting devices, and checking security settings. Alternatively, students could create troubleshooting guidelines for help desk employees based on commonly observed problems (e.g., problems connecting a new device to the computer, problems printing from a computer to a network printer).

Standard: Illustrate ways computing systems implement logic through hardware components. Descriptive Statement: Computing systems use processors (e.g., a central processing unit or CPU) to execute program instructions. Processors are composed of components that implement the logical or computational operations required by the instructions. AND, OR, and NOT are examples of logic gates. Adders are examples of higher-leveled circuits built using low-level logic gates. Students illustrate how modern computing devices are made up of smaller and simpler components which implement the logic underlying the functionality of a computer processor. At this level, knowledge of how logic gates are constructed is not expected. For example, students could construct truth tables, draw logic circuit diagrams, or use an online logic circuit simulator. Students could explore the interaction of the CPU, RAM, and I/O by labeling a diagram of the von Neumann architecture. Alternatively, students could design higher-level circuits using low-level logic gates (e.g., adders).

Standard: Categorize and describe the different functions of operating system software. Descriptive Statement: Operating systems (OS) software is the code that manages the computer's basic functions. Students describe at a high level the different functions of different components of operating system software. Examples of functions could include memory management, data storage/retrieval, processes management, and access control. For example, students could use monitoring tools including within an OS to inspect the services and functions running on a system and create an artifact to describe the activity that they observed (e.g., when a browser is running with many tabs open, memory usage is increased). They could also inspect and describe changes in the activity monitor that occur as different applications are executing (e.g., processor utilization increases when a new application is launched).

Standard: Create data visualizations to help others better understand real-world phenomena. Descriptive Statement: People transform, generalize, simplify, and present large data sets in different ways to influence how other people interpret and understand the underlying information. Students select relevant data from large or complex data sets in support of a claim or to communicate the information in a more sophisticated manner. Students use software tools or programming to perform a range of mathematical operations to transform and analyze data and create powerful data visualizations (that reveal patterns in the data). For example, students could create data visualizations to reveal patterns in voting data by state, gender, political affiliation, or socioeconomic status. Alternatively, students could use U.S. government data on criticially endangered animals to visualize population change over time.

Standard: Refine computational models to better represent the relationships among different elements of data collected from a phenomenon or process. Descriptive Statement: Computational models are used to make predictions about processes or phenomena based on selected data and features. They allow people to investigate the relationships among different variables to understand a system. Predictions are tested to validate models. Students evaluate these models against real-world observations. For example, students could use a population model that allows them to speculate about interactions among different species, evaluate the model based on data gathered from nature, and then refine the model to reflect more complex and realistic interactions.

Standard: Translate between different representations of data abstractions of real-world phenomena, such as characters, numbers, and images. Descriptive Statement: Computers represent complex real-world concepts such as characters, numbers, and images through various abstractions. Students translate between these different levels of data representations. For example, students could convert an HTML (Hyper Text Markup Language) tag for red font into RGB (Red Green Blue), HEX (Hexadecimal Color Code), HSL (Hue Saturation Lightness), RGBA( Red Green Blue Alpha), or HSLA (Hue Saturation Lightness and Alpha) representations. Alternatively, students could convert the standard representation of a character such as ! into ASCII or Unicode.

Standard: Describe tradeoffs associated with how data elements are organized and stored. Descriptive Statement: People make choices about how data elements are organized and where data is stored. These choices affect cost, speed, reliability, accessibility, privacy, and integrity. Students describe implications for a given data organziation or storage choice in light of a specific problem. For example, students might consider the cost, speed, reliability, accessibility, privacy, and integrity tradeoffs between storing photo data on a mobile device versus in the cloud. Alternatively, students might compare the tradeoffs between file size and image quality of various image file formats and how choice of format may be infuenced by the device on which it is to be accessed (e.g., smartphone, computer).

