Science Framework Lesson

Science Framework Curriculum Alignment Tool (9-12) 2013
Dimension 1 SCIENTIFIC AND ENGINEERING PRACTICES is represented in Appendix F

Dimension 2 CROSSCUTTING CONCEPTS THAT HAVE COMMON APPLICATION ACROSS FIELDS is represented in Appendix G
Dimension 3 CORE IDEAS IN FOUR DISCIPLINARY AREAS is represented in Appendix E
Contents
Appendix E Progressions within the Next Generation Science Standards................................................................3
Earth Space Science Progression..................................................................................................................................... 3
Life Science Progression................................................................................................................................................... 7
Physical Science Progression......................................................................................................................................... 10
Appendix F - Science and Engineering Practices........................................................................................................... 13
Science and Engineering Practices 1............................................................................................................................. 13
Appendix G Crosscutting Concepts................................................................................................................................ 21
Appendix H Nature of Science Matrix............................................................................................................................ 24
Understandings about the Nature of Science most closely associated with Practices................................................24
Understandings about the Nature of Science most closely associated with Crosscutting Concepts...........................25
Curriculum Alignment Tool for the 2013 NGSS Core Framework

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Grade Cluster 9-12
Page 1 of 30
How to use this document for completion of alignment assignment for NSC 200.
What is the goal of this assignment? To force you to examine the new Framework of objectives adopted by the State of Michigan so
you have familiarity with the three following concepts:
1 the wording of the objectives (therefore their meaning as well),
2 the grade cluster organization (some of the objectives in the cluster become your grade level targets as you work with your
future colleagues in your district to sort out who will be responsible for teaching which specific objectives in that cluster),
3 the opportunity to practice integrating your lessons with the framework (which, as a new teacher is very likely; these
lessons will most likely be some combination of old ones of which you shift the focus and therefore assessment to accommodate
the wording and meaning of the objectives, or new ones created with the specific meaning of the objectives in mind.)
What is expected for this class?
1 In the column, Specific lesson that addresses this objective for mastery you will type in a title to a lesson that
accurately addresses the specific concept in the column titled, Concepts for grades 9-12.
a If, from a previous class, you have a ready to go lesson, you may insert the title of the lesson in the proper cell with a
brief summary of the lesson added highlighting how the targeted concept is taught.
b If you do not have a previous lesson, please use one of the demonstrations used in this class; again, inserting the title in
the appropriate cell along with a brief summary highlighting how the targeted concept is taught. (Some sources are the
NSTA textbooks, Spangler, Flinn, etc.)
2 In the column titled, Introduce? Mastery? Both? We are asking you to declare the depth of learning you are expecting from
your students after the lesson.
a Introduce in this case means that the assessment after the lesson will hold them accountable for knowledge and skills
confined to primarily the recall or identify level.
b At the mastery level students should be able to correctly and completely: explain, interpret, outline, discuss, distinguish,
predict, restate, translate, compare, contrast, describe, analyze, categorize, identify, create, invent, plan, construct, or
design.
c Both, of course, means that you will assure depth of learning after introducing a specific concept in the lesson.
What you declare in this column is directly connected to the next column, assessment
In the column titled, Assessment item which demonstrates mastery of learning you are to briefly describe how you will assess
students learning of the targeted concept coupled with your expectation of learning level (i.e. introduce or mastery). Please choose
from among the following verbs when making your assessment description: recall, identify, explain, interpret, outline, discuss,
distinguish, predict, restate, translate, compare, contrast, describe, analyze, categorize, identify, create, invent, plan, construct, or
design.

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Grade Cluster 9-12
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Framework Description
Appendix E
Progressions within the
Next Generation Science
Standards
Earth Space Science
Progression
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Concepts for grades 9-12
Introduce?
Mastery?
Both?
Assessment
item which
demonstrates
mastery of
learning
9-12

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Specific lesson
that addresses
this objective
for mastery
Grade Cluster 9-12
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ESS1.A
The universe and its stars
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1.
Specific lesson
that addresses
this objective
for mastery
Introduce?
Mastery?
Both?
a) Light spectra are used to describe

characteristics of stars;
b) The sun will burn out over a life span
of about 10 billion years;
c) Stars and galaxies are abundant in the
universe;
d) The development of technologies has
provided the observable astronomical
data that are the empirical evidence of
the Big Bang theory
Title: Shedding
Light on the
subject terms
expected to know
Spectograph, The
spectrum is most
often recognized
through a
rainbow. An
example this
when light
passes through a
spectrograph you
can see a
spectrum of a
star. The sun will
burn out over 10
billion years
because of the
explosions that
take place on the
sun will cause the
sun to shrink and
loose energy and
over the course
will burn out.
Stars make up
100 billion stars.
No one was able
to observe the
Big bang
therefore not
science.
Introducin
g facts and
processes
of stars.
Encouragin
g mastery
in the
process of
understan
ding these
beliefs as
theory
rather
than full
proof
science

