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 26
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.
Framework Description
Ref Map
#
Concepts for grades 9-12

rev. 3/21/2016
Specific lesson that

addresses this
objective for mastery
Grade Cluster 9-12
Introduce?
Mastery?
Both?
Assessment item
which
demonstrates
mastery of
learning
Page 2 of 26
Appendix E Progressions within

the Next Generation Science
Standards
Earth Space Science Progression
ESS1.A
The universe and its stars
Ref Map
#
1.
9-12
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

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addresses this
Introduce?
Mastery?
Both?
Assessment item
which
demonstrates
mastery of
learning
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.
Introducing
facts and
processes of
stars.
Encouraging
mastery in the
process of
understanding
these beliefs
as theory
rather than
full proof
science
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.
Grade Cluster 9-12
Page 3 of 26
ESS1.B
Earth and the solar system
Ref Map
#
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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addresses this
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
Page 4 of 26
Ref Map
#

addresses this
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
Understand parts
within the earth, and
roles
Mastery
through being
able to tell of
that each part
would have at
a loss or gain
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;
ESS2.B
Plate tectonics and large-scale system
interactions
5.
Radioactive decay and residual heat of formation

within Earths interior contribute to thermal
convection in the mantle

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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
Tested through test

on roles, names of
each part.
Page 5 of 26
Ref Map
#
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.
ESS2.E
Biocenology
8.
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
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

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addresses this
Introduce?
Mastery?
Both?
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.
Mastery
through
understanding
how water is
unique and
properties
with in water
Mastery
through
understanding
situations in
the future
Demonstrated
calling one person
and explaining the
process and
recording your
answers.
Talk about natural

resources in risk like
overconsumption.
Benefits in natural
disasters or manmade
disasters. Benefits of
changes from the past.
Talk about
natural
resources
compared to
renewable
energy and to
understand
possible
solutions for
the future.
Write a paper
defining
understanding for
associations of
natural resources
followed renewable
energy used to
replace natural
resources in the
future.
Grade Cluster 9-12
Assessment item
which
demonstrates
mastery of
learning
Field trip to test
water levels effect
on pollution and
how each thing can
be effected.
Page 6 of 26
Ref Map
#

addresses this
In-credible source
Manmade desires
realize more than
recycling but rather
effects things natural
unnatural in health or
something ranging to
even acid rain.
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
ESS3.B
Natural hazards
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
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
LS1.B
Growth and development of
organisms
13.
14.
Being able
effect
research
causes and
effects with
credible
sources
Realize
regulations
set by
computers
and humans
Contribute
other
possibilities
then global
warming
Assessment item
which
demonstrates
mastery of
learning
Make a Wikipedia
page and explain
why your source is
not as credible
Science lab on
regulating
something as a
human then as a
computer then
testing margin for
error.
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.

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Introduce?
Mastery?
Both?
Grade Cluster 9-12
Page 7 of 26
Ref Map
#

addresses this
LS1.C
Organization for matter and energy
flow in organisms
15.
LS1.D
Information processing
16.
LS2.A
Interdependent relationships in
ecosystems
17.
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.
LS2.B
Cycles of matter and energy transfer
in ecosystems
18.
LS2.C
Ecosystem dynamics, functioning,
and resilience
19.
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.
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.
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.

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Introduce?
Mastery?
Both?
Grade Cluster 9-12
Page 8 of 26
Ref Map
#

addresses this
LS2.D
Social interactions and group
behavior
20.
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.
LS3.A
Inheritance of traits
21.
DNA carries instructions for forming species

characteristics; Each cell in an organism has the same
genetic content, but genes expressed by cells can
differ
LS3.B
Variation of traits
22.
LS4.A
Evidence of common ancestry and
diversity
23.
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.
LS4.B
Natural selection
24.
Assessment item
which
demonstrates
mastery of
learning
Natural selection occurs only if there is variation in

the genetic information between organisms in a
population and trait variation.

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Introduce?
Mastery?
Both?
Grade Cluster 9-12
Page 9 of 26
Ref Map
#
LS4.C
Adaptation
25.
LS4.D
Biodiversity and humans
26.
Physical Science Progression

PS1.A
Structure of matter
(includes PS1.C Nuclear processes)
27.
PS1.B
Chemical reactions
28.
PS2.A
Forces and motion
29.
Introduce?
Mastery?
Both?
Assessment item
which
demonstrates
mastery of
learning
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
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.
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.
Newtons 2nd law (F=ma) and the conservation of

momentum can be used to predict changes in the
motion of macroscopic objects.

