Standard: Cite specific textual evidence to support analysis of primary and secondary sources.

Standard: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Standard: Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Standard: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Standard: Describe how a text presents information (e.g., sequentially, comparatively, causally).

Standard: Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Standard: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Standard: Distinguish among fact, opinion, and reasoned judgment in a text.

Standard: Analyze the relationship between a primary and secondary source on the same topic.

Standard: Cite specific textual evidence to support analysis of science and technical texts.

Standard: By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

Standard: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Standard: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

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 6-8 texts and topics.

Standard: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

Standard: Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Standard: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Standard: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Standard: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Standard: Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and 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 clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

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: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Standard: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Standard: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CA

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

Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.* Footnote: Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly.

Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Standard: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words. 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. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Standard: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

Standard: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Standard: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (See grade 8 Language standards 4-6 for additional expectations.) CA

Standard: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. a. Analyze the use of text features (e.g., graphics, headers, captions) in consumer materials. CA

Standard: Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Standard: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Standard: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Standard: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Standard: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (See grade 8 Language standards 4-6 for additional expectations.) CA

Standard: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Standard: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Standard: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Standard: (Not applicable to literature)

Standard: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Standard: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Standard: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Standard: Present claims and findings (e.g., argument, narrative, response to literature presentations), 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. CA a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. CA

Standard: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)

Standard: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

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 discipline-specific tasks, purposes, and audiences.

Standard: Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CA a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CA b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Standard: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

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: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8.)

Standard: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). b. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").

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: 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: 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: 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: 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: 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: 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: 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: 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: Work with radicals and integer exponents. Standard: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/3^3 = 1/27.

Cluster: Work with radicals and integer exponents. Standard: Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational.

Cluster: Work with radicals and integer exponents. Standard: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 10^8 and the population of the world as 7 × 10^9, and determine that the world population is more than 20 times larger.

Cluster: Work with radicals and integer exponents. Standard: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

Cluster: Understand the connections between proportional relationships, lines, and linear equations. Standard: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Cluster: Understand the connections between proportional relationships, lines, and linear equations. Standard: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

Cluster: Analyze and solve linear equations and pairs of simultaneous linear equations. Standard: Solve linear equations in one variable. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

Cluster: Analyze and solve linear equations and pairs of simultaneous linear equations. Standard: Solve linear equations in one variable. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

Cluster: Analyze and solve linear equations and pairs of simultaneous linear equations. Standard: Analyze and solve pairs of simultaneous linear equations. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

Cluster: Analyze and solve linear equations and pairs of simultaneous linear equations. Standard: Analyze and solve pairs of simultaneous linear equations. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

Cluster: Analyze and solve linear equations and pairs of simultaneous linear equations. Standard: Analyze and solve pairs of simultaneous linear equations. Solve real-world and mathematical problems leading to to linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

Cluster: Define, evaluate, and compare functions. Standard: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Footnote: Function notation is not required in grade 8.

Cluster: Define, evaluate, and compare functions. 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 linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

Cluster: Define, evaluate, and compare functions. Standard: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Cluster: Use functions to model relationships between quantities. Standard: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

Cluster: Use functions to model relationships between quantities. Standard: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. Standard: Verify experimentally the properties of rotations, reflections, and translations: Lines are taken to lines, and line segments to line segments of the same length.

Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. Standard: Verify experimentally the properties of rotations, reflections, and translations: Angles are taken to angles of the same measure.

Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. Standard: Verify experimentally the properties of rotations, reflections, and translations: Parallel lines are taken to parallel lines.

Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. Standard: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. Standard: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. Standard: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. Standard: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

Cluster: Understand and apply the Pythagorean Theorem. Standard: Explain a proof of the Pythagorean Theorem and its converse.

Cluster: Understand and apply the Pythagorean Theorem. Standard: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

Cluster: Understand and apply the Pythagorean Theorem. Standard: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

Cluster: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. Standard: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

Cluster: Know that there are numbers that are not rational, and approximate them by rational numbers. Standard: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

Cluster: Know that there are numbers that are not rational, and approximate them by rational numbers. Standard: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g.,?^2). For example, by truncating the decimal expansion of ?2, show that ?2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

Cluster: Investigate patterns of association in bivariate data. Standard: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

Cluster: Investigate patterns of association in bivariate data. Standard: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

Cluster: Investigate patterns of association in bivariate data. Standard: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

Cluster: Investigate patterns of association in bivariate data. Standard: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

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: 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: 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: 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: 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). *

Title: MS-ESS1 Earth's Place in the Universe Performance Expectation: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] Disciplinary Core Idea(s): ESS1.A: The Universe and its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. ESS1.B: Earth and the Solar System This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena. Crosscutting Concepts: Patterns Patterns can be used to identify cause-and-effect relationships. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.B

Title: MS-ESS1 Earth's Place in the Universe Performance Expectation: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler's Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.] Disciplinary Core Idea(s): ESS1.A: The Universe and its Stars Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena. Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-d: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B; Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.A; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.A; HS.ESS1.B

Title: MS-ESS1 Earth's Place in the Universe Performance Expectation: Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object's layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.] Disciplinary Core Idea(s): ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings. Crosscutting Concepts: Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was one beak." "For every vote candidate A received, candidate C received nearly three votes." 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.ESS2.A Articulation across grade-bands: 5.ESS1.B; HS.ESS1.B; HS.ESS2.A

Title: MS-ESS1 Earth's Place in the Universe Performance Expectation: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth's history. Examples of Earth's major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.] Disciplinary Core Idea(s): ESS1.C: The History of Planet Earth The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) 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: Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Mathematics 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.LS4.A; MS.LS4.C Articulation across grade-bands: 3.LS4.A; 3.LS4.C; 4.ESS1.C; HS.PS1.C; HS.LS4.A; HS.LS4.C; HS.ESS1.C; HS.ESS2.A

Title: MS-ESS2 Earth's Systems Performance Expectation: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth's materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.] Disciplinary Core Idea(s): ESS2.A: Earth Materials and Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth's materials and living organisms. Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena. Crosscutting Concepts: Stability and Change Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections: ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. DCI Connections: Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS1.B; MS.PS3.B; MS.LS2.B; MS.LS2.C; MS.ESS1.B; MS.ESS3.C Articulation across grade-bands: 4.PS3.B; 4.ESS2.A; 5.ESS2.A; HS.PS1.B; HS.PS3.B; HS.LS1.C; HS.LS2.B; HS.ESS2.A; HS.ESS2.C; HS.ESS2.E

Title: MS-ESS2 Earth's Systems Performance Expectation: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth's surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.] Disciplinary Core Idea(s): ESS2.A: Earth Materials and Systems The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. ESS2.C: The Roles of Water in Earth's Surface Processes Water's movements-both on the land and underground-cause weathering and erosion, which change the land's surface features and create underground formations. Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future. Crosscutting Concepts: Scale Proportion and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2.a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.PS1.B; MS.LS2.B Articulation across grade-bands: 4.ESS1.C; 4.ESS2.A; 4.ESS2.E; 5.ESS2.A; HS.PS3.D; HS.LS2.B; HS.ESS1.C; HS.ESS2.A; HS.ESS2.B; HS.ESS2.C; HS.ESS2.D; HS.ESS2.E; HS.ESS3.D

Title: MS-ESS2 Earth's Systems Performance Expectation: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.] Disciplinary Core Idea(s): ESS1.C: The History of Planet Earth Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) ESS2.B: Plate Tectonics and Large-Scale System Interactions Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to provide evidence for phenomena. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Science findings are frequently revised and/or reinterpreted based on new evidence. Crosscutting Concepts: Patterns Patterns in rates of change and other numerical relationships can provide information about natural systems. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.LS4.A Articulation across grade-bands: 3.LS4.A; 3.ESS3.B; 4.ESS1.C; 4.ESS2.B; 4.ESS3.B; HS.LS4.A; HS.LS4.C; HS.ESS1.C; HS.ESS2.A; HS.ESS2.B

Title: MS-ESS2 Earth's Systems Performance Expectation: Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.] Disciplinary Core Idea(s): ESS2.C: The Roles of Water in Earth's Surface Processes Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. Global movements of water and its changes in form are propelled by sunlight and gravity. Science & Engineering Practices: Developing and Using Models Develop a model to describe unobservable mechanisms. Crosscutting Concepts: Energy and Matter Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections: N/A DCI Connections: Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.B; MS.PS3.A; MS.PS3.D Articulation across grade-bands: 3.PS2.A; 4.PS3.B; 5.PS2.B; 5.ESS2.C; HS.PS2.B; HS.PS3.B; HS.PS3.D; HS.PS4.B; HS.ESS2.A; HS.ESS2.C; HS.ESS2.D

Title: MS-ESS2 Earth's Systems Performance Expectation: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.] Disciplinary Core Idea(s): ESS2.C: The Roles of Water in Earth's Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. ESS2.D: Weather and Climate Because these patterns are so complex, weather can only be predicted probabilistically. Science & Engineering Practices: Planning and Carrying Out Investigations Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. DCI Connections: Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.PS3.A; MS.PS3.B Articulation across grade-bands: 3.ESS2.D; 5.ESS2.A; HS.ESS2.C; HS.ESS2.D

Title: MS-ESS2 Earth's Systems Performance Expectation: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.] Disciplinary Core Idea(s): ESS2.C: The Roles of Water in Earth's Surface Processes Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. ESS2.D: Weather and Climate Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena. Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions-such as inputs, processes and outputs-and energy, matter, and information flows within systems. California Environmental Principles and Concepts: Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. California Common Core State Standards Connections: ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. DCI Connections: Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS3.B; MS.PS4.B Articulation across grade-bands: 3.PS2.A; 3.ESS2.D; 5.ESS2.A; HS.PS2.B; HS.PS3.B; HS.ESS1.B; HS.ESS2.A; HS.ESS2.D

Title: MS-ESS3 Earth and Human Activity Performance Expectation: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).] Disciplinary Core Idea(s): ESS3.A: Natural Resources Humans depend on Earth's land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) 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 Cause and effect relationships may be used to predict phenomena in natural or designed systems. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2.a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS1.B; MS.ESS2.D Articulation across grade-bands: 4.PS3.D; 4.ESS3.A; HS.PS3.B; HS.LS1.C; HS.ESS2.A; HS.ESS2.B; HS.ESS2.C; HS.ESS3.A

Title: MS-ESS3 Earth and Human Activity Performance Expectation: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).] Disciplinary Core Idea(s): ESS3.B: Natural Hazards Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings. Crosscutting Concepts: Patterns Graphs, charts, and images can be used to identify patterns in data. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.PS3.C Articulation across grade-bands: 3.ESS3.B; 4.ESS3.B; HS.ESS2.B; HS.ESS2.D; HS.ESS3.B; HS.ESS3.D

Title: MS-ESS3 Earth and Human Activity Performance Expectation: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).] Disciplinary Core Idea(s): ESS3.C: Human Impacts on Earth Systems Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific principles to design an object, tool, process or system. Crosscutting Concepts: Cause and Effect Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. 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.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Mathematics 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. DCI Connections: Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS2.C ; MS.LS4.D Articulation across grade-bands: 3.LS2.C; 3.LS4.D; 5.ESS3.C; HS.LS2.C; HS.LS4.C; HS.LS4.D; HS.ESS2.C; HS.ESS2.D; HS.ESS2.E; HS.ESS3.C; HS.ESS3.D

Title: MS-ESS3 Earth and Human Activity Performance Expectation: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth's systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.] Disciplinary Core Idea(s): ESS3.C: Human Impacts on Earth Systems Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. Science & Engineering Practices: Engaging in Argument from Evidence Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.1.a-f: Write arguments focused on discipline content. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS4.D Articulation across grade-bands: 3.LS2.C; 3.LS4.D; 5.ESS3.C; HS.LS2.A; HS.LS2.C; HS.LS4.C; HS.LS4.D; HS.ESS2.E; HS.ESS3.A; HS.ESS3.C

Title: MS-ESS3 Earth and Human Activity Performance Expectation: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.] Disciplinary Core Idea(s): ESS3.D: Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. Science & Engineering Practices: Asking Questions and Defining Problems Ask questions to identify and clarify evidence of an argument. Crosscutting Concepts: Stability and Change Stability might be disturbed either by sudden events or gradual changes that accumulate over time. 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. DCI Connections: Connections to other DCIs in this grade-band: MS.PS3.A Articulation across grade-bands: HS.PS3.B; HS.PS4.B; HS.ESS2.A; HS.ESS2.D; HS.ESS3.C; HS.ESS3.D

