Next Generation Science Standards (current)
The Disciplinary Core Ideas defined in the Next Generation Science Standards that pertain to the modules are listed below. The codes for the Disciplinary Core Ideas addressing the modules are indicated for the physical and life sciences.
HS-PS1. Matter and Its Interactions
PS1A. Structure and Properties of Matter
PS1B. Chemical Reactions
HS-PS4. Waves and Their Application in Technologies for Information Transfer
PS4B. Electromagnetic Radiation
HS-LS1. From Molecules to Organisms: Structures and Processes
LS1A. Structure and Function
LS1B. Growth and Development of Organisms
HS-LS3. Heredity: Inheritance and Variation of Traits
LS3A. Inheritance of Traits
LS3B. Variation of Traits
HS-LS4. Biological Evolution: Unity and Diversity
LS4B. Natural Selection
National Science Education Standards (former)
The Science Content, Assessment, and Teaching Standards defined in the former National Science Education Standards that pertain to the modules are listed below.
Science Content Standards (C)
CA. As a result of activities in grades 9-12, all students should develop
CA1. Abilities necessary to do scientific inquiry
CA2. Understandings about scientific inquiry
CA25. Communicate and defend a scientific argument
CA26. Understand about scientific inquiry
CB. As a result of their activities in grades 9-12, all students should develop an understanding of
CB3. Chemical reactions
CB32. A large number of important reactions involves the transfer of either electrons (oxidation/reduction reactions) or hydrogen ions (acid/base reactions) between reacting ions, molecules, or atoms. In other reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, burning and processing of fossil fuels, the formation of polymers, and explosions.
CC. As a result of their activities in grades 9-12, all students should develop an understanding of
CC1. The cell
CC15. Cells can differentiate, and complex multicellular organisms are formed as a highly organized arrangement of differentiated cells. In the development of these multicellular organisms, the progeny from a single cell form an embryo in which the cells multiply and differentiate to form the many specialized cells, tissues and organs that comprise the final organism. This differentiation is regulated through the expression of different genes.
CC6. The behavior of organisms
CC60. Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them.
CC63. Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.
CF. As a result of activities in grades 9-12, all students should develop understanding of
CF1. Personal and community health
CF10. Hazards and the potential for accidents exist. Regardless of the environment, the possibility of injury, illness, disability, or death may be present. Humans have a variety of mechanisms–sensory, motor, emotional, social, and technological–that can reduce and modify hazards.
CF11. The severity of disease symptoms is dependent on many factors, such as human resistance and the virulence of the disease-producing organism. Many diseases can be prevented, controlled, or cured. Some diseases, such as cancer, result from specific body dysfunctions and cannot be transmitted.
CF13. Substances may modify an individuals mood and behavior. The modification may be beneficial or detrimental depending on the motives, type of substance, duration of use, pattern of use, level of influence, and short- and long-term effects. Students should understand that drugs can result in physical dependence and can increase the risk of injury, accidents, and death.
Assessment Standards (A)
AA. Assessments must be consistent with the decisions they are designed to inform.
AA1. Assessments are deliberately designed.
AA2. Assessments have explicitly stated purposes.
AA3. The relationship between the decisions and the data is clear.
AA4. Assessment procedures are internally consistent.
AB. Achievement and opportunity to learn science must be assessed.
AB1. Achievement data collected focus on the science content that is most important for students to learn.
AB11. The ability to inquire.
AB12. Knowing and understanding scientific facts, concepts, principles, laws, and theories.
AB13. The ability to reason scientifically.
AB14. The ability to use science to make personal decisions and to take positions on societal issues.
AB15. The ability to communicate effectively about science.
AC. The technical quality of the data collected is well matched to the decisions and actions taken on the basis of their interpretation.
AC2. Assessment tasks are authentic.
AC4. Students have adequate opportunity to demonstrate their achievements.
AC5. Assessment tasks and methods of presenting them provide data that are sufficiently stable to lead to the same decisions if used at different times.
Science Teaching Standards (T)
TA. Teachers of science plan an inquiry-based science program for their students. In doing this, teachers
TA2. Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
TA3. Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
TB. Teachers of science guide and facilitate learning. In doing this, teachers
TB1. Focus and support inquiries while interacting with students.
TB3. Challenge students to accept and share responsibility for their own learning.
TC. Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers
TC3. Guide students in self-assessment.
TD. Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers
TD2. Create a setting for student work that is flexible and supportive of science inquiry.
TD6. Engage students in designing the learning environment.
TE. Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers
TE2. Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community.
TE5. Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.