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Grade Cluster 9-12
Assessment
item which
demonstrates
mastery of
learning
The
assessment will
be a giving a
research
project
assigning a
Creation web
site, and a
evolution web
site then
having the
student
reconcile their
beliefs, and
write a short
essay
outlineing both
points then
reaching
conclusion on
what they
believe then
bringing the
paper to
discuss with
class mates the
next day.
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ESS1.B
Earth and the solar system
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2.
a) Keplers laws describe common

features of the motions of orbiting
objects;
b) Ice ages and other gradual climatic
changes are caused by gradual changes
in Earths orbit and changes in Earths
axial tilt

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Specific lesson
that addresses
this objective
for mastery
Introduce?
Mastery?
Both?
The Ice age will

be understood of
something that
can come from
gradual change
after a major
event happens
like something
that drastically
cools the
atmosphere.
Plate tectonics be
understood as a
mechanisms for
shifting the
ground as well as
atmosphere
when
accompanied by
a natural
disaster. Kepler
law understood
as Sun is center
and planets orbit
around the suns
pull.
Mastery
achieved
through
learning
the factual
material
then being
able to
syntheze
the Ice age
with Kepler
law.
Grade Cluster 9-12
Assessment
item which
demonstrates
mastery of
learning
The
assessment
would drawing
a diagram of
showing how it
possibly came
about then
being ready to
defend any
disagreement
by a valid
argument
through
knowing the
material this is
otherwise know
as a
participation
grade
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ESS1.C
The history of planet Earth
3.
Radioactive-decay lifetimes and isotopic

content can be used to fix the scale of
geologic time; the rock record resulting
from tectonic and other geoscience
processes as well as objects from the
solar system can provide evidence of
Earths early history and the relative
ages of major geologic formations
ESS2.A
Earth materials and systems
4.
Feedback effects exist within and among

Earths systems;

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Specific lesson
that addresses
this objective
for mastery
Introduce?
Mastery?
Both?
Decay I was
afraid of that
Radioactive
decay has to be
realized that
numbers change
based on
elevation, and
know amount of
radiation with an
item can change
overtime the
environment may
at most be
consistent but
the starting
numbers can be
different.
Changes can
effected through
evaluation,
cooling through
few degrees
kelven.
Mastery
will be
achieved
knowing
ways the
process
can
change
Grade Cluster 9-12
Assessment
item which
demonstrates
mastery of
learning
Tested through
a test of
examples of
things
changing by
use of half lifes
through things
observable
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Specific lesson
that addresses
this objective
for mastery
Introduce?
Mastery?
Both?
Mastery
through
being able
to tell of
that each
part would
have at a
loss or
gain
Mastery
through
understan
ding how
water is
unique and
properties
with in
water
ESS2.B
Plate tectonics and largescale system interactions
5.
Radioactive decay and residual heat of

formation within Earths interior
contribute to thermal convection in the
mantle
Understand parts
within the earth,
and roles
ESS2.C
The roles of water in Earths
surface processes
6.
The planets dynamics are greatly

influenced by waters unique chemical
and physical properties
ESS2.D
Weather and climate
7.
The role of radiation from the sun and its

interactions with the atmosphere, ocean
and land are the foundation for the global
climate system; Some sources of climate
change can be determined from geologic
evidence; Global climate models are
used to predict future changes, including
changes influenced by human behavior
and natural factors
Know the amount

surface covered
by water being
able to
understand
process of testing
water levels
Water has several
unique properties
including high heat
capacity,
transparency,
polarity and the
ability to change the
chemical behavior
of the mantle.
Understand how
oceans can cool
environments
and natural
disasters can
effect climate
change.

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Grade Cluster 9-12
Mastery
through
understan
ding
situations
in the
future
Assessment
item which
demonstrates
mastery of
learning
Tested through
test on roles,
names of each
part.
Field trip to test

water levels
effect on
pollution and
how each thing
can be
effected.
Demonstrated
calling one
person and
explaining the
process and
recording your
answers.
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Specific lesson
that addresses
this objective
for mastery
Introduce?
Mastery?
Both?
Assessment
item which
demonstrates
mastery of
learning
Talk about
natural
resources
compared
to
renewable
energy
and to
understan
d possible
solutions
for the
future.
Being able
effect
research
causes and
effects
with
credible
sources
Write a paper
defining
understanding
for associations
of natural
resources
followed
renewable
energy used to
replace natural
resources in
the future.
ESS2.E
Biocenology
8.
The biosphere and Earths other systems

have many interconnections that cause a
continual co-evolution of Earths surface
and life on it
ESS3.A
Natural resources
9.
Resource availability has guided the

development of human society and use
of natural resources has associated costs,
risks and benefits
Talk about
natural resources
in risk like
overconsumption
. Benefits in
natural disasters
or manmade
disasters.
Benefits of
changes from the
past.
10.
Natural hazards and other geological

events have shaped the course of human
history at local, regional and global
scales;
in turn, human activities contribute to the
frequency and intensity of some natural
hazards
In-credible source
Manmade desires
realize more than
recycling but
rather effects
things natural
unnatural in
health or
something
ranging to even
acid rain.
ESS3.B
Natural hazards