Standard: Select and use data collection tools and techniques to generate data sets. Descriptive Statement: Data collection and organization is essential for obtaining new information insights and revealing new knowledge in our modern world. As computers are able to process larger sets of data, gathering data in an efficient and reliable matter remains important. The choice of data collection tools and quality of the data collected influences how new information, insights, and knowledge will support claims and be communicated. Students devise a reliable method to gather information, use software to extract digital data from data sets, and clean and organize the data in ways that support summaries of information obtained from the data. At this level, students may, but are not required to, create their own data collection tools. For example, students could create a computational artifact that records information from a sonic distance sensor to monitor the motion of a prototype vehicle. Alternatively, students could develop a reliable and practical way to automatically digitally record the number of animals entering a portion of a field to graze. Additionally, students could also find a web site containing data (e.g., race results for a major marathon), scrape the data from the web site using data collection tools, and format the data so it can be analyzed.

Standard: Use data analysis tools and techniques to identify patterns in data representing complex systems. Descriptive Statement: Data analysis tools can be useful for identifying patterns in large amounts of data in many different fields. Computers can help with the processing of extremely large sets of data making very complex systems manageable. Students use computational tools to analyze, summarize, and visualize a large set of data. For example, students could analyze a data set containing marathon times and determine how age, gender, weather, and course features correlate with running times. Alternatively, students could analyze a data set of social media interactions to identify the most influential users and visualize the intersections between different social groups.

Standard: Evaluate the ability of models and simulations to test and support the refinement of hypotheses. Descriptive Statement: A model could be implemented as a diagram or a program that represents key properties of a physical or other system. A simulation is based on a model, and enables observation of the system as key properties change. Students explore, explain, and evaluate existing models and simulations, in order to support the refinement of hypotheses about how the systems work. At this level, the ability to accurately and completely model and simulate complex systems is not expected. For example, a computer model of ants following a path created by other ants who found food explains the trail-like travel patterns of the insect. Students could evaluate if the output of the model fits well with their hypothesis that ants navigate the world through the use of pheromones. They could explain how the computer model supports this hypothesis and how it might leave out certain aspects of ant behavior and whether these are important to understanding ant travel behavior. Alternatively, students could hypothesize how different ground characteristics (e.g., soil type, thickness of sediment above bedrock) relate to the severity of shaking at the surface during an earthquake. They could add or modify input about ground characteristics into an earthquake simulator, observe the changed simulation output, and then evaluate their hypotheses.

Standard: Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices. Descriptive Statement: Computing may improve, harm, or maintain practices. An understanding of how equity deficits, such as minimal exposure to computing, access to education, and training opportunities, are related to larger, systemic problems in society enables students to create more meaningful artifacts. Students illustrate the positive, negative, and/or neutral impacts of computing. For example, students could evaluate the accessibility of a product for a broad group of end users, such as people who lack access to broadband or who have various disabilities. Students could identify potential bias during the design process and evaluate approaches to maximize accessibility in product design. Alternatively, students could evaluate the impact of social media on cultural, economic, and social practices around the world.

Standard: Identify impacts of bias and equity deficit on design and implementation of computational artifacts and apply appropriate processes for evaluating issues of bias. Descriptive Statement: Biases could include incorrect assumptions developers have made about their users, including minimal exposure to computing, access to education, and training opportunities. Students identify and use strategies to test and refine computational artifacts with the goal of reducing bias and equity deficits and increasing universal access. For example, students could use a spreadsheet to chart various forms of equity deficits, and identify solutions in existing software. Students could use and refine the spreadsheet solutions to create a strategy for methodically testing software specifically for bias and equity.

Standard: Demonstrate ways a given algorithm applies to problems across disciplines. Descriptive Statement: Students identify how a given algorithm can be applied to real-world problems in different disciplines. For example, students could demonstrate how a randomization algorithm can be used to select participants for a clinical medical trial or to select a flash card to display on a vocabulary quiz. Alternatively, students could demonstrate how searching and sorting algorithms are needed to organize records in manufacturing settings, or to support doctors queries of patient records, or to help governments manage support services they provide to their citizens.

Standard: Study, discuss, and think critically about the potential impacts and implications of emerging technologies on larger social, economic, and political structures, with evidence from credible sources. Descriptive Statement: For example, after studying the rise of artifical intelligence, students create a cause and effect chart to represent positive and negative impacts of this technology on society.