Title: MS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Disciplinary Core Idea(s): ETS1.A: Defining and Delimiting Engineering Problems The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. Science & Engineering Practices: Asking Questions and Defining Problems Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.7: Conduct short research projects to answer focused questions that allow for multiple avenues of exploration. WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include: Physical Science: MS-PS3-3 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.C; HS.ETS1.A; HS.ETS1.B

Title: MS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Disciplinary Core Idea(s): ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. Crosscutting Concepts: N/A California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of consideration and decision-making processes. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to MS-ETS1.B: Developing Possible Solutions Problems include: Physical Science: MS-PS1-6; MS-PS3-3 Life Science: MS-LS2-5 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C; HS.ETS1.A; HS.ETS1.B

Title: MS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Disciplinary Core Idea(s): ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. ETS1.C: Optimizing the Design Solution Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process-that is, some of those characteristics may be incorporated into the new design. Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings. Crosscutting Concepts: N/A California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of consideration and decision-making processes. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to MS-ETS1.B: Developing Possible Solutions Problems include: Physical Science: MS-PS1-6; MS-PS3-3 Life Science: MS-LS2-5 Connections to MS-ETS1.C: Optimizing the Design Solution include: Physical Science: MS-PS1-6 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C; HS.ETS1.B; HS.ETS1.C

Title: MS-ETS1 Engineering, Technology, and Applications of Science Performance Expectation: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Disciplinary Core Idea(s): ETS1.B: Developing Possible Solutions A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. Models of all kinds are important for testing solutions. ETS1.C: Optimizing the Design Solution The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. Science & Engineering Practices: Developing and Using Models Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Crosscutting Concepts: N/A California Environmental Principles and Concepts: Principle V Decisions affecting resources and natural systems are based on a wide range of consideration and decision-making processes. California Common Core State Standards Connections: ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to MS-ETS1.B: Developing Possible Solutions Problems include: Physical Science: MS-PS1-6; MS-PS3-3 Life Science: MS-LS2-5 Connections to MS-ETS1.C: Optimizing the Design Solution include: Physical Science: MS-PS1-6 Articulation across grade-bands: 3-5.ETS1.B; 3-5.ETS1.C; HS.ETS1.B; HS.ETS1.C

Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells. Viruses, while not cells, have features that are both common with, and distinct from, cellular life.] Disciplinary Core Idea(s): LS1.A: Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Science & Engineering Practices: Planning and Carrying Out Investigations Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. Crosscutting Concepts: Scale, Proportion, and Quantity Phenomena that can be observed at one scale may not be observable at another scale. Connections to Engineering, Technology and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered 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 WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS1.A

Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.] Disciplinary Core Idea(s): LS1.A: Structure and Function Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena. Crosscutting Concepts: Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. 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 SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. DCI Connections: Connections to other DCIs in this grade-band: MS.LS3.A Articulation across grade-bands: 4.LS1.A; HS.LS1.A

Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.] Disciplinary Core Idea(s): LS1.A: Structure and Function In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Science & Engineering Practices: Engaging in Argument from Evidence Use an oral and written argument supported by evidence to support or refute an explanation or a model for a phenomenon. Crosscutting Concepts: Systems and System Models Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. Connections to Nature of Science: Science is a Human Endeavor Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. WHST.6-8.1.a-e: Write arguments focused on discipline-specific content. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS1.A

Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.] Disciplinary Core Idea(s): LS1.B: Growth and Development of Organisms Animals engage in characteristic behaviors that increase the odds of reproduction. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Science & Engineering Practices: Engaging in Argument from Evidence Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. WHST.6-8.1.a-e: Write arguments focused on discipline-specific content. DCI Connections: Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; HS.LS2.A; HS.LS2.D

Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] Disciplinary Core Idea(s): LS1.B: Growth and Development of Organisms Genetic factors as well as local conditions affect the growth of the adult plant. Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) 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 Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. WHST.6-8.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.SP.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. DCI Connections: Connections to other DCIs in this grade-band: MS.LS2.A Articulation across grade-bands: 3.LS1.B; 3.LS3.A; HS.LS2.A

Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] Disciplinary Core Idea(s): LS1.C: Organization for Matter and Energy Flow in Organisms Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. PS3.D: Energy in Chemical Processes The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6) Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) 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 Based on Empirical Evidence Science knowledge is based upon logical connections between evidence and explanations. Crosscutting Concepts: Energy and Matter Within a natural system, the transfer of energy drives the motion and/or cycling of matter. 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. WHST.6-8.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. DCI Connections: Connections to other DCIs in this grade-band: MS.PS1.B; MS.ESS2.A Articulation across grade-bands: 5.PS3.D; 5.LS1.C; 5.LS2.A; 5.LS2.B; HS.PS1.B; HS.LS1.C; HS.LS2.B; HS.ESS2.D

Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.] Disciplinary Core Idea(s): LS1.C: Organization for Matter and Energy Flow in Organisms Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. PS3.D: Energy in Chemical Processes Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary to MS-LS1-6) Science & Engineering Practices: Developing and Using Models Develop a model to describe unobservable mechanisms. Crosscutting Concepts: Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. 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 SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. DCI Connections: Connections to other DCIs in this grade-band: MS.PS1.B Articulation across grade-bands: 5.PS3.D; 5.LS1.C; 5.LS2.B; HS.PS1.B; HS.LS1.C; HS.LS2.B

Title: MS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectation: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.] Disciplinary Core Idea(s): LS1.D: Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural 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 WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 4.LS1.D; HS.LS1.A

Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.] Disciplinary Core Idea(s): LS2.A: Interdependent Relationships in Ecosystems Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources. Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to provide evidence for phenomena. Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). DCI Connections: Connections to other DCIs in this grade-band: MS.ESS3.A; MS.ESS3.C Articulation across grade-bands: 3.LS2.C; 3.LS4.D; 5.LS2.A; HS.LS2.A; HS.LS4.C; HS.LS4.D; HS.ESS3.A

Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.] Disciplinary Core Idea(s): LS2.A: Interdependent Relationships in Ecosystems Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. Crosscutting Concepts: Patterns Patterns can be used to identify cause and effect relationships. 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST.6-8.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.8.1.a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), 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. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. Mathematics 6.SP.5.a-d: Summarize numerical data sets in relation to their context. DCI Connections: Connections to other DCIs in this grade-band: MS.LS1.B Articulation across grade-bands: 1.LS1.B; HS.LS2.A; HS.LS2.B; HS.LS2.D

Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.] Disciplinary Core Idea(s): LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena. Crosscutting Concepts: Energy and Matter The transfer of energy can be tracked as energy flows through a natural system. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 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 SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. DCI Connections: Connections to other DCIs in this grade-band: MS.PS1.B Articulation across grade-bands: 5.LS2.A; 5.LS2.B; HS.PS3.B; HS.LS1.C; HS.LS2.B; HS.ESS2.A

Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] Disciplinary Core Idea(s): LS2.C: Ecosystem Dynamics, Functioning, and Resilience Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Science & Engineering Practices: Engaging in Argument from Evidence Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science disciplines share common rules of obtaining and evaluating empirical evidence. Crosscutting Concepts: Stability and Change Small changes in one part of a system might cause large changes in another part. 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RI.8.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. WHST.6-8.1.a-e: Write arguments focused on discipline-specific content. WHST.6-8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. DCI Connections: Connections to other DCIs in this grade-band: MS.LS4.C; MS.LS4.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.C Articulation across grade-bands: 3.LS2.C; 3.LS4.D; HS.LS2.C; HS.LS4.C; HS.LS4.D; HS.ESS2.E; HS.ESS3.B; HS.ESS3.C

Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectation: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] Disciplinary Core Idea(s): LS2.C: Ecosystem Dynamics, Functioning, and Resilience Biodiversity describes the variety of species found in Earth's terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health. LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans' resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on-for example, water purification and recycling. (secondary to MS-LS2-5) ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5) Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. Crosscutting Concepts: Stability and Change Small changes in one part of a system might cause large changes in another part. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. 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.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RI.8.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Mathematics MP.4: Model with mathematics. 6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. DCI Connections: Connections to other DCIs in this grade-band: MS.ESS3.C Articulation across grade-bands: HS.LS2.A; HS.LS2.C; HS.LS4.D; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D

Title: MS-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.] Disciplinary Core Idea(s): LS3.A: Inheritance of Traits Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. LS3.B: Variation of Traits In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena. Crosscutting Concepts: Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.8.5: Integrate multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. DCI Connections: Connections to other DCIs in this grade-band: MS.LS1.A; MS.LS4.A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.A; HS.LS1.B; HS.LS3.A; HS.LS3.B

Title: MS-LS3 Heredity: Inheritance and Variation of Traits Performance Expectation: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.] Disciplinary Core Idea(s): LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena. Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.B; HS.LS3.A; HS.LS3.B

Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.] Disciplinary Core Idea(s): LS4.A: Evidence of Common Ancestry and Diversity The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: Patterns Graphs, charts, and images can be used to identify patterns in data. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 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. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). DCI Connections: Connections to other DCIs in this grade-band: MS.ESS1.C; MS.ESS2.B Articulation across grade-bands: 3.LS4.A; HS.LS4.A; HS.ESS1.C

Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.] Disciplinary Core Idea(s): LS4.A: Evidence of Common Ancestry and Diversity Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. Crosscutting Concepts: Patterns Patterns can be used to identify cause and effect relationships. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. 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. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. WHST.6-8.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. SL.8.1.a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), 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. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. DCI Connections: Connections to other DCIs in this grade-band: MS.LS3.A; MS.LS3.B; MS.ESS1.C Articulation across grade-bands: 3.LS4.A; HS.LS4.A; HS.ESS1.C

Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.] Disciplinary Core Idea(s): LS4.A: Evidence of Common Ancestry and Diversity Comparison of the embryological development of different species also reveals similarities that show relationships not evident in the fully-formed anatomy. Science & Engineering Practices: Analyzing and Interpreting Data Analyze displays of data to identify linear and nonlinear relationships. Crosscutting Concepts: Patterns Graphs, charts, and images can be used to identify patterns in data. 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. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS4.A

Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.] Disciplinary Core Idea(s): LS4.B: Natural Selection Natural selection leads to the predominance of certain traits in a population, and the suppression of others. Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct an explanation that includes qualitative or quantitative relationships between variables that describe phenomena. Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. 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. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. SL.8.1.a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), 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. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. Mathematics 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS3.A; MS.LS3.B Articulation across grade-bands: 3.LS3.B; 3.LS4.B; HS.LS2.A; HS.LS3.B; HS.LS4.B; HS.LS4.C

Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.] Disciplinary Core Idea(s): LS4.B: Natural Selection In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods. Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. 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. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS3.B; HS.LS4.C

Title: MS-LS4 Biological Evolution: Unity and Diversity Performance Expectation: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.] Disciplinary Core Idea(s): LS4.C: Adaptation Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations to support scientific conclusions and design solutions. Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. 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. California Common Core State Standards Connections: Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS2.C; MS.LS3.B; MS.ESS1.C Articulation across grade-bands: 3.LS4.C; HS.LS2.A; HS.LS2.C; HS.LS3.B; HS.LS4.B; HS.LS4.C

Title: MS-PS1 Matter and Its Interactions Performance Expectation: Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.] Disciplinary Core Idea(s): PS1.A: Structure and Properties of Matter Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). Science & Engineering Practices: Developing and Using Models Develop a model to predict and/or describe phenomena. Crosscutting Concepts: Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. 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. California Common Core State Standards Connections: ELA/Literacy RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems. DCI Connections: Connections to other DCIs in this grade-band: MS.ESS2.C Articulation across grade-bands: 5.PS1.A; HS.PS1.A; HS.ESS1.A

Title: MS-PS1 Matter and Its Interactions Performance Expectation: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.] Disciplinary Core Idea(s): PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: Patterns Macroscopic patterns are related to the nature of microscopic and atomic-level structure. 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. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. 6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems. 6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. DCI Connections: Connections to other DCIs in this grade-band: MS.PS3.D; MS.LS1.C; MS.ESS2.A Articulation across grade-bands: 5.PS1.B; HS.PS1.B