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Grade Cluster 9-12
Make a
Wikipedia page
and explain
why your
source is not as
credible
Page 8 of 30
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Specific lesson
that addresses
this objective
for mastery
Introduce?
Mastery?
Both?
Technical
Understand rapid
growth of
technology as
well as regulating
realizing
technology and
humans can work
together
Theory changes
more than
climate
Understand
history of theory
Realize
regulations
set by
computers
and
humans
ESS3.C
Human impacts on Earth
systems
11.
Sustainability of human societies and the

biodiversity that supports them requires
responsible management of natural
resources, including the development of
technologies and regulations
ESS3.D
Global climate change
12.
Global climate models used to predict

changes continue to be improved,
although discoveries about the global
climate system are ongoing and
continually needed
Life Science Progression

LS1.A
Structure and function
13.
LS1.B
14.
Growth and development of
organisms
Brief Paper on
other
possibilities.
9-12
Systems of specialized cells within
organisms help perform essential
functions of life, which involve chemical
reactions; Any one system in an
organism is made up of numerous parts;
Feedback mechanisms maintain an
organisms internal conditions within
certain limits and mediate behaviors.
Growth and division of cells in organisms
occurs by mitosis and differentiation for
specific cell types; Sexual reproduction
involves cell division by meiosis that
result in cells with only one member from
each chromosome pair in the parent cell.

rev. 3/23/2016
Contribute
other
possibilitie
s then
global
warming
Assessment
item which
demonstrates
mastery of
learning
Science lab on
regulating
something as a
human then as
a computer
then testing
margin for
error.
Grade Cluster 9-12
Page 9 of 30
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LS1.C
15.
Organization for matter and
energy flow in organisms
LS1.D
Information processing
16.
LS2.A
17.
Interdependent relationships
in ecosystems
LS2.B
18.
Cycles of matter and energy
transfer in ecosystems
Introduce?
Mastery?
Both?
Assessment
item which
demonstrates
mastery of
learning
The hydrocarbon backbones of sugars

produced through photosynthesis are
used to make amino acids and other
molecules that can be assembled into
proteins or DNA; Through cellular
respiration, matter and energy flow
through different organizational levels of
an organism as elements are recombined
to form different products and transfer
energy; Cellular respiration is a key
mechanism to release the energy an
organism needs.
The integrated functioning of each
distinct region and circuit of the brain,
each primarily serving a dedicated
function, is needed for successful
interpretation of inputs and generation of
behaviors in response.
Ecosystems have carrying capacities
resulting from biotic and abiotic factors;
The fundamental tension between
resource availability and organism
populations affects the abundance of
species in any given ecosystem.
Photosynthesis and cellular respiration
provide most of the energy for life
processes; Only a fraction of matter
consumed at the lower level of a food
web is transferred up, resulting in fewer
organisms at higher levels; At each link in
an ecosystem elements are combined in
different ways and matter and energy are
conserved; Photosynthesis and cellular
respiration are key components of the
global carbon cycle.

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Specific lesson
that addresses
this objective
for mastery
Grade Cluster 9-12
Page 10 of 30
LS2.C
Ecosystem dynamics,
functioning, and resilience
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19.
LS2.D
20.
Social interactions and group
behavior
LS3.A
Inheritance of traits
21.
LS3.B
Variation of traits
22.
LS4.A
Evidence of common
ancestry and diversity
23.
Introduce?
Mastery?
Both?
Assessment
item which
demonstrates
mastery of
learning
If a biological or physical disturbance to

an ecosystem occurs, including one
induced by human activity, the
ecosystem may return to its more or less
original state or become a very different
ecosystem, depending on the complex
set of interactions within the ecosystem.
Animals, including humans, have a
strong drive for social affiliation; Group
behavior has evolved because
membership can increase the chances of
survival for individuals and their genetic
relatives.
DNA carries instructions for forming
species characteristics; Each cell in an
organism has the same genetic content,
but genes expressed by cells can differ
The variation and distribution of traits in

a population depend on genetic and
environmental factors; Genetic variation
can result from mutations caused by
environmental factors or errors in DNA
replication, or from chromosomes
swapping sections during meiosis.
The ongoing branching that produces
multiple lines of descent can be inferred
by comparing DNA sequences, amino
acid sequences, and anatomical and
embryological evidence of different
organisms.

