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STEM.S.SCIENCE: Next Generation Science Standards (NGSS)
SCIENCE: Next Generation Science Standards (NGSS)
NGSS.HS-ESS. EARTH AND SPACE SCIENCE HS-ESS1. Earth’s Place in the Universe Students who demonstrate understanding can: HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
HS-ESS2. Earth’s Systems Students who demonstrate understanding can: HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems.
HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. Quiz, Flash Cards, Worksheet, Game Climate
HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
HS-ESS3. Earth and Human Activity Students who demonstrate understanding can: HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Quiz, Flash Cards, Worksheet, Game Climate
HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Quiz, Flash Cards, Worksheet, Game Oceans
NGSS.HS-LS. LIFE SCIENCE HS-LS1. From Molecules to Organisms: Structures and Processes Students who demonstrate understanding can: HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
HS-LS2. Ecosystems: Interactions, Energy, and Dynamics Students who demonstrate understanding can: HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
HS-LS3. Heredity: Inheritance and Variation of Traits Students who demonstrate understanding can: HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS4. Biological Evolution: Unity and Diversity Students who demonstrate understanding can: HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
NGSS.HS-PS. PHYSICAL SCIENCE HS-PS1. Matter and Its Interactions Students who demonstrate understanding can: HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
HS-PS3. Energy Students who demonstrate understanding can: HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
HS-PS4. Waves and Their Applications in Technologies for Information Transfer Students who demonstrate understanding can: HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Quiz, Flash Cards, Worksheet, Game Light
STEM.T.TECHNOLOGY: International Technology Education Association (ITEA)
TECHNOLOGY: International Technology Education Association (ITEA)
ITEA.15. Students will develop an understanding of and be able to select and use agricultural and related biotechnologies. In order to select, use, and understand agricultural and related biotechnologies, students should learn that: (9-12) 15.M. Conservation is the process of controlling soil erosion, reducing sediment in waterways, conserving water, and improving water quality.