Standard: Use collaboration tools and methods to increase connectivity with people of different cultures and careers. Descriptive Statement: Increased digital connectivity and communication between people across a variety of cultures and in differing professions has changed the collaborative nature of personal and professional interaction. Students identify, explain, and use appropriate collaborative tools. For example, students could compare ways that various technological collaboration tools could help a team become more cohesive and then choose one of these tools to manage their teamwork. Alternatively, students could use different collaborative tools and methods to solicit input from not only team members and classmates but also others, such as participants in online forums or local communities.

Standard: Explain the beneficial and harmful effects that intellectual property laws can have on innovation. Descriptive Statement: Laws and ethics govern aspects of computing such as privacy, data, property, information, and identity. Students explain the beneficial and harmful effects of intellectual property laws as they relate to potential innovations and governance. For example, students could explain how patents protect inventions but may limit innovation. Alternatively, students could explain how intellectual property laws requiring that artists be paid for use of their media might limit the choice of songs developers can use in their computational artifacts.

Standard: Explain the privacy concerns related to the collection and generation of data through automated processes. Descriptive Statement: Data can be collected and aggregated across millions of people, even when they are not actively engaging with or physically near the data collection devices. Students recognize automated and non-evident collection of information and the privacy concerns they raise for individuals. For example, students could explain the impact on an individual when a social media site's security settings allows for mining of account information even when the user is not online. Alternatively, students could discuss the impact on individuals of using surveillance video in a store to track customers. Additionally, students could discuss how road traffic can be monitored to change signals in real time to improve road efficiency without drivers being aware and discuss policies for retaining data that identifies drivers' cars and their behaviors.

Standard: Evaluate the social and economic implications of privacy in the context of safety, law, or ethics. Descriptive Statement: Laws govern many aspects of computing, such as privacy, data, property, information, and identity. International differences in laws and ethics have implications for computing. Students make and justify claims about potential and/or actual privacy implications of policies, laws, or ethics and consider the associated tradeoffs, focusing on society and the economy. For example, students could explore the case of companies tracking online shopping behaviors in order to decide which products to target to consumers. Students could evaluate the ethical and legal dilemmas of collecting such data without consumer knowledge in order to profit companies. Alternatively, students could evaluate the implications of net neutrality laws on society's access to information and on the impacts to businesses of varying sizes.

Standard: Evaluate computational artifacts with regard to improving their beneficial effects and reducing harmful effects on society. Descriptive Statement: People design computational artifacts to help make the lives of humans better. Students evaluate an artifact and comment on aspects of it which positively or negatively impact users and give ideas for reducing the possible negative impacts. For example, students could discuss how algorithms that screen job candidates' resumes can cut costs for companies (a beneficial effect) but introduce or amplify bias in the hiring process (a harmful effect). Alternatively, students could discuss how turn-by-turn navigation tools can help drivers avoid traffic and find alternate routes (a beneficial effect), but sometimes channel large amounts of traffic down small neighborhood streets (a harmful effect). Additionally, students could discuss how social media algorithms can help direct users' attention to interesting content (a beneficial effect), while simultaneously limiting users' exposure to information that contradicts pre-existing beliefs (a harmful effect).

Standard: Evaluate how computational innovations that have revolutionized aspects of our culture might evolve. Descriptive Statement: It is important to be able to evaluate current technologies and innovations and their potential for future impact on society. Students describe how a given computational innovation might change in the future and impacts these evolutions could have on society, economy, or culture. For example, students could consider ways in which computers may support education (or healthcare) in the future, or how developments in virtual reality might impact arts and entertainment. Alternatively, students could consider how autonomous vehicles will affect individuals' car ownership and car use habits as well as industries that employ human drivers (e.g., trucking, taxi service).

Standard: Evaluate the impact of equity, access, and influence on the distribution of computing resources in a global society. Descriptive Statement: Computers, computation, and technology can help improve the lives of humans and support positive developments in society, economy, and/or culture. However, access to such resources is not the same for everyone in the world. Students define and evaluate ways in which different technologies, applications, or computational tools might benefit all people in society or might only benefit those with the greatest access or resources. For example, students could describe ways in which groups of people benefit, do not benefit, or could benefit better by access to high-speed Internet connectivity. Alternatively, students could describe educational impacts of children not having access to a computer in their home.