Title: MS-PS1 Matter and Its Interactions Performance Expectation: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative information.] Disciplinary Core Idea(s): PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or now supported by evidence. Crosscutting Concepts: Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. Influence of Science, Engineering and Technology on Society and the Natural World The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. 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. California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. WHST.6-8.8: Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. DCI Connections: Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS4.D; MS.ESS3.A; MS.ESS3.C Articulation across grade-bands: HS.PS1.A; HS.LS2.A; HS.LS4.D; HS.ESS3.A

Title: MS-PS1 Matter and Its Interactions Performance Expectation: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] Disciplinary Core Idea(s): PS1.A: Structure and Properties of Matter Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. PS3.A: Definitions of Energy The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4) The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system's material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. (secondary to MS-PS1-4) Science & Engineering Practices: Developing and Using Models Develop a model to predict and/or describe phenomena. Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed 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. California Common Core State Standards Connections: ELA/Literacy RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. DCI Connections: Connections to other DCIs in this grade-band: MS.ESS2.C Articulation across grade-bands: HS.PS1.A; HS.PS1.B; HS.PS3.A

Title: MS-PS1 Matter and Its Interactions Performance Expectation: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.] Disciplinary Core Idea(s): PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. The total number of each type of atom is conserved, and thus the mass does not change. Science & Engineering Practices: Developing and Using Models Develop a model to describe unobservable mechanisms. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. Crosscutting Concepts: Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. 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. California Common Core State Standards Connections: ELA/Literacy RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems. DCI Connections: Connections to other DCIs in this grade-band: MS.LS1.C; MS.LS2.B; MS.ESS2.A Articulation across grade-bands: 5.PS1.B; HS.PS1.B

Title: MS-PS1 Matter and Its Interactions Performance Expectation: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.] Disciplinary Core Idea(s): PS1.B: Chemical Reactions Some chemical reactions release energy, others store energy. ETS1.B: Developing Possible Solutions A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (secondary to MS-PS1-6) ETS1.C: Optimizing the Design Solution Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process - that is, some of the characteristics may be incorporated into the new design. (secondary to MS-PS1-6) The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (secondary to MS-PS1-6) Science & Engineering Practices: Constructing Explanations and Designing Solutions Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. Crosscutting Concepts: Energy and Matter The transfer of energy can be tracked as energy flows through a designed or natural system. 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. California Common Core State Standards Connections: ELA/Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. DCI Connections: Connections to other DCIs in this grade-band: MS.PS3.D Articulation across grade-bands: HS.PS1.A; HS.PS1.B; HS.PS3.A; HS.PS3.B; HS.PS3.D

Title: MS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.* [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.] Disciplinary Core Idea(s): PS2.A: Forces and Motion For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas or principles to design an object, tool, process or system. Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions-such as inputs, processes and outputs-and energy and matter flows within systems. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.EE.2.a-c: Write, read, and evaluate expressions in which letters stand for numbers. 7.EE.3-4: Solve real-life and mathematical problems using numerical and algebraic expressions and equations. DCI Connections: Connections to other DCIs in this grade-band: MS.PS3.C Articulation across grade-bands: 3.PS2.A; HS.PS2.A

Title: MS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton's First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton's Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.] Disciplinary Core Idea(s): PS2.A: Forces and Motion The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Science & Engineering Practices: Planning and Carrying Out Investigations Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: Stability and Change Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.2.a-c: Write, read, and evaluate expressions in which letters stand for numbers. 7.EE.3-4: Solve real-life and mathematical problems using numerical and algebraic expressions and equations. DCI Connections: Connections to other DCIs in this grade-band: MS.PS3.A; MS.PS3.B; MS.ESS2.C Articulation across grade-bands: 3.PS2.A; HS.PS2.A; HS.PS3.B; HS.ESS1.B

Title: MS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.] [Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.] Disciplinary Core Idea(s): PS2.B: Types of Interactions Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Mathematics MP.2: Reason abstractly and quantitatively. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.PS2.B; HS.PS2.B

Title: MS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton's Law of Gravitation or Kepler's Laws.] Disciplinary Core Idea(s): PS2.B: Types of Interactions Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass-e.g., Earth and the sun. Science & Engineering Practices: Engaging in Argument from Evidence Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions-such as inputs, processes and outputs-and energy and matter flows within systems. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy WHST.6-8.1.a-e: Write arguments focused on discipline-specific content. DCI Connections: Connections to other DCIs in this grade-band: MS.ESS1.A ; MS.ESS1.B ; MS.ESS2.C Articulation across grade-bands: 5.PS2.B ; HS.PS2.B ; HS.ESS1.B

Title: MS-PS2 Motion and Stability: Forces and Interactions Performance Expectation: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. [Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.] [Assessment Boundary: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.] Disciplinary Core Idea(s): PS2.B: Types of Interactions Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, a magnet, or a ball, respectively). Science & Engineering Practices: Planning and Carrying Out Investigations Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation. Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.PS2.B; HS.PS2.B; HS.PS3.A; HS.PS3.B ; HS.PS3.C

Title: MS-PS3 Energy Performance Expectation: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.] Disciplinary Core Idea(s): PS3.A: Definitions of Energy Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. Science & Engineering Practices: Analyzing and Interpreting Data Construct and interpret graphical displays of data to identify linear and nonlinear relationships. Crosscutting Concepts: Scale, Proportion, and Quantity Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. California Environmental Principles and Concepts: 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics MP.2: Reason abstractly and quantitatively. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ? 0, and use rate language in the context of a ratio relationship. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 8.EE.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.2: Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. DCI Connections: Connections to other DCIs in this grade-band: MS.PS2.A Articulation across grade-bands: 4.PS3.B; HS.PS3.A; HS.PS3.B

Title: MS-PS3 Energy Performance Expectation: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate's hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.] Disciplinary Core Idea(s): PS3.A: Definitions of Energy A system of objects may also contain stored (potential) energy, depending on their relative positions. PS3.C: Relationship Between Energy and Forces When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. Science & Engineering Practices: Developing and Using Models Develop a model to describe unobservable mechanisms. Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions-such as inputs, processes, and outputs-and energy and matter flows within systems. California Environmental Principles and Concepts: 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.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.PS2.B; HS.PS3.B; HS.PS3.C

Title: MS-PS3 Energy Performance Expectation: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] Disciplinary Core Idea(s): PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. PS3.B: Conservation of Energy and Energy Transfer Energy is spontaneously transferred out of hotter regions or objects and into colder ones. ETS1.A: Defining and Delimiting Engineering Problems The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS-PS3-3) ETS1.B: Developing Possible Solutions A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system. Crosscutting Concepts: Energy and Matter The transfer of energy can be tracked as energy flows through a designed or natural system. California Environmental Principles and Concepts: 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.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. DCI Connections: Connections to other DCIs in this grade-band: MS.PS1.B; MS.ESS2.A; MS.ESS2.C; MS.ESS2.D Articulation across grade-bands: 4.PS3.B; HS.PS3.B

Title: MS-PS3 Energy Performance Expectation: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] Disciplinary Core Idea(s): PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. PS3.B: Conservation of Energy and Energy Transfer The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. Science & Engineering Practices: Planning and Carrying Out Investigations Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: Scale, Proportion, and Quantity Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. California Environmental Principles and Concepts: 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.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics MP.2: Reason abstractly and quantitatively. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. DCI Connections: Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.ESS2.C; MS.ESS2.D; MS.ESS3.D Articulation across grade-bands: 4.PS3.C; HS.PS1.B; HS.PS3.A; HS.PS3.B

Title: MS-PS3 Energy Performance Expectation: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.] Disciplinary Core Idea(s): PS3.B: Conservation of Energy and Energy Transfer When the motion energy of an object changes, there is inevitably some other change in energy at the same time. Science & Engineering Practices: Engaging in Argument from Evidence Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: Energy and Matter Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). California Environmental Principles and Concepts: 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. WHST.6-8.1.a-e: Write arguments focused on discipline-specific content. Mathematics MP.2: Reason abstractly and quantitatively. 6.RP.1: Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. DCI Connections: Connections to other DCIs in this grade-band: MS.PS2.A Articulation across grade-bands: 4.PS3.C; HS.PS3.A; HS.PS3.B

Title: MS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.] Disciplinary Core Idea(s): PS4.A: Wave Properties A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations to describe and/or support scientific conclusions and design solutions. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. Crosscutting Concepts: Patterns Graphs and charts can be used to identify patterns in data. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 4.PS3.A; 4.PS3.B; 4.PS4.A; HS.PS4.A; HS.PS4.B

Title: MS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.] Disciplinary Core Idea(s): PS4.A: Wave Properties A sound wave needs a medium through which it is transmitted. PS4.B: Electromagnetic Radiation When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light. The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. However, because light can travel through space, it cannot be a matter wave, like sound or water waves. Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena. Crosscutting Concepts: Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. DCI Connections: Connections to other DCIs in this grade-band: MS.LS1.D Articulation across grade-bands: 4.PS4.B; HS.PS4.A; HS.PS4.B; HS.ESS1.A; HS.ESS2.A; HS.ESS2.C; HS.ESS2.D

Title: MS-PS4 Waves and Their Applications in Technologies for Information Transfer Performance Expectation: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. [Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.] [Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.] Disciplinary Core Idea(s): PS4.C: Information Technologies and Instrumentation Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Crosscutting Concepts: Structure and Function Structures can be designed to serve particular functions. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. Connections to Nature of Science: Science is a Human Endeavor Advances in technology influence the progress of science and science has influenced advances in technology. California Environmental Principles and Concepts: N/A California Common Core State Standards Connections: ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. DCI Connections: Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 4.PS4.C; HS.PS4.A; HS.PS4.C

Standard: Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

Overarching Standard: HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. Standard: Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.

Overarching Standard: HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. Standard: Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as "all men are created equal, that they are endowed by their Creator with certain unalienable Rights").

Overarching Standard: HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. Standard: Analyze how the American Revolution affected other nations, especially France.

Overarching Standard: HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. Standard: Describe the nation's blend of civic republicanism, classical liberal principles, and English parliamentary traditions.

Standard: Students analyze the multiple causes, key events, and complex consequences of the Civil War.

Overarching Standard: HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War. Standard: Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.

Overarching Standard: HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War. Standard: Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.

Overarching Standard: HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War. Standard: Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.

Overarching Standard: HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War. Standard: Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).

Overarching Standard: HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War. Standard: Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.

Overarching Standard: HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War. Standard: Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.

Overarching Standard: HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War. Standard: Explain how the war affected combatants, civilians, the physical environment, and future warfare.

Standard: Students analyze the character and lasting consequences of Reconstruction.

Overarching Standard: HSS-8.11 Students analyze the character and lasting consequences of Reconstruction. Standard: List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.

Overarching Standard: HSS-8.11 Students analyze the character and lasting consequences of Reconstruction. Standard: Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).

Overarching Standard: HSS-8.11 Students analyze the character and lasting consequences of Reconstruction. Standard: Understand the effects of the Freedmen's Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and "Jim Crow" laws.

Overarching Standard: HSS-8.11 Students analyze the character and lasting consequences of Reconstruction. Standard: Trace the rise of the Ku Klux Klan and describe the Klan's effects.

Overarching Standard: HSS-8.11 Students analyze the character and lasting consequences of Reconstruction. Standard: Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.

Standard: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.

Overarching Standard: HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Standard: Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map.

Overarching Standard: HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Standard: Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization.

Overarching Standard: HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Standard: Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies.

Overarching Standard: HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Standard: Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).

Overarching Standard: HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Standard: Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).

Overarching Standard: HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Standard: Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.

Overarching Standard: HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Standard: Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.

Overarching Standard: HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Standard: Identify the characteristics and impact of Grangerism and Populism.

Overarching Standard: HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Standard: Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).

Standard: Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.

Overarching Standard: HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. Standard: Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact.

Overarching Standard: HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. Standard: Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.

Overarching Standard: HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. Standard: Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.

Overarching Standard: HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. Standard: Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution.

Overarching Standard: HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. Standard: Understand the significance of Jefferson's Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.

Overarching Standard: HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. Standard: Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.

Overarching Standard: HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. Standard: Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.

Standard: Students understand the foundation of the American political system and the ways in which citizens participate in it.

Overarching Standard: HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. Standard: Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.