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Specific lesson
that addresses
this objective
for mastery
Grade Cluster 9-12
Page 11 of 30
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Specific lesson
that addresses
this objective
for mastery
LS4.B
Natural selection
24.
Natural selection occurs only if there is

variation in the genetic information
between organisms in a population and
trait variation.
LS4.C
Adaptation
25.
LS4.D
Biodiversity and humans
26.
Natural selection results from genetic

variation of individuals in a species,
competition for resources, and
proliferation of organisms better able to
survive and reproduce; Adaptation
means that the distribution of traits in a
population, as well as species expansion,
emergence or extinction, can change
when conditions change.
Biodiversity is increased by formation of
new species and reduced by extinction.
--------------------------------------------------Humans depend on biodiversity but also
have adverse impacts on it, including the
potential of major extinctions that may
be harmful to humans and other
organisms; Sustaining biodiversity is
essential to supporting life on Earth.
9-12
Physical Science
Progression
PS1.A
Structure of matter
(includes PS1.C Nuclear
processes)
27.
Assessment
item which
demonstrates
mastery of
learning
The sub-atomic structural model and

interactions between electric charges at
the atomic scale can be used to explain
interactions of matter, including chemical
reactions and nuclear processes.
Repeating patterns of the periodic table
reflect patterns of outer electrons.

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Introduce?
Mastery?
Both?
Grade Cluster 9-12
Page 12 of 30
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Specific lesson
that addresses
this objective
for mastery
PS1.B
Chemical reactions
28.
Chemical processes are understood in

terms of collisions of molecules,
rearrangement of atoms, and changes in
binding energy as determined by
properties of elements involved.
PS2.A
Forces and motion
29.
Newtons 2nd law (F=ma) and the

conservation of momentum can be used
to predict changes in the motion of
macroscopic objects.
PS2.B
Types of interactions
30.
The effects of forces at a distance at

macroscopic and atomic levels can be
predicted and can be used to describe
the relationship between electrical and
magnetic fields.
PS2.C
Stability & instability in
physical systems
31.
PS3.A
Definitions of energy
32.
A systems behavior under a variety of

conditions can be explained and
predicted based on the cycles and
transformations that drive it; some
systems can be unpredictable given
certain conditions.
The total energy within a system is
conserved. Energy transfer within and
between systems can be described and
predicted in terms of interactions of
particles or fields.
PS3.B
Conservation of energy and
energy transfer
33.
Assessment
item which
demonstrates
mastery of
learning
Systems move toward stable states.

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Introduce?
Mastery?
Both?
Grade Cluster 9-12
Page 13 of 30
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Specific lesson
that addresses
this objective
for mastery
PS3.C
34.
Relationship between energy
and forces
Force fields act to reduce energy in the

field between objects.
PS3.D
35.
Energy in chemical
processes and everyday life
Photosynthesis is the primary means of

capturing radiation from the sun; Physical
and chemical processes in an organism
account for transport and transfer of
energy needed for life; energy cannot be
destroyed, it can be converted to less
useful forms.
The wavelength and frequency of a wave
are related to one another by the speed
of the wave, which depends on the type
of wave and the medium through which it
is passing. The reflection, refraction, and
transmission of waves at an interface
between two media can be modeled on
the basis of these properties. Waves can
cause resonance and be used to transmit
information.
Both an electromagnetic wave model and
a photon model explain features of
electromagnetic radiation broadly and
describe common applications of
electromagnetic radiation.
PS4.A
Wave properties
36.
PS4.B
Electromagnetic radiation
37.
PS4.C
38.
Information technologies and
instrumentation
Assessment
item which
demonstrates
mastery of
learning
A wide variety of technologies use waves

to generate and detect signals and store
and interpret information.

rev. 3/23/2016
Introduce?
Mastery?
Both?
Grade Cluster 9-12
Page 14 of 30
Appendix F - Science and

Engineering Practices
Science and Engineering
Practices 1
Asking Questions and
39.
Defining Problems
A practice of science is to ask
and refine questions that lead
to descriptions and
explanations of how the
natural and designed world
works and which can be
empirically tested.
Engineering questions clarify
problems to determine
criteria for successful
solutions and identify
constraints to solve problems
about the designed world.
Both scientists and engineers
also ask questions to clarify
ideas.
912
Condensed Practices
Asking questions and defining problems in
grades 912 builds from grades K8
experiences and progresses to
formulating, refining, and evaluating
empirically testable questions and design
solutions using models and simulations.
* Ask questions that arise from careful
observation of phenomena, models,
theory, or unexpected results.
* Ask questions that require relevant
empirical evidence to answer.
* Ask questions to determine
relationships, including quantitative
relationships, between independent and
dependent variables.
* Ask and evaluate questions that
challenge the premise of an argument,
the interpretation of a data set, or the
suitability of a design.
* Define a design problem that involves
the development of a process or system
with interacting components and criteria
and constraints that may include social,
technical and/or environmental