Standard: Debate laws and regulations that impact the development and use of software. Descriptive Statement: Laws and regulations influence what software gets developed and how society benefits or does not. For example, students could debate the pros and cons of changes to regulations around net neutrality: Many believe that mandating that Internet service providers (ISPs) maintain net neutrality facilitates competition between Internet-based content providers and supports consumer choice, but others believe such regulations represent government overreach. Alternatively, students could debate the impacts of different copyright rules in various countries and impacts on economy, society, and culture: Long-lasting copyrights in the United States enable creators to profit from their works but also prevent works from entering the public domain where they can be freely used and adapted to create new works.

Standard: Describe issues that impact network functionality. Descriptive Statement: Many different organizations, including educational, governmental, private businesses, and private households rely on networks to function adequately in order to engage in online commerce and activity. Quality of Service (QoS) refers to the capability of a network to provide better service to selected network traffic over various technologies from the perspective of the consumer. Students define and discuss performance measures that impact network functionality, such as latency, bandwidth, throughput, jitter, and error rate. For example, students could use online network simulators to explore how performance measures impact network functionality and describe impacts when various changes in the network occur. Alternatively, students could describe how pauses in television interviews conducted over satellite telephones are impacted by networking factors such as latency and jitter.

Standard: Describe the design characteristics of the Internet. Descriptive Statement: The Internet connects devices and networks all over the world. Large-scale coordination occurs among many different machines across multiple paths every time a web page is opened or an image is viewed online. Through the domain name system (DNS), devices on the Internet can look up Internet Protocol (IP) addresses, allowing end-to-end communication between devices. The design decisions that direct the coordination among systems composing the Internet also allow for scalability and reliability. Students factor historical, cultural, and economic decisions in their explanations of the Internet. For example, students could explain how hierarchy in the DNS supports scalability and reliability. Alternatively, students could describe how the redundancy of routing between two nodes on the Internet increases reliability and scales as the Internet grows.

Standard: Compare and contrast security measures to address various security threats. Descriptive Statement: Network security depends on a combination of hardware, software, and practices that control access to data and systems. The needs of users and the sensitivity of data determine the level of security implemented. Potential security problems, such as denial-of-service attacks, ransomware, viruses, worms, spyware, and phishing, present threats to sensitive data. Students compare and contrast different types of security measures based on factors such as efficiency, feasibility, ethical impacts, usability, and security. At this level, students are not expected to develop or implement the security measures that they discuss. For example, students could review case studies or current events in which governments or organizations experienced data leaks or data loss as a result of these types of attacks. Students could provide an analysis of actual security measures taken comparing to other security measure which may have led to different outcomes. Alternatively, students might discuss computer security policies in place at the local level that present a tradeoff between usability and security, such as a web filter that prevents access to many educational sites but keeps the campus network safe.

Standard: Compare and contrast cryptographic techniques to model the secure transmission of information. Descriptive Statement: Cryptography is a technique for transforming information on a computer in such a way that it becomes unreadable by anyone except authorized parties. Cryptography is useful for supporting secure communication of data across networks. Examples of cryptographic methods include hashing, symmetric encryption/decryption (private key), and assymmetric encryption/decryption (public key/private key). Students use software to encode and decode messages using cryptographic methods. Students compare the costs and benefits of using various cryptographic methods. At this level, students are not expected to perform the mathematical calculations associated with encryption and decryption. For example, students could compare and contrast multiple examples of symmetric cryptographic techiques. Alternatively, students could compare and contrast symmetric and asymmetric cryptographic techniques in which they apply for a given scenario.

Standard: Examine the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing. Descriptive Statement: Choice of network topology is determined, in part, by how many devices can be supported and the character of communication needs between devices. Each device is assigned an address that uniquely identifies it on the network. Routers function by comparing addresses to determine how information on the network should reach its desgination. Switches compare addresses to determine which computers will receive information. Students explore and explain how network performance degrades when various factors affect the network. For example, students could use online network simulators to describe how network performance changes when the number of devices increases. Alternatively, students could visualize and describe changes to the distribution of network traffic when a router on the network fails.