Overarching Standard: HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. Standard: Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.

Overarching Standard: HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. Standard: Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution's clauses on interstate commerce, common coinage, and full-faith and credit.

Overarching Standard: HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. Standard: Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).

Overarching Standard: HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. Standard: Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays' Rebellion, the Whiskey Rebellion).

Overarching Standard: HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. Standard: Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).

Overarching Standard: HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. Standard: Understand the functions and responsibilities of a free press.

Standard: Students analyze the aspirations and ideals of the people of the new nation.

Overarching Standard: HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation. Standard: Describe the country's physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.

Overarching Standard: HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation. Standard: Explain the policy significance of famous speeches (e.g., Washington's Farewell Ad-dress, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address).

Overarching Standard: HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation. Standard: Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson's opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law).

Overarching Standard: HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation. Standard: Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).

Standard: Students analyze U.S. foreign policy in the early Republic.

Overarching Standard: HSS-8.5 Students analyze U.S. foreign policy in the early Republic. Standard: Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace.

Overarching Standard: HSS-8.5 Students analyze U.S. foreign policy in the early Republic. Standard: Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.

Overarching Standard: HSS-8.5 Students analyze U.S. foreign policy in the early Republic. Standard: Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.

Standard: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.

Overarching Standard: HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. Standard: Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).

Overarching Standard: HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. Standard: Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).

Overarching Standard: HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. Standard: List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).

Overarching Standard: HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. Standard: Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.

Overarching Standard: HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. Standard: Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann's campaign for free public education and its assimilating role in American culture.

Overarching Standard: HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. Standard: Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).

Overarching Standard: HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. Standard: Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).

Standard: Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.

Overarching Standard: HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced. Standard: Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.

Overarching Standard: HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced. Standard: Trace the origins and development of slavery; its effects on black Americans and on the region's political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).

Overarching Standard: HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced. Standard: Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.

Overarching Standard: HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced. Standard: Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.

Standard: Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.

Overarching Standard: HSS-8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. Standard: Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).

Overarching Standard: HSS-8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. Standard: Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees' "Trail of Tears," settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.

Overarching Standard: HSS-8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. Standard: Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).

Overarching Standard: HSS-8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. Standard: Examine the importance of the great rivers and the struggle over water rights.

Overarching Standard: HSS-8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. Standard: Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.

Overarching Standard: HSS-8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. Standard: Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.

Standard: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.

Overarching Standard: HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. Standard: Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).

Overarching Standard: HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. Standard: Discuss the abolition of slavery in early state constitutions.

Overarching Standard: HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. Standard: Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.

Overarching Standard: HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. Standard: Discuss the importance of the slavery issue as raised by the annexation of Texas and California's admission to the union as a free state under the Compromise of 1850.

Overarching Standard: HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. Standard: Analyze the significance of the States' Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay's role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).

Overarching Standard: HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. Standard: Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.

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. Effectively implement production processes, artistically crafting and integrating content, technique and stylistic conventions in media arts productions, demonstrating understanding of associated aesthetic principles, such as consistency and juxtaposition. b. Refine and elaborate aesthetic elements and technical components to intentionally form impactful expressions in media artworks for specific purposes, audiences and contexts.

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. Implement production processes, making artistically deliberate choices in content, technique, and style in media arts productions, demonstrating understanding of associated aesthetic principles, such as emphasis and tone. b. Refine media artworks, honing aesthetic quality and stylistic elements towards intentional expression and purpose.

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 use internal and external resources, such as cultural and societal knowledge, research, and exemplary works, to inform the creation of media artworks. b. Explain and demonstrate how media artworks expand meaning and knowledge, and create cultural experiences, such as local and global events.

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 democracy, environment, and connecting people and places. b. Analyze and responsibly interact with media arts tools, environments, legal and technological contexts, considering ethics, media literacy, social media, and virtual worlds.

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): Generate ideas, goals, and solutions for original media artworks through application of focused creative processes, such as divergent thinking and experimenting.

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): Structure and critique ideas, plans, prototypes, and production processes for media arts productions, considering intent, resources, and the presentation context.

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. Implement production processes to integrate content and stylistic conventions for determined purpose and meaning in media arts productions, demonstrating understanding of associated aesthetic principles, such as theme and unity. b. Refine media artworks, improving technical quality and intentionally accentuating stylistic elements, to reflect an understanding of purpose, audience, and place.

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 multiple contents and forms into unified media arts productions , such as interdisciplinary projects, or multimedia theatre, that convey specific themes or ideas.

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 a defined range of artistic, design, technical, and soft skills, such as strategizing and collaborative communication, through performing specified roles in producing media artworks. b. Demonstrate a defined range of creative and innovative abilities, such as divergent solutions and bending conventions, in developing new solutions for identified problems 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): a. Design the presentation and distribution of media artworks through multiple formats and/or contexts considering previous results on personal growth and external effects.

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. Compare, contrast, and analyze the qualities of and relationships between the components, content, and intentions in media artworks. b. Compare, contrast, and analyze how various forms, methods, and styles in media artworks manage audience experience and create intention.

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 and meanings of a variety of media artworks, focusing on intentions, forms, and various 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 with developed criteria, 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): Explain and demonstrate how personal interests and knowledge 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): Explain the influence of societal, cultural, and historical contexts when creating, performing, and responding to music.

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 and rhythmic passages based on characteristic(s) of music or text(s) 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 and rhythmic passages that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal. b. Preserve draft compositions and improvisations through standard notation and 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 compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.

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 and rhythmic passages- individually or as an ensemble-that demonstrate understanding of characteristics of music or texts studied in rehearsal.

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): Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.

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 the setting and formal characteristics of musical works contribute to understanding the context of the music in 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 understanding and application of expressive qualities 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 technical 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 and styles. b. Demonstrate an understanding of the context of the 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): Explain reasons for selecting music 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): Describe how understanding context and 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): Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence, the treatment of the elements of music, contexts, and (when appropriate) the setting of the text.

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): Explain the influence of experiences, analysis, and context on interest in and evaluation of 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): Synthesize Performance Standard(s): Explain and demonstrate how personal interests and knowledge 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): Explain the influence of 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 melodies created over specified chord progressions or AB / ABA forms and two-to three-chord accompaniments 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/or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of melodies created over specified chord progressions or AB / ABA forms and two-to-three -chord accompaniments 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): Apply teacher-provided criteria to critique, improve, and refine drafts of melodies created over specified chord progressions or AB / ABA forms and two-to-three -chord accompaniments 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): Share final versions of melodies created over specified chord progressions or AB / ABA forms and two-to-three -chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal 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): Describe and demonstrate how a varied repertoire of music that includes melodies, and chordal accompaniments is selected, based on personal interest, music reading skills, technical skills and related challenges, and the context of the performances.

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 prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies and chordal accompaniments selected for performance, using standard notation.

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 and describe in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, and chordal accompaniments.

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 teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, and chordal accompaniments selected for performance, and identify practice 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 individual performances of a varied repertoire of music that includes melodies and chordal accompaniments, demonstrating sensitivity to the audience and an understanding of the context (such as 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): Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context (social, cultural, or 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): Describe how elements of music are manipulated and knowledge of the context (social and cultural) 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): Identify and support possible interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and (when applicable) the setting of the text.

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): Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire of 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): Synthesize Performance Standard(s): Describe and demonstrate how personal interests 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): Relate music to 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 melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) 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 melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal. b. Preserve draft compositions and improvisations through standard notation and 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 compositions and improvisations based on knowledge, skill, and teacher-provided criteria.

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 melodic and rhythmic ideas or motives- individually or as an ensemble-that demonstrate understanding of characteristics of music or texts studied in rehearsal.

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): Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.

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 knowledge of formal aspects in musical works 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): Identify expressive qualities in a varied repertoire of music that can be demonstrated 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): Use self-reflection and peer feedback to refine individual and ensemble performances of 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 attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music. b. Demonstrate an awareness of the context of the 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): Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or 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): Identify how knowledge of context and the use of repetition, similarities, and contrasts 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): Identify interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.

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): Identify and describe the effect of interest, experience, analysis, and context on the evaluation of 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): Synthesize Performance Standard(s): Describe and demonstrate how personal interests 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): Relate music to 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 simple melodies and chordal accompaniments 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 or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of simple melodies and chordal accompaniments 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): Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies and chordal accompaniments 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): Share final versions of simple melodies and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal 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): Describe and demonstrate how a varied repertoire of music that includes melodies, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.

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 prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies and chordal accompaniments selected for performance, using standard notation.

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 and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance that includes melodies, and chordal accompaniments.

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 teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, and chordal accompaniments selected for performance, and apply practice 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 individual performances of a varied repertoire of music that includes melodies and chordal accompaniments, demonstrating understanding of the audience and the context.

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): Identify reasons for selecting music based on characteristics found in the music and connections to interest, purpose or personal experience.

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): Identify, citing evidence, the use of repetition, similarities, and contrasts in musical selections and how these and knowledge of the context (social or cultural) 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): Identify possible interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when applicable) the setting of the text.

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): Identify and describe how interest, experiences, and contexts (personal or social) effect the evaluation of 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): Synthesize Performance Standard(s): Examine and demonstrate how personal interests, knowledge, and ideas 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): Examine and demonstrate 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): a. Generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.

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): a. Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent. b. Use standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.

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): a. Evaluate personal work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources. b. Describe the rationale for refining works by explaining the choices, based on evaluation criteria.

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): Present the final version of documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.

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): Apply personally developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.

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): a. Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. b. When analyzing selected music, sight-read in treble, alto, or bass clef simple rhythmic, melodic, and/or harmonic notation. c. Identity how personal, social, cultural and historical context inform performances and result in different music interpretations.

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): Perform contrasting pieces of music, demonstrating and explaining how the music's intent is conveyed by interpretations of the elements of music and expressive qualities (such as articulation/style, and phrasing).

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 apply personally developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform.

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. Perform the music, alone or with others with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator's intent. b. Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, context, and style.

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 programs of music and demonstrate the connections to an interest or experience for a specific 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): a. Compare how the elements of music and expressive qualities relate to the structure within programs of music. b. Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.

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): Support personal interpretations of contrasting programs of music and explain how creators' and performers' apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent.

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 appropriate personally developed criteria to evaluate musical works or performances.

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. Implement movement from a variety of stimuli (e.g., music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) to develop dance content for an original dance study or dance. b. Identify and select personal preferences to create an original dance study or dance. Use genre-specific dance terminology to articulate and justify choices made in movement development to communicate 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. Relate connections found between different dances and discuss the relevance of the connections to the development of one's personal perspectives. b. Investigate two contrasting topics using a variety of research methods. Identify and organize ideas to create representative movement phrases. Create a dance study exploring the contrasting ideas. Discuss how the research informed the choreographic process and deepens understanding of the topics.

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, how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people.

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 select and apply a variety of choreographic devices and dance structures to choreograph an original dance study or dance with a clear artistic intent. Articulate the group process for making movement and structural choices. b. Define and apply artistic criteria to choreograph a dance that communicates personal or cultural meaning. Discuss how the criteria clarify or intensify the meaning of the dance.

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. Revise choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others. Articulate the reasons for choices and revisions and explain how they clarify and enhance the artistic intent. b. Experiment with aspects of a recognized system and use the system to document one or more sections 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. Sculpt the body in space and design body shapes in relation to other dancers, objects, and environment. Use focus during complex floor and air patterns and/or pathways. b. Analyze and select metric, kinetic, and breath phrasing and apply appropriately to dance phrases. Perform dance phrases of different lengths that use various timings within the same section. Use different tempi in different body parts at the same time. c. Direct energy and dynamics in such a way that movement is textured. Incorporate energy and dynamics to technique exercises and dance performance. Use energy and dynamics to enhance and project movements.

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 replicate, recall, and execute spatial designs and musical or rhythmical dance phrases. b. Evaluate personal healthful practices in dance activities and everyday life including nutrition and injury prevention. Discuss choices made, the effects experienced, and methods for improvement. c. Collaborate with peers to discover strategies for achieving performance accuracy, clarity, and expressiveness. Articulate personal performance goals and practice to reach goals. Document personal improvement over time (e.g., journaling, portfolio, or timeline).