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addresses this
Grade Cluster 9-12
Page 10 of 26
Ref Map
#

addresses this
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.
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.
PS3.A
Definitions of energy
32.
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.
Systems move toward stable states.
PS3.C
Relationship between energy and
forces
34.
Force fields act to reduce energy in the field between

objects.
PS3.D
Energy in chemical processes and
everyday life
35.
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.

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Grade Cluster 9-12
Introduce?
Mastery?
Both?
Assessment item
which
demonstrates
mastery of
learning
Page 11 of 26
Ref Map
#
PS4.A
Wave properties
36.
PS4.B
Electromagnetic radiation
37.
PS4.C
Information technologies and
instrumentation
38.
Introduce?
Mastery?
Both?
Assessment item
which
demonstrates
mastery of
learning
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.
A wide variety of technologies use waves to generate

and detect signals and store and interpret
information.

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addresses this
Grade Cluster 9-12
Page 12 of 26
Appendix F - Science and

Engineering Practices
Science and Engineering Practices 1
Asking Questions and 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.
39.
912
Condensed Practices
Asking questions and defining problems in grades 9
12 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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Developing and Using Models
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.
40.
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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Planning and Carrying Out
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.
41.
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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Page 15 of 26

Analyzing and Interpreting Data
42.
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
toolsincluding 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.
912
Condensed Practices
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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Using Mathematics and 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.
43.
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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Constructing Explanations 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.
44.
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,
student-generated sources of

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Engaging in Argument from Evidence
45.
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 912 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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Obtaining, Evaluating, and
46.
Communicating Information
Scientists and engineers 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.
Scientists and engineers 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 patterns in
47.
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.
3. Scale, Proportion, and 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.
49.
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.
* 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).

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4. Systems and System Models A

system is an organized group of
related objects or components;
models can be used for understanding
and predicting the behavior of
systems.
50.
5. Energy and Matter: Flows, Cycles,

and Conservation Tracking energy
and matter flows, into, out of, and
within systems helps one understand
their systems behavior.
51.
6. Structure and Function The way

52.
an object is shaped or structured
determines many of its properties and
functions.
* 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
interactionsincluding 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.
* 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 destroyedonly 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.

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7. Stability and Change For both

designed and natural systems
53.
* 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 a Variety
54.
of Methods
Scientific Knowledge is Based on

Empirical Evidence
55.
Scientific Knowledge is Open to

Revision in Light of New Evidence
56.
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.
* 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.

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Science Models, Laws, Mechanisms, and 57.

Theories Explain Natural Phenomena
Understandings about the Nature of

Science most closely associated with
Crosscutting Concepts
Categories
Science is a Way of Knowing
58.
Scientific Knowledge Assumes an Order

and Consistency in Natural Systems
59.
* 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)

* 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.

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Science is a Human Endeavor
60.
Science Addresses Questions About the

Natural and Material World.
61.
* 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.
* 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 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

Concepts for grades 9-12

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Specific lesson that

Grade Cluster 9-12

Appendix E Progressions within

Concepts for grades 9-12

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Specific lesson that

Title: Shedding Light

The assessment will

Grade Cluster 9-12

Concepts for grades 9-12

a) Keplers laws describe common features of the

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Specific lesson that

The Ice age will be

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Concepts for grades 9-12

Specific lesson that

Decay I was afraid of

Radioactive-decay lifetimes and isotopic content can

Feedback effects exist within and among Earths

Radioactive decay and residual heat of formation

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Tested through test

Concepts for grades 9-12

The planets dynamics are greatly influenced by

The role of radiation from the sun and its interactions

Resource availability has guided the development of

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Specific lesson that

Know the amount

Talk about natural

Grade Cluster 9-12

Concepts for grades 9-12

Specific lesson that

Natural hazards and other geological events have

Sustainability of human societies and the biodiversity

Global climate models used to predict changes

Life Science Progression

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Concepts for grades 9-12

Specific lesson that

Ecosystems have carrying capacities resulting from

Photosynthesis and cellular respiration provide most

The hydrocarbon backbones of sugars produced

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12

Concepts for grades 9-12

Specific lesson that

Animals, including humans, have a strong drive for

DNA carries instructions for forming species

The variation and distribution of traits in a

Natural selection occurs only if there is variation in

Curriculum Alignment Tool for the 2013 NGSS Core Framework

Grade Cluster 9-12