Standard: Explain how the characteristics of the Internet influence the systems developed on it. Descriptive Statement: The design of the Internet includes hierarchy and redundancy to help it scale reliably. An end-to-end architecture means that key functions are placed at endpoints in the network (i.e., an Internet user's computer and the server hosting a website) rather than in the middle of the network. Open standards for transmitting information across the Internet help fuel its growth. This design philosophy impacts systems and technologies that integrate with the Internet. Students explain how Internet-based systems depend on these characteristics. For example, students could explain how having common, standard protocols enable products and services from different developers to communicate. Alternatively, students could describe how the end-to-end architecture and redundancy in routing enables Internet users to access information and services even if part of the network is down; the information can still be routed from one end to another through a different path.

Standard: Develop solutions to security threats. Descriptive Statement: Designing and implementing cybersecurity measures requires knowledge of software, hardware, and human components and understanding tradeoffs. Students design solutions to security threats and compare tradeoffs of easier access and use against the costs of losing information and disrupting services. For example, students could refine a technology that allows users to use blank or weak passwords. Alternatively, students could implement a firewall or proxy protection between an organization's private local area network (LAN) and the public Internet. Additionally, students could find and close exploitable threats on an infected computer in order to protect information.

Standard: Analyze cryptographic techniques to model the secure transmission of information. Descriptive Statement: Cryptography is essential to many models of cybersecurity. Open standards help to ensure cryptographic security. Certificate Authorities (CAs) issue digital certificates that validate the ownership of encrypted keys used in secured communications across the Internet. Students encode and decode messages using encryption and decryption methods, and they should understand the different levels of complexity to hide or secure information. For example, students could analyze the relative designs of private key vs. public key encryption techniques and apply the best choice for a particular scenario. Alternatively, students could analyze the design of the Diffie-Helman algorithm to RSA (Rivest-Shamir-Adleman) and apply the best choice for a particular scenario. They could provide a cost-benefit analysis of runtime and ease of cracking for various encryption techniques which are commonly used to secure transmission of data over the Internet.

Standard: Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and providing coherent and well-articulated comments and additional information.

Standard: Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes-no questions and wh- questions and responding using phrases and short sentences.

Standard: Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.

Standard: Write longer and more detailed literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and register.

Standard: Write short literary and information texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently.

Standard: Write longer literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and growing understanding of register.

Standard: Write clear and coherent summaries of texts and experiences by using complete and concise sentences and key words (e.g., from notes or graphic organizers).

Standard: Write brief summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).

Standard: Write increasingly concise summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).

Standard: Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge by using appropriate register.

Standard: Justify opinions by articulating some textual evidence or background knowledge with visual support.

Standard: Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge.

Standard: Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/potentially/certainly/absolutely, should/might).

Standard: Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).

Standard: Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would).

Standard: Use a variety of grade-appropriate general (e.g., alleviate, salutary) and domain-specific (e.g., soliloquy, microorganism) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.

Standard: Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., cell, the Depression) words to create clear spoken and written texts.

Standard: Use an increasing variety of grade-appropriate general academic (e.g., fallacy, dissuade) and domain-specific (e.g., chromosome, federalism) academic words accurately and appropriately when producing increasingly complex written and spoken texts.

Standard: Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing inaugurate to inauguration).

Standard: Use knowledge of morphology to appropriately select basic affixes (e.g., The news media relies on official sources).

Standard: Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., The cardiac muscle works continuously.).

Standard: Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.

Standard: Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, using technology as appropriate.

Standard: Collaborate with peers to engage in increasingly complex grade-appropriate written exchanges and writing projects, using technology as appropriate.

Standard: Negotiate with or persuade others in discussions and conversations in appropriate registers (e.g., to acknowledge new information and politely offer a counterpoint) using a variety of learned phrases (e.g., You postulate that X. However, I've reached a different conclusion on this issue) and open responses to express and defend nuanced opinions.

Standard: Negotiate with or persuade others in conversations (e.g., ask for clarification or repetition) using learned phrases (e.g., Could you repeat that please? I believe . . .) and open responses to express and defend opinions.

Standard: Negotiate with and persuade others (e.g., by presenting counter-arguments) in discussions and conversations using learned phrases (e.g., You make a valid point, but my view is . . .) and open responses to express and defend nuanced opinions.