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. Use performance etiquette and performance practices during class, rehearsal and performance. After the performance, accept notes from choreographer and apply corrections to future performances. Document efforts and create a plan for ongoing improvements. b. Collaborate to design and execute production elements that would intensify and heighten the artistic intent of a dance performed on a stage, in a different venue, or for different audiences. Explain reasons for choices using production terminology.

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. Describe, demonstrate and discuss patterns of movement and their relationships in dance in context of artistic intent. b. Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent. 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 a dance and explain how artistic expression is achieved through relationships among the elements of dance, use of body, dance technique, dance structure, and context. Cite evidence in the dance to support your interpretation 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): Use artistic criteria to determine what makes an effective performance. Consider content, context, genre, style, or cultural movement practice to comprehend artistic expression. Use genre-specific dance terminology.

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): Examine a community issue through multiple perspectives in 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. Use different forms, styles, and genres of drama/theatre work to examine contemporary social, cultural, or global issues. b. Examine 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. Research the story elements of a staged drama/theatre work and compare them to another production of the same work. b. Identify and use artifacts from a time period and place to develop performance and design choices in 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. Imagine and explore multiple perspectives and solutions to staging problems in a drama/ theatre work. b. Develop a scripted or improvised character by articulating the character's inner thoughts, objectives, and motivations in a drama/theatre work. c. Imagine and explore solutions to design challenges of a performance space 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. Articulate and apply critical analysis, personal experience, research, and historical and cultural context to the development of original ideas for a drama/theatre work. b. Share leadership and responsibilities to develop collaborative goals when preparing or devising 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. Practice collaboration, analysis and reflection to refine a devised or scripted drama/theatre work. b. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted 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. Explore different pacing to better communicate the story in a drama/theatre work. b. Use various character objectives and tactics in a drama/theatre work to overcome an obstacle.

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 a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance. b. Use a variety of technical theatre elements to create a design for a rehearsal or 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 scene from a drama/theatre work for an 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): Apply appropriate criteria to the evaluation of artistic choices in 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. Recognize and share artistic choices when participating in or observing a drama/theatre work. b. Analyze how cultural contexts influence the evaluation of a drama/theatre work. c. Apply personal aesthetics, preferences, and beliefs to evaluate 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. Respond to a drama/ theatre work using supporting evidence, personal aesthetics, and artistic criteria. b. Assess the impact of a drama/theatre work on a specific audience. c. Differentiate the effect of technical theatre elements used in a drama/theatre work to assess aesthetic choices.

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): Make art collaboratively to reflect on and reinforce positive aspects of group identity.

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): Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.

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): Document early stages of the creative process visually and/or verbally in traditional or contemporary media.

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): Collaboratively shape an artistic investigation of an aspect of present day life using a contemporary practice 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): Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of artmaking or designing.

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 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: 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): Select, organize, and design images and words to make visually clear and compelling presentations.

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 to examine, reflect on, and plan revisions for a work of art or 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): Develop and apply criteria for evaluating a collection of artwork for 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): Collaboratively prepare and present selected theme-based artwork for display, and formulate exhibition narratives for the viewer.

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 why and how an exhibition or collection may influence ideas, beliefs, and 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): Explain how a person's aesthetic choices are influenced by culture, environment, and personal experiences which impacts the message it conveys to others.

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): Compare and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions.

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 art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

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): Create a convincing and logical argument to support an evaluation of art.

Standard: Describe the harmful short- and long-term effects of alcohol, tobacco, and other drugs, including steroids, performance-enhancing drugs and inhalants.

Standard: Describe the relationship between using alcohol, tobacco, and other drugs and engaging in other risky behaviors.

Standard: Explain the dangers of drug dependence and addiction.

Standard: Describe the consequences of using alcohol, tobacco, and other drugs during pregnancy, including fetal alcohol spectrum disorders.

Standard: Analyze the harmful effects of using diet pills without physician supervision.

Standard: Explain the short- and long-term consequences of using alcohol and other drugs to cope with problems.

Standard: Explain why most youths do not use alcohol, tobacco, or other drugs.

Standard: Explain school policies and community laws related to the use, possession, and sale of alcohol, tobacco, and illegal drugs.

Standard: Analyze internal influences that affect the use and abuse of alcohol, tobacco, and other drugs.

Standard: Evaluate the influence of marketing and advertising techniques and how they affect alcohol, tobacco, and other drug use and abuse.

Standard: Analyze family and peer pressure as influences on the use of alcohol, tobacco, and other drugs.

Standard: Analyze the validity of information, products, and services related to the use of alcohol, tobacco, and other drugs.

Standard: Use effective refusal and negotiation skills to avoid risky situations, especially where alcohol, tobacco, and other drugs are being used.

Standard: Use a decision-making process to avoid using alcohol, tobacco, and other drugs in a variety of situations.

Standard: Develop short- and long-term goals to remain drug-free.

Standard: Use a variety of effective coping strategies when there is alcohol, tobacco, or other drug use in group situations.

Standard: Practice positive alternatives to the use of alcohol, tobacco, and other drugs.

Standard: Participate in school and community efforts to promote a drug-free lifestyle.

Standard: Explain physical, social, and emotional changes associated with adolescence.

Standard: Describe the emotional, psychological, and physical consequences of rape and sexual assault.

Standard: Explain why rape and sexual assault should be reported to authorities and trusted adults.

Standard: Describe responsible prenatal and child care, including California's Safely Surrendered Baby Law.[6] Footnote: [6] EC Section 51933(b)(12).

Standard: Evaluate the benefits to mother, father, and child when teenagers wait until adulthood to become parents.

Standard: Summarize the human reproduction cycle.

Standard: Explain the effectiveness of abstinence in preventing HIV, other STDs, and unintended pregnancy.[1] Footnote: [1]See Education Code (EC) sections 51930(b)(1), 51933(b)(8), and 51934(b)(3)

Standard: Explain how conception occurs, the stages of pregnancy, and the responsibilities associated with parenting.

Standard: Explain the effectiveness of FDA-approved condoms and other contraceptives in preventing HIV, other STDs, and unintended pregnancy.[2] Footnote: [2] EC Section 51933(b)(10), 51934(b)(3).

Standard: Identify the short- and long-term effects of HIV, AIDS, and other STDs.[3] Footnote: [3] EC Section 51934(b)(1).

Standard: Identify ways to prevent or reduce the risk of contracting HIV, AIDS, and other STDs.[4] Footnote: [4] EC Section 51934(b)(2),(b)(3),(b)(4).

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: Explain why individuals have the right to refuse sexual contact.

Standard: Analyze how internal and external influences affect growth and development, relationships, and sexual behavior.

Standard: Evaluate how culture, media, and other people influence our perceptions of body image, gender roles, sexuality, attractiveness, relationships, and sexual orientation.[7] Footnote: [7] EC Section 51930(b)(2).

Standard: Analyze the influence of alcohol and other drugs on sexual behaviors.[8] Footnote: [8] EC Sections 51933(b)(11), 51934(b)(6).

Standard: Describe situations that could lead to pressure for sexual activity and to the risk of contracting HIV and other STDs.[9] Footnote: [9] EC Sections 51933(b)(11), 51934(b)(6).

Standard: Recognize that there are individual, family, and cultural differences in relationships.

Standard: Explain how sexual exploitation can occur through the Internet.

Standard: Identify trusted adults in one's family, school, and community for advice and counseling regarding reproductive and sexual health.

Standard: Locate medically and scientifically accurate sources of information on reproductive health.[10] Footnote: [10] EC Sections 51931(f), 51933(b)(8), 51934(b)(5).

Standard: Identify health care providers for reproductive and sexual health services.[11] Footnote: [11] EC Sections 51933(b)(9), 51934(b)(5).

Standard: Practice effective communication skills with parents, guardians, health care providers, or other trusted adults by discussing issues related to reproductive and sexual health.[12] Footnote: [12] EC Section 51933(b)(6).

Standard: Use effective verbal and nonverbal communication skills to prevent sexual involvement, HIV, other STDs, and unintended pregnancy.[13] Footnote: [13] EC Sections 51933(b)(11), 51934(b)(6).

Standard: Use healthy and respectful ways to express friendship, attraction, and affection.

Standard: Analyze the benefits of respecting individual differences in growth and development, physical appearance, gender roles, and sexual orientation.[14] Footnote: [14] EC Section 51930(b)(2).

Standard: Demonstrate how to ask for help from parents, other trusted adults, or friends when pressured to participate in sexual behavior.

Standard: Analyze why abstinence is the most effective method for the prevention of HIV, STDs, and pregnancy.[15] Footnote: [15] EC sections 51933(b)(8), (b)(11), 51934(b)(3).

Standard: Use a decision-making process to examine the characteristics of healthy relationships.[16] Footnote: [16] EC Section 51933(b)(11).

Standard: Use a decision-making process to evaluate individual differences in growth and development, physical appearance, gender roles, and sexual orientation.[17] Footnote: [17] EC Sections 51930(b)(2), 51933(b)(11), 51934(b)(6).

Standard: Analyze the responsibilities and privileges of becoming a young adult.

Standard: Identify how good health practices in adolescence affect lifelong health and the health of future children.

Standard: Explain the immediate physical, social, and emotional risks and consequences associated with sexual activity.

Standard: Use a decision-making process to evaluate the value of using FDA-approved condoms for pregnancy and STD prevention.

Standard: Develop a plan to avoid HIV, AIDS, other STDs, and pregnancy.[18] Footnote: [18] EC Sections 51933(b)(8), (b)(10), 51934(b)(3).

Standard: Describe how HIV, AIDS, other STDs, or pregnancy could impact life goals.[19] Footnote: [19] EC Sections 51933(b)(11), 51934(b)(6).

Standard: Describe strategies for refusing unwanted sexual activity.[20] Footnote: [20] EC Sections 51933(b)(11), 51934(b)(6).

Standard: Demonstrate the ability to anticipate and minimize exposure to situations that pose a risk to sexual health.[21] Footnote: [21] EC Sections 51933(b)(11), 51934(b)(6).

Standard: Describe personal actions that can protect reproductive and sexual health.[22] Footnote: [22] EC Sections 51933(b)(11), 51934(b)(6).

Standard: Support and encourage safe, respectful, and responsible relationships.[23] Footnote: [23] EC Section 51933(b)(7), (b)(11), (d)(2).

Standard: Promote respect for and dignity of persons living with HIV or AIDS.[24] Footnote: [24] EC Section 51934(b)(7).

Standard: Explain positive social behaviors (e.g., helping others, being respectful to others, cooperation, consideration).

Standard: Describe signs of depression, potential suicide, and other self-destructive behaviors.

Standard: Describe common mental health conditions and why seeking professional help for these conditions is important.

Standard: Identify a variety of nonviolent ways to respond when angry or upset.

Standard: Identify qualities that contribute to a positive self-image.

Standard: Describe how emotions change during adolescence.

Standard: Recognize diversity among people, including disability, gender, race, sexual orientation, and body size.

Standard: Describe the changing roles and responsibilities of adolescents as members of a family and community.

Standard: Describe the benefits of having positive relationships with trusted adults.

Standard: Analyze the harmful effects of using diet pills without physician supervision.

Standard: Identify the signs of various eating disorders.

Standard: Analyze internal and external influences on mental, emotional, and social health.

Standard: Analyze techniques that are used to pressure someone to engage in or be a target of violent behavior.

Standard: Analyze the influence of culture on family values and practices.

Standard: Access accurate sources of information and services about mental, emotional, and social health.

Standard: Describe situations for which adult help is needed, including intimidating and dangerous situations, and how to access help for oneself and others.

Standard: Identify trusted adults to report to if people are in danger of hurting themselves or others.

Standard: Analyze situations to determine whether they call for acts of caring among friends or require getting the help of trusted adults.

Standard: Seek help from trusted adults for oneself or a friend with an emotional or social health problem.

Standard: Apply decision-making processes to a variety of situations that impact mental, emotional, and social health.

Standard: Monitor personal stressors and assess techniques for managing them.

Standard: Describe healthy ways to express caring, friendship, affection, and love.

Standard: Describe situations for which someone would seek help with stress, loss, an unrealistic body image, or depression.

Standard: Analyze the importance of setting personal boundaries for privacy, safety, and expressions of emotions and opinions.