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Grade Cluster 9-12
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Practices 2
Developing and Using Models 40.
A practice of both science
and engineering is to use and
construct models as helpful
tools for representing ideas
and explanations. These tools
include diagrams, drawings,
physical replicas,
mathematical
representations, analogies,
and computer simulations.
Modeling tools are used to
develop questions,
predictions and explanations;
analyze and identify flaws in
systems; and communicate
ideas. Models are used to
build and revise scientific
explanations and proposed
engineered systems.
Measurements and
observations are used to
revise models and designs.
912
Condensed Practices
Modeling in 912 builds on K8 and
progresses to using, synthesizing, and
developing models to predict and explain
relationships between systems and their
components in the natural and designed
world.
*Use multiple types of models to
represent and support explanations of
phenomena, and move flexibly between
model types based on merits and
limitations.
*Develop, revise, and use models to
predict and support explanations of
relationships between systems or
between components of a system.
*Use models (including mathematical and
computational) to generate data to
support explanations and predict
phenomena, analyze systems, and solve
problems.
*Design a test of a model to ascertain its
reliability.
*Develop a complex model that allows for
manipulation and testing of a proposed
process or system.
*Evaluate merits and limitations of two
different models of the same proposed
tool, process, or system in order to select
or revise a model that best fits

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Grade Cluster 9-12
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Practices 3
Planning and Carrying Out
41.
Investigations
Scientists and engineers plan
and carry out investigations
in the field or laboratory,
working collaboratively as
well as individually. Their
investigations are systematic
and require clarifying what
counts as data and
identifying variables or
parameters.
Engineering investigations
identify the effectiveness,
efficiency, and durability of
designs under different
conditions.
912
Condensed Practices
Planning and carrying out investigations
to answer questions or test solutions to
problems in 912 builds on K8
experiences and progresses to include
investigations that build, test, and revise
conceptual, mathematical, physical, and
empirical models.
* Design an investigation individually and
collaboratively and test designs as part of
building and revising models, supporting
explanations for phenomena, or testing
solutions to problems. Consider possible
confounding variables or effects and
evaluate the investigations design to
ensure variables are controlled.
* Design and conduct an investigation
individually and collaboratively, and in the
design: decide on types, how much, and
accuracy of data needed to produce
reliable measurements and consider
limitations on the precision of the data
(e.g., number of trials, cost, risk, time),
and refine the design accordingly.
* Select appropriate tools to collect,
record, analyze, and evaluate data.
* Design and conduct investigations and
test design solutions in a safe and ethical
manner including considerations of
environmental, social, and personal
impacts.
* Manipulate variables and collect data
about a complex model of a proposed
process or system to identify failure
points or improve performance relative to
criteria for success or other variables.
* Use investigations to gather evidence to
support explanations or concepts.

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Practices 4
912
Condensed Practices

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Analyzing and Interpreting

42.
Data
Scientific investigations
produce data that must be
analyzed in order to derive
meaning. Because data
patterns and trends are not
always obvious, scientists
use a range of tools
including tabulation,
graphical interpretation,
visualization, and statistical
analysisto identify the
significant features and
patterns in the data.
Scientists identify sources of
error in the investigations
and calculate the degree of
certainty in the results.
Modern technology makes
the collection of large data
sets much easier, providing
secondary sources for
analysis.
Engineering investigations
include analysis of data
collected in the tests of
designs. This allows
comparison of different
solutions and determines how
well each meets specific
design criteriathat is, which
design best solves the
problem within given
constraints. Like scientists,
engineers require a range of
tools to identify patterns
within data and interpret the
results. Advances in science
make analysis of proposed
solutions more efficient and
effective.
Analyzing data in 912 builds on K8 and

progresses to introducing more detailed
statistical analysis, the comparison of
data sets for consistency, and the use of
models to generate and analyze data.
* Use tools, technologies, and/or models
(e.g., computational, mathematical) to
generate and analyze data in order to
make valid and reliable scientific claims or
determine an optimal design solution.
* Consider limitations (e.g., measurement
error, sample selection) when analyzing
and interpreting data.
* Apply concepts of statistics and
probability (including determining
function fits to data, slope, intercept, and
correlation coefficient for linear fits) to
scientific and engineering questions and
problems, using digital tools when
feasible.
* Compare and contrast various types of
data sets (e.g., self-generated, archival)
to examine consistency of measurements
and observations.
* Analyze data to identify design features
or characteristics of the components of a
proposed process or system to optimize it
relative to criteria for success.
* Evaluate the impact of new data on a
working explanation of a proposed
process or system.