Standard: Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).

Standard: Adjust language choices according to the to the context (e.g., classroom, community) and audience (e.g., peers, teachers).

Standard: Adjust language choices according to the context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), task, and audience (e.g., peers, teachers, guest lecturer).

Standard: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas or arguments with light support.

Standard: Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions with prompting and substantial support.

Standard: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments with moderate support.

Standard: Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and precise general academic and domain-specific words.

Standard: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using phrases, short sentences, and a select set of general academic and domain-specific words.

Standard: Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and a range of general academic and domain-specific words.

Standard: Explain inferences and conclusions drawn from close reading of grade-level texts and viewing of multimedia using a variety of verbs and adverbials (e.g., creates the impression that, consequently).

Standard: Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia, using familiar verbs (e.g., seems that).

Standard: Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia using a variety of verbs and adverbials (e.g., indicates that, suggests, as a result).

Standard: Use knowledge of morphology (e.g., derivational suffixes), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.

Standard: Use knowledge of morphology (e.g., common prefixes and suffixes), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.

Standard: Use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

Standard: Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with light support.

Standard: Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects.

Standard: Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with moderate support.

Standard: Explain how a writer's or speaker's choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.

Standard: Explain how a writer's or speaker's choice of phrasing or specific words (e.g., describing a character or action as aggressive versus bold) produces nuances or different effects on the audience.

Standard: Explain how a writer's or speaker's choice of phrasing or specific words (e.g., using figurative language or words with multiple meanings to describe an event or character) produces nuances and different effects on the audience.

Standard: Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas, well supported by evidence and reasoning, and are delivered by using an appropriate level of formality and understanding of register.

Standard: Plan and deliver brief oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas.

Standard: Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas by using growing understanding of register.

Standard: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts, and narratives.

Standard: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts, and narratives.

Standard: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing increasingly clear and cohesive arguments, informative/explanatory texts, and narratives.

Standard: Apply knowledge of a variety of resources for referring to make texts more cohesive (e.g., using nominalization, paraphrases, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive texts for specific purposes and audiences.

Standard: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns or synonyms to refer back to characters or concepts introduced earlier) to comprehending and writing brief texts.

Standard: Apply knowledge of a growing number of language resources for referring to make texts more cohesive (e.g., using nominalizations to refer back to an action or activity described earlier) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.

Standard: Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/ transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and writing cohesive texts for specific purposes and audiences

Standard: Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, finally) to comprehending and writing brief texts.

Standard: Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/ transition words and phrases, such as meanwhile, however, on the other hand) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.

Standard: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect), and mood (e.g., subjunctive) appropriate to the text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view.

Standard: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create short texts on familiar academic topics.

Standard: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.

Standard: Expand noun phrases in a variety of ways (e.g., complex clause embedding) to create detailed sentences that accurately describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view on a variety of academic topics.

Standard: Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics.

Standard: Expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns, simple clause embedding) to create detailed sentences that accurately describe, explain, and summarize information and ideas on a variety of personal and academic topics.

Standard: Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.

Standard: Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar activities or processes.

Standard: Expand sentences with a growing variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar or new activities or processes.

Standard: Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success, they each take different approaches to reach their goals), or to establish cause (e.g., Women's lives were changed forever after World War II as a result of joining the workforce).

Standard: Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so; creating complex sentences using because) to make connections between and join ideas (e.g., I want to read this book because it tells the history of Pi).

Standard: Combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday's exam) or to make a concession (e.g., She studied all night even though she wasn't feeling well).

Standard: Condense ideas in a variety of ways (e.g., through a variety of embedded clauses, or by compounding verb or prepositional phrases, nominalization) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas (e.g., The epidemic, which ultimately affected hundreds of thousands of people, did not subside for another year).

Standard: Condense ideas in a few basic ways (e.g., by compounding verb or prepositional phrases) to create precise and detailed simple, compound, and complex sentences (e.g., The students asked survey questions and recorded the responses).

Standard: Condense ideas in a growing number of ways (e.g., through embedded clauses or by compounding verb or prepositional phrases) to create more precise and detailed simple, compound, and complex sentences (e.g., Species that could not adapt to the changing climate eventually disappeared).