Standard: Develop achievable goals for handling stressors in healthy ways.

Standard: Demonstrate effective coping mechanisms and strategies for managing stress.

Standard: Practice respect for individual differences and diverse backgrounds.

Standard: Participate in clubs, organizations, and activities in the school and community that offer opportunities for student and family involvement.

Standard: Practice personal boundaries in a variety of situations.

Standard: Demonstrate skills to avoid or escape from potentially violent situations, including dating.

Standard: Promote a positive and respectful school environment.

Standard: Object appropriately to teasing of peers and community members that is based on perceived personal characteristics or sexual orientation.

Standard: Describe the short- and long-term impact of nutritional choices on health.

Standard: Identify the impact of nutrition on chronic disease.

Standard: Analyze the cognitive and physical benefits of eating breakfast daily.

Standard: Examine the role of lifelong fitness activities in maintaining personal fitness, blood pressure, weight, and percentage of body fat.

Standard: Explain how to use a Body Mass Index (BMI) score as a tool for measuring general health.

Standard: Identify ways to increase daily physical activity.

Standard: Explain that incorporating daily moderate or vigorous physical activity into one's life does not require a structured exercise plan or special equipment.

Standard: Differentiate between physical activity and exercise and health-related and skill-related fitness.

Standard: Identify nutrients and their relationships to health.

Standard: Examine the health risks caused by food contaminants.

Standard: Describe how to keep food safe through proper food purchasing, preparation, and storage practices.

Standard: Differentiate between diets that are health-promoting and diets linked to disease.

Standard: Analyze the caloric and nutritional value of foods and beverages.

Standard: Describe the benefits of eating a variety of foods high in iron, calcium, and fiber.

Standard: Identify ways to prepare food that are consistent with current research-based guidelines for a nutritionally balanced diet.

Standard: Analyze the harmful effects of engaging in unscientific diet practices to lose or gain weight.

Standard: Describe the influence of culture and media on body image.

Standard: Evaluate internal and external influences on food choices.

Standard: Analyze the impact of nutritional choices on future reproductive and prenatal health.

Standard: Analyze the influence of technology and media on physical activity.

Standard: Distinguish between valid and invalid sources of nutrition information.

Standard: Evaluate the accuracy of claims about dietary supplements and popular diets.

Standard: Describe how to access nutrition information about foods offered in restaurants in one's community.

Standard: Identify places where youths and families can be physically active.

Standard: Identify trusted adults in one's family, school, and community for advice and counseling regarding healthy eating and physical activity.

Standard: Demonstrate the ability to use effective skills to model healthy decision making and prevent overconsumption of foods and beverages.

Standard: Practice effective communication skills with parents, guardians, or trusted adults regarding healthy nutrition and physical activity choices.

Standard: Use a decision-making process to evaluate daily food intake for nutritional requirements.

Standard: Identify recreational activities that increase physical activity.

Standard: Contrast healthy and risky approaches to weight management.

Standard: Analyze the physical, mental, and social benefits of physical activity.

Standard: Make a personal plan for improving one's nutrition and incorporating physical activity into daily routines.

Standard: Set a goal to increase daily physical activity.

Standard: Make healthy food choices in a variety of settings.

Standard: Explain proper food handling safety when preparing meals and snacks.

Standard: Assess personal physical activity levels.

Standard: Examine ways to be physically active throughout a lifetime.

Standard: Encourage nutrient-dense food choices in school.

Standard: Support increased opportunities for physical activity at school and in the community.

Standard: Encourage peers to eat healthy foods and to be physically active.

Standard: Describe the importance of health-management strategies (e.g., those involving adequate sleep, ergonomics, sun safety, hearing protection, and self-examination).

Standard: Identify human activities that contribute to environmental challenges (e.g., air, water, and noise pollution).

Standard: Describe global influences on personal and community health.

Standard: Identify ways to reduce exposure to the sun.

Standard: Identify the importance of age-appropriate medical services.

Standard: Identify Standard (Universal) Precautions and why they are important.[27] Footnote: [27] See the Glossary for the definitions of Standard and Universal Precautions.

Standard: Examine the causes and symptoms of communicable and non-communicable diseases.

Standard: Discuss the importance of effective personal and dental hygiene practices for preventing illness.

Standard: Identify effective brushing and flossing techniques for oral care.

Standard: Identify effective protection for teeth, eyes, head, and neck during sports and recreational activities.

Standard: Identify ways to prevent vision or hearing damage.

Standard: Identify ways that environmental factors, including air quality, affect our health.

Standard: Analyze a variety of influences that affect personal health practices.

Standard: Analyze how environmental pollutants, including noise pollution, affect health.

Standard: Analyze the relationship between the health of a community and the global environment.

Standard: Analyze the influence of culture, media, and technology on health decisions.

Standard: Analyze the social influences that encourage or discourage sun-safety practices.

Standard: Demonstrate the ability to access information about personal health products (e.g., deodorant, shampoo, sunscreen, and dental care products), and evaluate the information's validity.

Standard: Access valid information about preventing common communicable diseases.

Standard: Locate resources in school, in the community, and on the Internet for first aid information and training, and assess the validity of the resources.

Standard: Demonstrate how to access school and community health services.

Standard: Practice how to make a health-related consumer complaint.

Standard: Use assertive communication skills to avoid situations that increase risk of communicable disease or illness.

Standard: Apply a decision-making process to determine safe and healthy strategies for dealing with personal health problems.

Standard: Apply a decision-making process when selecting health care products.

Standard: Analyze the characteristics of informed health choices.

Standard: Establish goals for improving personal and community health.

Standard: Design a plan to minimize environmental pollutants, including noise at home and in the community.

Standard: Create a plan to incorporate adequate rest and sleep into daily routines.

Standard: Practice and take responsibility for personal and dental hygiene practices.

Standard: Describe situations where Standard (Universal) Precautions are appropriate.

Standard: Promote the importance of regular screenings and medical examinations.

Standard: Demonstrate the ability to be a positive peer role model in the school and community.

Standard: Demonstrate ways to accept responsibility for conserving natural resources.

Standard: Describe the differences between physical, verbal, and sexual violence.

Standard: Identify basic safety guidelines for emergencies and natural disasters.

Standard: Identify ways to prevent climate-related physical conditions such as exhaustion, sunburn, heat stroke, and hypothermia.

Standard: Explain safety hazards associated with Internet usage.

Standard: Explain ways to prevent fires and reduce the risk of fire-related injuries.

Standard: Explain ways to reduce the risk of injuries in and around water.

Standard: Explain ways to reduce the risk of injuries (including oral injuries) that can occur during sports and recreational activities.

Standard: Explain how witnesses and bystanders can help prevent violence by reporting dangerous situations.

Standard: Describe how the presence of weapons increases the risk of serious violent injuries.[25] Footnote: [25] See EC Section 49330 and the Glossary for the legal definition of a weapon.

Standard: Discuss the importance of reporting weapon possession.[26] Footnote: [26] EC Section 49330.

Standard: Explain how violence, aggression, bullying, and harassment affect health and safety.

Standard: Identify trusted adults to whom school or community violence should be reported.

Standard: Describe possible legal consequences of sexual harassment and violence.

Standard: Describe types of sexual harassment and ways to report them.

Standard: Describe the behavioral and environmental factors associated with major causes of death in the United States.

Standard: Analyze how the media portray fire and explosives.

Standard: Evaluate individual, group, and societal influences that promote cooperation and respectful behaviors and those that promote violence and disrespectful behaviors.

Standard: Analyze sources of information regarding injury and violence prevention.

Standard: Demonstrate the ability to access accurate sources of information about abuse, violence, and bullying.

Standard: Report to a trusted adult situations that could lead to injury or harm.

Standard: Use communication and refusal skills to avoid violence, gang involvement, and risky situations.

Standard: Describe ways to manage interpersonal conflicts nonviolently.

Standard: Demonstrate ways to ask a parent or other trusted adult for help with a threatening situation.

Standard: Describe characteristics of effective communication.

Standard: Differentiate between passive, aggressive, and assertive communication.

Standard: Locate resources in school, in the community, and on the Internet for first aid information and training, and assess the validity of the resources.

Standard: Use a decision-making process to examine risky social and dating situations.

Standard: Apply a decision-making process to avoid potentially dangerous situations, such as gang activities, violence in dating, and other social situations.

Standard: Use a decision-making process to analyze the consequences of gang involvement.

Standard: Evaluate why some students are bullies.

Standard: Apply decision-making or problem-solving steps to hypothetical situations involving assault and intimidation, including sexual harassment.

Standard: Make a personal commitment to avoid persons, places, or activities that encourage violence or delinquency.

Standard: Create a personal-safety plan.

Standard: Practice first aid and emergency procedures.

Standard: Practice ways to resolve conflicts nonviolently.

Standard: Practice the safe use of technology.

Standard: Support changes to promote safety in the home, at school, and in the community.

Standard: Design a campaign for preventing violence, aggression, bullying, and harassment.

Standard: Demonstrate the ability to influence others' safety behaviors (e.g., wearing bicycle helmets and seat belts).

Standard: Use flowcharts and/or pseudocode to design and illustrate algorithms that solve complex problems. Descriptive Statement: Complex problems are problems that would be difficult for students to solve without breaking them down into multiple steps. Flowcharts and pseudocode are used to design and illustrate the breakdown of steps in an algorithm. Students design and illustrate algorithms using pseudocode and/or flowcharts that organize and sequence the breakdown of steps for solving complex problems. For example, students might use a flowchart to illustrate an algorithm that produces a recommendation for purchasing sneakers based on inputs such as size, colors, brand, comfort, and cost. Alternatively, students could write pseudocode to express an algorithm for suggesting their outfit for the day, based on inputs such as the weather, color preferences, and day of the week.

Standard: Create clearly named variables that store data, and perform operations on their contents. Descriptive Statement: A variable is a container for data, and the name used for accessing the variable is called the identifier. Students declare, initialize, and update variables for storing different types of program data (e.g., text, integers) using names and naming conventions (e.g. camel case) that clearly convey the purpose of the variable, facilitate debugging, and improve readability. For example, students could program a quiz game with a score variable (e.g. quizScore) that is initially set to zero and increases by increments of one each time the user answers a quiz question correctly and decreases by increments of one each time a user answers a quiz question incorrectly, resulting in a score that is either a positive or negative integer. (CA CCSS for Mathematics 6.NS.5) Alternatively, students could write a program that prompts the user for their name, stores the user's response in a variable (e.g. userName), and uses this variable to greet the user by name.

Standard: Design and iteratively develop programs that combine control structures and use compound conditions. Descriptive Statement: Control structures can be combined in many ways. Nested loops are loops placed within loops, and nested conditionals allow the result of one conditional to lead to another. Compound conditions combine two or more conditions in a logical relationship (e.g., using AND, OR, and NOT). Students appropriately use control structures to perform repetitive and selection tasks. For example, when programming an interactive story, students could use a compound conditional within a loop to unlock a door only if a character has a key AND is touching the door. (CA CCSS for ELA/Literacy W.6.3, W.7.3, W.8.3) Alternatively, students could use compound conditionals when writing a program to test whether two points lie along the line defined by a particular linear function. (CA CCSS for Mathematics 8.EE.7) Additionally, students could use nested loops to program a character to do the "chicken dance" by opening and closing the beak, flapping the wings, shaking the hips, and clapping four times each; this dance "chorus" is then repeated several times in its entirety.