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Practices 5
Using Mathematics and
43.
Computational Thinking
In both science and
engineering, mathematics
and computation are
fundamental tools for
representing physical
variables and their
relationships. They are used
for a range of tasks such as
constructing simulations;
solving equations exactly or
approximately; and
recognizing, expressing, and
applying quantitative
relationships.
Mathematical and
computational approaches
enable scientists and
engineers to predict the
behavior of systems and test
the validity of such
predictions.
912
Condensed Practices
Mathematical and computational thinking
at the 912 level builds on K8 and
progresses to using algebraic thinking
and analysis, a range of linear and
nonlinear functions including
trigonometric functions, exponentials and
logarithms, and computational tools for
statistical analysis to analyze, represent,
and model data. Simple computational
simulations are created and used based
on mathematical models of basic
assumptions.
* Use mathematical or algorithmic
representations of phenomena or design
solutions to describe and support claims
and explanations, and create
computational models or simulations.
* Apply techniques of algebra and
functions to represent and solve scientific
and engineering problems.
* Use simple limit cases to test
mathematical expressions, computer
programs, algorithms, or simulations of a
process or system to see if a model
makes sense by comparing the
outcomes with what is known about the
real world.
* Create a simple computational model or
simulation of a designed device, process,
or system.

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Practices 6
Constructing Explanations
44.
and Designing Solutions
The end-products of science
are explanations and the
end-products of engineering
are solutions.
The goal of science is the
construction of theories that
provide explanatory accounts
of the world. A theory
becomes accepted when it
has multiple lines of empirical
evidence and greater
explanatory power of
phenomena than previous
theories.
The goal of engineering
design is to find a systematic
solution to problems that is
based on scientific
knowledge and models of the
material world. Each
proposed solution results
from a process of balancing
competing criteria of desired
functions, technical
feasibility, cost, safety,
aesthetics, and compliance
with legal requirements. The
optimal choice depends on
how well the proposed
solutions meet criteria and
constraints.
912
Condensed Practices
Constructing explanations and designing
solutions in 912 builds on K8
experiences and progresses to
explanations and designs that are
supported by multiple and independent
student-generated sources of evidence
consistent with scientific knowledge,
principles, and theories.
* Make quantitative and qualitative claims
regarding the relationship between
dependent and independent variables.
* Apply scientific reasoning, theory, and
models to link evidence to claims to
assess the extent to which the reasoning
and data support the explanation or
conclusion.
* Construct and revise explanations based
on evidence obtained from a variety of
sources (e.g., scientific principles, models,
theories, simulations) and peer review.
* Base causal explanations on valid and
reliable empirical evidence from multiple
sources and the assumption that natural
laws operate today as they did in the past
and will continue to do so in the future.
* Apply scientific knowledge and evidence
to explain phenomena and solve design
problems, taking into account possible
unanticipated effects.
* Design, evaluate, and refine a solution
to a complex real-world problem, based
on scientific knowledge, studentgenerated sources of

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Practices 7
Engaging in Argument from 45.
Evidence
Argumentation is the process
by which explanations and
solutions are reached.
In science and engineering,
reasoning and argument
based on evidence are
essential to identifying the
best explanation for a natural
phenomenon or the best
solution to a design problem.
Scientists and engineers use
argumentation to listen to,
compare, and evaluate
competing ideas and
methods based on merits.
Scientists and engineers
engage in argumentation
when investigating a
phenomenon, testing a
design solution, resolving
questions about
measurements, building data
models, and using evidence
to identify strengths and
weaknesses of claims.
912
Condensed Practices
Engaging in argument from evidence in 9
12 builds from K8 experiences and
progresses to using appropriate and
sufficient evidence and scientific
reasoning to defend and critique claims
and explanations about the natural and
designed world. Arguments may also
come from current scientific or historical
episodes in science.
* Critique and evaluate competing
arguments, models, and/or design
solutions in light of new evidence,
limitations (e.g., trade-offs), constraints,
and ethical issues.
* Evaluate the claims, evidence, and
reasoning behind currently accepted
explanations or solutions to determine the
merits of arguments.
* Construct a counter-argument that is
based on data and evidence that
challenges another proposed argument.
* Make and defend a claim about the
natural world or the effectiveness of a
design solution that reflects scientific
knowledge, and student-generated
evidence.
* Evaluate a claim for a design solution to
a real-world problem based on scientific
knowledge, empirical evidence, and
logical arguments regarding relevant
factors (e.g. economic, societal,
environmental, ethical considerations).

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Practices 8
Obtaining, Evaluating, and
46.
Communicating Information
must be able to communicate
clearly and persuasively the
ideas and methods they
generate. Critiquing and
communicating ideas
individually and in groups is a
critical professional activity.
Communicating information
and ideas can be done in
multiple ways: using tables,
diagrams, graphs, models,
and equations as well as
orally, in writing, and through
extended discussions.
employ multiple sources to
acquire information that is
used to evaluate the merit
and validity of claims,
methods, and designs.
912
Condensed Practices
Obtaining, evaluating, and
communicating information in 912 builds
on K8 and progresses to evaluating the
validity and reliability of the claims,
methods, and designs.
* Critically read scientific literature
adapted for classroom use to determine
the central ideas or conclusions of a text;
summarize complex concepts, processes,
or information presented in a text by
paraphrasing them in simpler but still
accurate terms.
* Synthesize, communicate, and evaluate
the validity and reliability of claims,
methods, and designs that appear in
scientific and technical texts or media
reports, verifying the data when possible.
* Produce scientific and/or technical
writing and/or oral presentations that
communicate scientific ideas and/or the
process of development and the design
and performance of a proposed process or
system.
* Compare, integrate and evaluate
multiple sources of information presented
in different media or formats (e.g.,
visually, quantitatively) in order to
address a scientific question or solve a
problem.

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Appendix G Crosscutting
Concepts
1. Patterns Observed
47.
patterns in nature guide
organization and
classification and prompt
questions about relationships
and causes underlying them.
2. Cause and Effect:

Mechanism and Prediction
Events have causes,
sometimes simple,
sometimes multifaceted.
Deciphering causal
relationships, and the
mechanisms by which they
are mediated, is a major
activity of science and
engineering.
48.
9-12 Crosscutting Statements

* Different patterns may be observed at
each of the scales at which a system is
studied and can provide evidence for
causality in explanations of phenomena.
* Classifications or explanations used at
one scale may fail or need revision when
information from smaller or larger scales
is introduced; thus requiring improved
investigations and experiments.
* Patterns of performance of designed
systems can be analyzed and interpreted
to reengineer and improve the system.
* Mathematical representations are
needed to identify some patterns.
* Empirical evidence is needed to identify
patterns.
* Empirical evidence is required to
differentiate between cause and
correlation and make claims about
specific causes and effects.
* Cause and effect relationships can be
suggested and predicted for complex
natural and human designed systems by
examining what is known about smaller
scale mechanisms within the system.
* Systems can be designed to cause a
desired effect.
* Changes in systems may have various
causes that may not have equal effects.

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3. Scale, Proportion, and

49.
Quantity In considering
phenomena, it is critical to
recognize what is relevant at
different size, time, and
energy scales, and to
recognize proportional
relationships between
different quantities as scales
change.
4. Systems and System

50.
Models A system is an
organized group of related
objects or components;
models can be used for
understanding and predicting
the behavior of systems.
* The significance of a phenomenon is

dependent on the scale, proportion, and
quantity at which it occurs.
* Some systems can only be studied
indirectly as they are too small, too large,
too fast, or too slow to observe directly.
* Patterns observable at one scale may
not be observable or exist at other scales.
* Using the concept of orders of
magnitude allows one to understand how
a model at one scale relates to a model at
another scale.
* Algebraic thinking is used to examine
scientific data and predict the effect of a
change in one variable on another (e.g.,
linear growth vs. exponential growth).
* Systems can be designed to do specific
tasks.
* When investigating or describing a
system, the boundaries and initial
conditions of the system need to be
defined and their inputs and outputs
analyzed and described using models.
* Models (e.g., physical, mathematical,
computer models) can be used to
simulate systems and interactions
including energy, matter, and information
flowswithin and between systems at
different scales.
* Models can be used to predict the
behavior of a system, but these
predictions have limited precision and
reliability due to the assumptions and
approximations inherent in models.

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5. Energy and Matter: Flows, 51.

Cycles, and Conservation
Tracking energy and matter
flows, into, out of, and within
systems helps one
understand their systems
behavior.
6. Structure and Function

The way an object is shaped
or structured determines
many of its properties and
functions.
52.
7. Stability and Change For 53.

both designed and natural
systems
* The total amount of energy and matter

in closed systems is conserved.
* Changes of energy and matter in a
system can be described in terms of
energy and matter flows into, out of, and
within that system.
* Energy cannot be created or destroyed
only moves between one place and
another place, between objects and/or
fields, or between systems.
* Energy drives the cycling of matter
within and between systems.
* In nuclear processes, atoms are not
conserved, but the total number of
protons plus neutrons is conserved.
* Investigating or designing new systems
or structures requires a detailed
examination of the properties of different
materials, the structures of different
components, and connections of
components to reveal its function and/or
solve a problem.
* The functions and properties of natural
and designed objects and systems can be
inferred from their overall structure, the
way their components are shaped and
used, and the molecular substructures of
its various materials.
* Much of science deals with constructing
explanations of how things change and
how they remain stable.
* Change and rates of change can be
quantified and modeled over very short or
very long periods of time. Some system
changes are irreversible.
* Feedback (negative or positive) can
stabilize or destabilize a system.
* Systems can be designed for greater or
lesser stability.

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Appendix H Nature of
Science Matrix
Understandings about the
Nature of Science most
closely associated with
Practices
Categories
Scientific Investigations Use 54.
a Variety of Methods
Scientific Knowledge is Based 55.

on Empirical Evidence
High School (9-12)

* Science investigations use diverse
methods and do not always use the same
set of procedures to obtain data.
* New technologies advance scientific
knowledge.
* Scientific inquiry is characterized by a
common set of values that include: logical
thinking, precision, open-mindedness,
objectivity, skepticism, replicability of
results, and honest and ethical reporting
of findings.
* The discourse practices of science are
organized around disciplinary domains
that share exemplars for making
decisions regarding the values,
instruments, methods, models, and
evidence to adopt and use.
* Scientific investigations use a variety of
methods, tools, and techniques to revise
and produce new knowledge.
* Science knowledge is based on
empirical evidence.
* Science disciplines share common rules
of evidence used to evaluate explanations
about natural systems.
* Science includes the process of
coordinating patterns of evidence with
current theory.
* Science arguments are strengthened by
multiple lines of evidence supporting a
single explanation.

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Scientific Knowledge is Open 56.

to Revision in Light of New
Evidence
Science Models, Laws,

Mechanisms, and Theories
Explain Natural Phenomena
Understandings about the

Nature of Science most
closely associated with
Crosscutting Concepts
Categories
57.
* Scientific explanations can be

probabilistic.
* Most scientific knowledge is quite
durable, but is, in principle, subject to
change based on new evidence and/or
reinterpretation of existing evidence.
* Scientific argumentation is a mode of
logical discourse used to clarify the
strength of relationships between ideas
and evidence that may result in revision
of an explanation.
* Theories and laws provide explanations
in science, but theories do not with time
become laws or facts.
* A scientific theory is a substantiated
explanation of some aspect of the natural
world, based on a body of facts that have
been repeatedly confirmed through
observation and experiment and the
science community validates each theory
before it is accepted. If new evidence is
discovered that the theory does not
accommodate, the theory is generally
modified in light of this new evidence.
* Models, mechanisms, and explanations
collectively serve as tools in the
development of a scientific theory.
* Laws are statements or descriptions of
the relationships among observable
phenomena.
* Scientists often use hypotheses to
develop and test theories and
explanations.
High School (9-12)

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Science is a Way of Knowing
58.
Scientific Knowledge
Assumes an Order and
Consistency in Natural
Systems
59.
Science is a Human Endeavor 60.
* Science is both a body of knowledge

that represents current understanding of
natural systems and the processes used
to refine, elaborate, revise, and extend
this knowledge.
* Science is a unique way of knowing and
there are other ways of knowing.
* Science distinguishes itself from other
ways of knowing through use of empirical
standards, logical arguments, and
skeptical review.
* Science knowledge has a history that
includes the refinement of, and changes
to, theories, ideas, and beliefs over time.
* Scientific knowledge is based on the
assumption that natural laws operate
today as they did in the past and they will
continue to do so in the future.
* Science assumes the universe is a vast
single system in which basic laws are
consistent.
* Scientific knowledge is a result of
human endeavors, imagination, and
creativity.
* Individuals and teams from many
nations and cultures have contributed to
science and engineering advances.
* Scientists backgrounds, theoretical
commitments, and fields of endeavor
influence the nature of their findings.
* Technological advances have influenced
the progress of science and science has
influenced advances in technology.
* Science and engineering are influenced
by society and society is influenced by
science and engineering.

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Science Addresses Questions 61.

About the Natural and
Material World.
* Not all questions can be answered by

science.
* Science and technology may raise
ethical issues for which science, by itself,
does not provide answers and solutions.
* Science knowledge indicates what can
happen in natural systemsnot what
should happen. The latter involves ethics,
values, and human decisions about the
use of knowledge.
* Many decisions are not made using
science alone, but rely on social and
cultural contexts to resolve issues.

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Science Framework Lesson

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Science Framework Curriculum Alignment Tool (9-12) 2013

Dimension 1 SCIENTIFIC AND ENGINEERING PRACTICES is represented in Appendix F

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Concepts for grades 9-12

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Concepts for grades 9-12

a) Light spectra are used to describe

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Concepts for grades 9-12

a) Keplers laws describe common

Curriculum Alignment Tool for the 2013 NGSS Core Framework

The Ice age will

Grade Cluster 9-12

Concepts for grades 9-12

Radioactive-decay lifetimes and isotopic

Feedback effects exist within and among

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Concepts for grades 9-12

Radioactive decay and residual heat of

The planets dynamics are greatly

The role of radiation from the sun and its

Know the amount

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Field trip to test

Concepts for grades 9-12

The biosphere and Earths other systems

Resource availability has guided the

Natural hazards and other geological

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Concepts for grades 9-12

Sustainability of human societies and the

Global climate models used to predict

Life Science Progression

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Concepts for grades 9-12

The hydrocarbon backbones of sugars

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Concepts for grades 9-12

If a biological or physical disturbance to

The variation and distribution of traits in

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Concepts for grades 9-12

Natural selection occurs only if there is

Natural selection results from genetic

The sub-atomic structural model and

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Concepts for grades 9-12

Chemical processes are understood in

Newtons 2nd law (F=ma) and the

The effects of forces at a distance at