Standard: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. Descriptive Statement: Decomposition facilitates program development by allowing students to focus on one piece at a time (e.g., getting input from the user, processing the data, and displaying the result to the user). Decomposition also enables different students to work on different parts at the same time. Students break down (decompose) problems into subproblems, which can be further broken down to smaller parts. Students could create an arcade game, with a title screen, a game screen, and a win/lose screen with an option to play the game again. To do this, students need to identify subproblems that accompany each screen (e.g., selecting an avatar goes in the title screen, events for controlling character action and scoring goes in the game screen, and displaying final and high score and asking whether to play again goes in the win/lose screen). Alternatively, students could decompose the problem of calculating and displaying class grades. Subproblems might include: accept input for students grades on various assignments, check for invalid grade entries, calculate per assignment averages, calculate per student averages, and display histograms of student scores for each assignment. (CA CCSS for Mathematics 6.RP.3c, 6.SP.4, 6.SP.5)

Standard: Create procedures with parameters to organize code and make it easier to reuse. Descriptive Statement: Procedures support modularity in developing programs. Parameters can provide greater flexibility, reusability, and efficient use of resources. Students create procedures and/or functions that are used multiple times within a program to repeat groups of instructions. They generalize the procedures and/or functions by defining parameters that generate different outputs for a wide range of inputs. For example, students could create a procedure to draw a circle which involves many instructions, but all of them can be invoked with one instruction, such as "drawCircle." By adding a radius parameter, students can easily draw circles of different sizes. (CA CCSS for Mathematics 7.G.4) Alternatively, calculating the area of a regular polygon requires multiple steps. Students could write a function that accepts the number and length of the sides as parameters and then calculates the area of the polygon. This function can then be re-used inside any program to calculate the area of a regular polygon. (CA CCSS for Mathematics 6.G.1)

Standard: Seek and incorporate feedback from team members and users to refine a solution that meets user needs. Descriptive Statement: Development teams that employ user-centered design processes create solutions (e.g., programs and devices) that can have a large societal impact (e.g., an app that allows people with speech difficulties to allow a smartphone to clarify their speech). Students begin to seek diverse perspectives throughout the design process to improve their computational artifacts. Considerations of the end-user may include usability, accessibility, age-appropriate content, respectful language, user perspective, pronoun use, or color contrast. For example, if students are designing an app to teach their classmates about recycling, they could first interview or survey their classmates to learn what their classmates already know about recycling and why they do or do not recycle. After building a prototype of the app, the students could then test the app with a sample of their classmates to see if they learned anything from the app and if they had difficulty using the app (e.g., trouble reading or understanding text). After gathering interview data, students could refine the app to meet classmate needs. (CA NGSS: MS-ETS1-4)

Standard: Incorporate existing code, media, and libraries into original programs, and give attribution. Descriptive Statement: Building on the work of others enables students to produce more interesting and powerful creations. Students use portions of code, algorithms, digital media, and/or data created by others in their own programs and websites. They give attribution to the original creators to acknowledge their contributions. For example, when creating a side-scrolling game, students may incorporate portions of code that create a realistic jump movement from another person's game, and they may also import Creative Commons-licensed images to use in the background. Alternatively, when creating a website to demonstrate their knowledge of historical figures from the Civil War, students may use a professionally-designed template and public domain images of historical figures. (HSS.8.10.5) Additionally, students could import libraries and connect to web application program interfaces (APIs) to make their own programming processes more efficient and reduce the number of bugs (e.g., to check whether the user input is a valid date, to input the current temperature from another city).

Standard: Systematically test and refine programs using a range of test cases. Descriptive Statement: Use cases and test cases are created to evaluate whether programs function as intended. At this level, students develop use cases and test cases with teacher guidance. Testing should become a deliberate process that is more iterative, systematic, and proactive than at lower levels. For example, students test programs by considering potential errors, such as what will happen if a user enters invalid input (e.g., negative numbers and 0 instead of positive numbers). Alternatively, in an interactive program, students could test that the character cannot move off of the screen in any direction, cannot move through walls, and can interact with other characters. They then adjust character behavior as needed.

Standard: Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts. Descriptive Statement: Collaboration is a common and crucial practice in programming development. Often, many individuals and groups work on the interdependent parts of a project together. Students assume pre-defined roles within their teams and manage the project workflow using structured timelines. With teacher guidance, they begin to create collective goals, expectations, and equitable workloads. For example, students could decompose the design stage of a game into planning the storyboard, flowchart, and different parts of the game mechanics. They can then distribute tasks and roles among members of the team and assign deadlines. Alternatively, students could work as a team to develop a storyboard for an animation representing a written narrative, and then program the scenes individually. (CA CCSS for ELA/Literacy W.6.3, W.7.3, W.8.3)

Standard: Document programs in order to make them easier to use, read, test, and debug. Descriptive Statement: Documentation allows creators, end users, and other developers to more easily use and understand a program. Students provide documentation for end users that explains their artifacts and how they function (e.g., project overview, user instructions). They also include comments within code to describe portions of their programs and make it easier for themselves and other developers to use, read, test, and debug. For example, students could add comments to describe functionality of different segments of code (e.g., input scores between 0 and 100, check for invalid input, calculate and display the average of the scores). They could also communicate the process used by writing design documents, creating flowcharts, or making presentations. (CA CCSS for ELA/Literacy SL.6.5, SL.7.5, SL.8.5)

Standard: Design modifications to computing devices in order to improve the ways users interact with the devices. Descriptive Statement: Computing devices can extend the abilities of humans, but design considerations are critical to make these devices useful. Students suggest modifications to the design of computing devices and describe how these modifications would improve usabilty. For example, students could create a design for the screen layout of a smartphone that is more usable by people with vision impairments or hand tremors. They might also design how to use the device as a scanner to convert text to speech. Alternatively, students could design modifications for a student ID card reader to increase usability by planning for scanner height, need of scanner device to be connected physically to the computer, robustness of scanner housing, and choice of use of RFID or line of sight scanners. (CA NGSS: MS-ETS1-1)

Standard: Design a project that combines hardware and software components to collect and exchange data. Descriptive Statement: Collecting and exchanging data involves input, output, storage, and processing. When possible, students select the components for their project designs by considering tradeoffs between factors such as functionality, cost, size, speed, accessibility, and aesthetics. Students do not need to implement their project design in order to meet this standard. For example, students could design a mobile tour app that displays information relevant to specific locations when the device is nearby or when the user selects a virtual stop on the tour. They select appropriate components, such as GPS or cellular-based geolocation tools, textual input, and speech recognition, to use in their project design. Alternatively, students could design a project that uses a sensor to collect the salinity, moisture, and temperature of soil. They may select a sensor that connects wirelessly through a Bluetooth connection because it supports greater mobility, or they could instead select a physical USB connection that does not require a separate power source. (CA NGSS: MS-ETS1-1, MS-ETS1-2)

Standard: Systematically apply troubleshooting strategies to identify and resolve hardware and software problems in computing systems. Descriptive Statement: When problems occur within computing systems, it is important to take a structured, step-by-step approach to effectively solve the problem and ensure that potential solutions are not overlooked. Examples of troubleshooting strategies include following a troubleshooting flow diagram, making changes to software to see if hardware will work, checking connections and settings, and swapping in working components. Since a computing device may interact with interconnected devices within a system, problems may not be due to the specific computing device itself but to devices connected to it. For example, students could work through a checklist of solutions for connectivity problems in a lab of computers connected wirelessly or through physical cables. They could also search for technical information online and engage in technical reading to create troubleshooting documents that they then apply. (CA CCSS for ELA/Literacy RST.6-8.10) Alternatively, students could explore and utilize operating system tools to reset a computer's default language to English. Additionally, students could swap out an externally-controlled sensor giving fluctuating readings with a new sensor to check whether there is a hardware problem.

Standard: Represent data in multiple ways. Descriptive Statement: Computers store data as sequences of 0s and 1s (bits). Software translates to and from this low-level representation to higher levels that are understandable by people. Furthermore, higher level data can be represented in multiple ways, such as the digital display of a color and its corresponding numeric RGB value, or a bar graph, a pie chart, and table representation of the same data in a spreadsheet. For example, students could use a color picker to explore the correspondence between the digital display or name of a color (high-level representations) and its RGB value or hex code (low-level representation). Alternatively, students could translate a word (high-level representation) into Morse code or its corresponding sequence of ASCII codes (low-level representation).

Standard: Collect data using computational tools and transform the data to make it more useful. Descriptive Statement: Data collection has become easier and more ubiquitous. The cleaning of data is an important transformation for ensuring consistent format, reducing noise and errors (e.g., removing irrelevant responses in a survey), and/or making it easier for computers to process. Students build on their ability to organize and present data visually to support a claim, understanding when and how to transform data so information can be more easily extracted. Students also transform data to highlight or expose relationships. For example, students could use computational tools to collect data from their peers regarding the percentage of time technology is used for school work and entertainment, and then create digital displays of their data and findings. Students could then transform the data to highlight relationships representing males and females as percentages of a whole instead of as individual counts. (CA CCSS for Mathematics 6.SP.4, 7.SP.3, 8.SP.1, 8.SP.4) Alternatively, students could collect data from online forms and surveys, from a sensor, or by scraping a web page, and then transform the data to expose relationships. They could highlight the distribution of data (e.g., words on a web page, readings from a sensor) by giving quantitative measures of center and variability. (CA CCSS for Mathematics 6.SP.5.c, 7.SP.4)

Standard: Test and analyze the effects of changing variables while using computational models. Descriptive Statement: Variables within a computational model may be changed, in order to alter a computer simulation or to more accurately represent how various data is related. Students interact with a given model, make changes to identified model variables, and observe and reflect upon the results. For example, students could test a program that makes a robot move on a track by making changes to variables (e.g., height and angle of track, size and mass of the robot) and discussing how these changes affect how far the robot travels. (CA NGSS: MS-PS2-2) Alternatively, students could test a game simulation and change variables (e.g., skill of simulated players, nature of opening moves) and analyze how these changes affect who wins the game. (CA NGSS: MS-ETS1-3) Additionally, students could modify a model for predicting the likely color of the next pick from a bag of colored candy and analyze the effects of changing variables representing the common color ratios in a typical bag of candy. (CA CCSS for Mathematics 7.SP.7, 8.SP.4)

Standard: Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. Descriptive Statement: Advancements in computer technology are neither wholly positive nor negative. However, the ways that people use computing technologies have tradeoffs. Students consider current events related to broad ideas, including privacy, communication, and automation. For example, students could compare and contrast the impacts of computing technologies with the impacts of other systems developed throughout history such as the Pony Express and US Postal System. (HSS.7.8.4) Alternatively, students could identify tradeoffs for both personal and professional uses of a variety of computing technologies. For instance, driverless cars can increase convenience and reduce accidents, but they may be susceptible to hacking. The emerging industry will reduce the number of taxi and shared-ride drivers, but may create more software engineering and cybersecurity jobs.

Standard: Discuss issues of bias and accessibility in the design of existing technologies. Descriptive Statement: Computing technologies should support users of many backgrounds and abilities. In order to maximize accessiblity, these differences need to be addressed by examining diverse populations. With the teacher's guidance, students test and discuss the usability of various technology tools, such as apps, games, and devices. For example, students could discuss the impacts of facial recognition software that works better for lighter skin tones and recognize that the software was likely developed with a homogeneous testing group. Students could then discuss how accessibility could be improved by sampling a more diverse population. (CA CCSS for ELA/Literacy SL.6.1, SL.7.1, SL.8.1)

Standard: Collaborate with many contributors when creating a computational artifact. Descriptive Statement: Users have diverse sets of experiences, needs, and wants. These need to be understood and integrated into the design of computational artifacts. Students use applications that enable crowdsourcing to gather services, ideas, or content from a large group of people. At this level, crowdsourcing can be done at the local level (e.g., classroom, school, or neighborhood) and/or global level (e.g., age-appropriate online communities). For example, a group of students could use electronic surveys to solicit input from their neighborhood regarding an important social or political issue. They could collaborate with a community artist to combine animations and create a digital community collage informing the public about various points of view regarding the topic. (VAPA Visual Art 8.5.2, 8.5.4)

Standard: Compare tradeoffs associated with licenses for computational artifacts to balance the protection of the creators' rights and the ability for others to use and modify the artifacts. Descriptive Statement: Using and building on the works of others allows people to create meaningful works and fosters innovation. Copyright is an important law that helps protect the rights of creators so they receive credit and get paid for their work. Creative Commons is a kind of copyright that makes it easier for people to copy, share, and build on creative work, as long as they give credit for it. There are different kinds of Creative Commons licenses that allow people to do things such as change, remix, or make money from their work. As creators, students can pick and choose how they want their work to be used, and then create a Creative Commons license that they include in their work. For example, students could create interactive animations to educate others on bullying or protecting the environment. They then select an appropriate license to reflect how they want their program to be used by others (e.g., allow others to use their work and alter it, as long as they do not make a profit from it). Students use established methods to both protect their artifacts and attribute use of protected artifacts.

Standard: Compare tradeoffs between allowing information to be public and keeping information private and secure. Descriptive Statement: While it is valuable to establish, maintain, and strengthen connections between people online, security attacks often start with intentionally or unintentionally providing personal information online. Students identify situations where the value of keeping information public outweighs privacy concerns, and vice versa. They also recognize practices such as phishing and social engineering and explain best practices to defend against them. For example, students could discuss the benefits of artists and designers displaying their work online to reach a broader audience. Students could also compare the tradeoffs of making a shared file accessible to anyone versus restricting it to specific accounts. (CA CCSS for ELA/Literacy SL.6.1, SL.7.1, SL.8.1) Alternatively, students could discuss the benefits and dangers of the increased accessibility of information available on the internet, and then compare this to the advantages and disadvantages of the introduction of the printing press in society. (HSS.7.8.4)

Standard: Model the role of protocols in transmitting data across networks and the Internet. Descriptive Statement: Protocols are rules that define how messages between computers are sent. They determine how quickly and securely information is transmitted across networks, as well as how to handle errors in transmission. Students model how data is sent using protocols to choose the fastest path and to deal with missing information. Knowledge of the details of how specific protocols work is not expected. The priority at this grade level is understanding the purpose of protocols and how they enable efficient and errorless communication. For example, students could devise a plan for sending data representing a textual message and devise a plan for resending lost information. Alternatively, students could devise a plan for sending data to represent a picture, and devise a plan for interpreting the image when pieces of the data are missing. Additionally, students could model the speed of sending messages by Bluetooth, Wi-Fi, or cellular networks and describe ways errors in data transmission can be detected and dealt with.

Standard: Explain potential security threats and security measures to mitigate threats. Descriptive Statement: Cybersecurity is an important field of study and it is valuable for students to understand the need for protecting sensitive data. Students identify multiple methods for protecting data and articulate the value and appropriateness for each method. Students are not expected to implement or explain the implementation of such technologies. For example, students could explain the importance of keeping passwords hidden, setting secure router administrator passwords, erasing a storage device before it is reused, and using firewalls to restrict access to private networks. Alternatively, students could explain the importance of two-factor authentication and HTTPS connections to ensure secure data transmission.

Standard: Apply multiple methods of information protection to model the secure transmission of information. Descriptive Statement: Digital information is protected using a variety of cryptographic techniques. Cryptography is essential to many models of cybersecurity. At its core, cryptography has a mathematical foundation. Cryptographic encryption can be as simple as letter substitution or as complicated as modern methods used to secure networks and the Internet. Students encode and decode messages using encryption methods, and explore different levels of complexity used to hide or secure information. For example, students could identify methods of secret communication used during the Revolutionary War (e.g., ciphers, secret codes, invisible ink, hidden letters) and then secure their own methods such as substitution ciphers or steganography (i.e., hiding messages inside a picture or other data) to compose a message from either the Continental Army or British Army. (HSS.8.1) Alternatively, students could explore functions and inverse functions for encryption and decryption and consider functions that are complex enough to keep data secure from their peers. (CA CCSS for Mathematics 8.F.1)

Standard: Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key ideas, building on responses, and providing useful feedback.

Standard: Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes-no and wh- questions and responding using simple phrases.

Standard: Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.

Standard: Write longer and more detailed literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.

Standard: Write short literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently.

Standard: Write longer literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization.

Standard: Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).

Standard: Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

Standard: Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

Standard: Justify opinions or persuade others by providing detailed and relevant textual evidence or relevant background knowledge, with light support.

Standard: Justify opinions by providing some textual evidence or relevant background knowledge, with substantial support.

Standard: Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge, with moderate support.

Standard: Express attitude and opinions or temper statements with nuanced modal expressions (e.g., 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 an expanded set of general academic words (e.g., specific, contrast, significant, function, adequate, analysis), domain-specific words (e.g., scene, irony, suspense, analogy, cell membrane, fraction), synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.

Standard: Use a select number of general academic words (e.g., specific, contrast) and domain-specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.

Standard: Use a growing set of academic words (e.g., specific, contrast, significant, function), domain-specific words (e.g., scene, irony, suspense, analogy, cell membrane, fraction), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.

Standard: Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing destroy ? destruction, probably ? probability, reluctant ? reluctantly).

Standard: Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X. He walked to school).

Standard: Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., She likes walking to school. That's impossible).

Standard: Engage in extended written exchanges with peers and collaborate on complex written texts on a variety of topics, using technology when appropriate.

Standard: Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate.

Standard: Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.

Standard: Negotiate with or persuade others in conversations using an appropriate register (e.g., to acknowledge new information and justify views) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and that's a good point. I still think Y, though, because . . .) and open responses.

Standard: Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or to ask for clarification) using learned phrases (e.g., I think . . . Would you please repeat that?) and open responses.

Standard: Negotiate with or persuade others in conversations (e.g., to provide counter-arguments) using learned phrases (I agree with X, but . . .) and open responses.

Standard: Adjust language choices according to task (e.g., facilitating a science experiment, providing peer feedback on a writing assignment), purpose, and audience.

Standard: Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher).

Standard: Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.

Standard: Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support. detailed questions, with minimal prompting and support.

Standard: Demonstrate active listening in oral presentation activities by asking and answering basic questions, with prompting and substantial support.

Standard: Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support.

Standard: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.

Standard: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia, with substantial support.

Standard: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia, with moderate support.

Standard: Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences).

Standard: Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on).

Standard: Express inferences and conclusions drawn based on close reading grade-appropriate texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to).

Standard: Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.

Standard: Use knowledge of morphology (e.g., affixes, roots, and base words), context reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar topics.

Standard: Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar and new topics.

Standard: Explain how well writers and speakers use specific language resources to present ideas or support arguments and provide detailed evidence (e.g., identifying the specific language used to present ideas and claims that are well supported and distinguishing them from those that are not) when provided with light support.

Standard: Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g., identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) when provided with substantial support.

Standard: Explain how well writers and speakers use specific language to present ideas or support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) when provided with moderate support.

Standard: Explain how phrasing or different words with similar meanings (e.g., cunning versus smart, stammer versus say) or figurative language (e.g., Let me throw some light onto the topic) produce shades of meaning, nuances, and different effects on the audience.

Standard: Explain how phrasing or different common words with similar meanings (e.g., choosing to use the word persistent versus the term hard worker) produce different effects on the audience.

Standard: Explain how phrasing or different words with similar meanings (e.g., describing a character as stubborn versus persistent) or figurative language (e.g., Let me throw some light onto the topic) produce shades of meaning and different effects on the audience.

Standard: Plan and deliver longer oral presentations on a variety of concrete and abstract topics using reasoning and evidence to support ideas and using a growing understanding of register.

Standard: Plan and deliver brief informative oral presentations on concrete topics.

Standard: Plan and deliver longer oral presentations on a variety of topics using details and evidence to support ideas.

Standard: Apply understanding of the organizational structure of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.

Standard: Apply understanding of how different text types are organized to express ideas (e.g., how narratives are organized sequentially) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.

Standard: Apply understanding of the organizational features of different text types (e.g., how narratives are organized by an event sequence that unfolds naturally versus how arguments are organized around reasons and evidence) to comprehending texts and to writing increasingly clear and coherent arguments, informative/explanatory texts and narratives.

Standard: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns, synonyms, or nominalizations are used to refer backward in a text) to comprehending texts and writing cohesive texts.

Standard: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text) to comprehending and writing brief texts.

Standard: Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text, how using synonyms helps avoid repetition) to comprehending and writing texts with increasing cohesion.

Standard: Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, consequently) to comprehending and writing texts with increasing cohesion.

Standard: Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., at the end, next) to comprehending and writing brief texts.

Standard: Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, as a result, on the other hand) to comprehending and writing texts with increasing cohesion.

Standard: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) voices (active and passive), and moods (e.g., declarative, interrogative, subjunctive) appropriate to the task, text type, and discipline (e.g., the passive voice in simple past to describe the methods of a scientific experiment) on a variety of topics.

Standard: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics.

Standard: Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) appropriate to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or conclusions) on an increasing variety of topics.

Standard: Expand noun phrases in an increasing variety of ways (e.g., embedding relative or complement clauses) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.

Standard: Expand noun phrases in basic ways (e.g., adding a sensory adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.

Standard: Expand noun phrases in a growing number of ways (e.g., adding prepositional or adjective phrases) in order to enrich the meaning of sentences and add details about ideas, people, things, and so on.

Standard: Expand sentences with increasingly complex 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 a familiar activity or process.

Standard: Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process.

Standard: Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences, and compound-complex sentences) to make connections between and join ideas, for example, to show the relationship between multiple events or ideas (e.g., After eating lunch, the students worked in groups while their teacher walked around the room) or to evaluate an argument (e.g., The author claims X, although there is a lack of evidence to support this claim).

Standard: Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so; creating complex sentences using because).

Standard: Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday 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 various types of embedded clauses, ways of condensing, and nominalization as in, They destroyed the rain forest. Lots of animals died. ? The destruction of the rain forest led to the death of many animals) to create precise and detailed sentences.

Standard: Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. ? This is a story about a girl who changed the world) to create precise and detailed sentences.

Standard: Condense ideas in an increasing variety of ways (e.g., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food. They're made without chemical fertilizers. They're made without chemical insecticides. ? Organic vegetables are foods that are made without chemical fertilizers or insecticides) to create precise and detailed sentences.

Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.

Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.

Standard: Students assess and maintain a level of physical fitness to improve health and performance.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Assess the components of health-related physical ?tness (muscle strength, muscle endurance, aerobic capacity, ?exibility, and body composition) by using a scienti?cally based health-related physical ?tness assessment.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Re?ne individual personal physical ?tness goals for each of the ?ve components of health- related physical ?tness, using research-based criteria.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Plan and implement a two-week personal physical ?tness plan in collaboration with the teacher.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Participate in moderate to vigorous physical activity a minimum of four days each week.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Assess periodically the attainment of, or progress toward, personal physical ?tness goals and make necessary adjustments to a personal physical ?tness program.

Overarching Standard: Students assess and maintain a level of physical fitness to improve health and performance. Standard: Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, injury).

Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Develop a two-week personal physical ?tness plan specifying the proper warm-up and cool-down activities and the principles of exercise for each of the ?ve components of health- related physical ?tness.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Identify appropriate physical activities that can be performed if one's physical ?tness program is disrupted by inclement weather, travel from home or school, or a minor injury.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Identify ways of increasing physical activity in routine daily activities.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Identify and apply basic principles in weight/resistance training and safety practices.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain the effects of nutrition and participation in physical activity on weight control, self-concept, and physical performance.

Overarching Standard: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Standard: Explain the different types of conditioning for different physical activities.

Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Identify and demonstrate square dance steps, positions, and patterns set to music.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Create and perform a square dance.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Demonstrate basic offensive and defensive skills and strategies in team physical activities.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Apply locomotor, nonlocomotor, and manipulative skills to team physical activities.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Demonstrate fundamental gymnastic/tumbling skills.

Overarching Standard: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standard: Create and perform a routine using fundamental gymnastic/tumbling skills, locomotor and nonlocomotor movement patterns, and the elements of speed, direction, and level.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Identify the characteristics of a highly skilled performance for the purpose of improving one's own performance.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Diagram, explain, and justify offensive and defensive strategies in modi?ed and team sports, games, and activities.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Develop and teach a team game that uses elements of spin or rebound, designated offensive and defensive space, a penalty system, and a scoring system.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Describe and demonstrate how movement skills learned in one physical activity can be transferred and used to help learn another physical activity.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Explain the rotation principles used in performing various manipulative skills.

Overarching Standard: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Standard: Explain how growth in height and weight affects performance and in?uences the selection of developmentally appropriate physical activities.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Abide by the decisions of the of?cials, accept the outcome of the game, and show appreciation toward participants.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Organize and work cooperatively with a group to achieve the goals of the group.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Identify and evaluate three preferences for lifelong physical activity and determine one's responsibility for developing skills, acquiring knowledge of concepts, and achieving ?tness.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Identify the contributions of members of a group or team and reward members for accomplishing a task or goal.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Accept the roles of group members within the structure of a game or activity.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Describe leadership roles and responsibilities in the context of team games and activities.

Overarching Standard: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Standard: Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals.