NGSS HIGH SCHOOL (NGSS HS)
High School Life Science Topics
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS1-1 | From DNA to protein: how genetic information is expressed through the synthesis of proteins. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS1-2 | How the various systems of the body interact to maintain homeostasis and health. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS1-3 | The role of feedback mechanisms in maintaining balance within biological systems. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS1-4 | The processes of mitosis and meiosis and how cells differentiate into various types. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS1-5 | The process by which plants convert light energy into chemical energy, and its significance for life on Earth. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS1-6 | The significance of carbon as the foundational element for life and the formation of organic molecules. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS1-7 | The process by which cells convert nutrients into energy and the role of respiration in energy transfer. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS2-1 | Understanding the concept of carrying capacity and factors affecting it in ecosystems. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS2-2 | The importance of biodiversity and its role in the stability and functioning of ecosystems. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS2-3 | The different pathways of matter cycling in ecosystems, including aerobic and anaerobic processes. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS2-4 | The flow of energy and matter through food webs and the concept of trophic levels in ecosystems. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS2-5 | The role of carbon in ecosystems and how it cycles through different forms and processes. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS2-6 | How ecosystems function and respond to changes, including resilience and dynamics of interactions. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS2-7 | Strategies and solutions to reduce human impacts on ecosystems and promote sustainability. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS2-8 | The study of social structures and behaviors in animal populations and their evolutionary significance. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS3-1 | How traits are inherited through the mechanisms of chromosomes during reproduction. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS3-2 | The sources and significance of genetic variation in populations and its impact on evolution. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS3-3 | How traits vary among individuals in a population and the factors that influence this variation. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS4-1 | The evidence supporting the theory of evolution through common ancestry and the diversity of life. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS4-2 | The principles of natural selection and its role in shaping populations over time. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS4-3 | How populations adapt to their environments over time through natural selection. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS4-4 | The process by which natural selection leads to the adaptation of species to their environments. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS4-5 | How environmental changes can lead to speciation events and extinction of species. |
| Standard | NGSS Code | Description |
|---|---|---|
| MD | HS-LS4-6 | Strategies and solutions to mitigate human impacts on biodiversity and ecosystems. |
HS PHYSICAL SCIENCE
| Standards | ID | Topic | Details |
|---|---|---|---|
| K-12 | HS-PS1 | MATTER AND INTERACTIONS | |
| K-12 | HS-PS1-1 | Electron Configuration Element Builder Periodic Trends Periodic Trends | 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. |
| K-12 | HS-PS1-1 | Covalent Bonds Ionic Bonds Periodic Trends Electrons and Chemical Reactions | 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. |
| K-12 | HS-PS1-3 | Melting Points Polarity and Intermolecular Forces Sticky Molecules | Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. |
| K-12 | HS-PS1-4 | Feel the Heat Reaction Energy | 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. |
| K-12 | HS-PS1-5 | Collision Theory | 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. |
| K-12 | HS-PS1-6 | Equilibrium and Concentration Equilibrium and Pressure | Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium |
| K-12 | HS-PS1-7 | Balancing Chemical Equations Chemical Changes Chemical Equations Moles Stoichiometry | Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. |
| K-12 | HS-PS1-8 | Average Atomic Mass Half-life Isotopes Nuclear Decay Nuclear Reactions | Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. |
| K-12 | HS-PS2 | MOTION AND STABILITY: Forces and Interactions | |
| K-12 | HS-PS2-1 | Atwood Machine Crumple Zones Fan Cart Physics | Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. |
| K-12 | HS-PS2-2 | 2D Collisions Air Track | Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. |
| K-12 | HS-PS2-3 | Crumple Zones | Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. |
| K-12 | HS-PS2-4 | Coulomb Force (Static) Gravitational Force Pith Ball Lab | Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. |
| K-12 | HS-PS2-5 | Electromagnetic Induction | Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. |
| Magnetic Induction | |||
| K-12 | HS-PS2-6 | Feel the heat | Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. |
| K-12 | HS-PS3 | ENERGY | |
| K-12 | HS-PS3-1 | Energy Conversion in a System Energy of a Pendulum Inclined Plane - Rolling Objects Inclined Plane - Simple Machine Inclined Plane - Sliding Objects | Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. |
| K-12 | HS-PS3-2 | Boyle's Law and Charles's Law Energy Conversion in a System Energy of a Pendulum Inclined Plane - Sliding Objects Potential Energy on Shelves | Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). |
| K-12 | HS-PS3-3 | Feel the Heat Trebuchet | Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. |
| K-12 | HS-PS3-4 | Charge Launcher Electromagnetic Induction Magnetic Induction Magnetism Pith Ball Lab Polarity and Intermolecular Forces | 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). |
| K-12 | HS-PS3-5 | Charge Launcher Electromagnetic Induction Magnetic Induction Magnetism Pith Ball Lab Polarity and Intermolecular Forces | Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. |
| K-12 | HS-PS4 | WAVES AND THEIR APPLICATION IN TECHNOLOGIES FOR INFORMATION TRANSFER | |
| K-12 | HS-PS4-1 | Doppler Shift Earthquakes 1 - Recording Station Refraction Ripple Tank Waves | Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. |
| K-12 | HS-PS4-2 | ||
| K-12 | HS-PS4-3 | Basic Prism Photoelectric Effect | Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. |
| K-12 | HS-PS4-4 | Heat Absorption Herschel Experiment - Metric Photoelectric Effect Radiation | Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. |
| K-12 | HS-PS4-5 | Phased Array | Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. |
HS LIFE SCIENCE
| State ID | Topic | Details |
|---|---|---|
| HS-LS | ||
| HS-LS1 | FROM MOLECULES TO ORGANISMS: Structures and Processes | |
| HS-LS1-1 | Building DNA Genetic Engineering RNA and Protein Synthesis Enzymes - High SchoolSTEM Case Protein Synthesis - High School STEM Case | 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 | Cell Types Circulatory System Digestive System Muscles and Bones Senses Diffusion - High SchoolSTEM Case Enzymes - High SchoolSTEM Case Osmosis - High SchoolSTEM Case | Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. |
| HS-LS1-3 | Homeostasis Human Homeostasis Paramecium Homeostasis Osmosis - High SchoolSTEM Case | Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. |
| HS-LS1-4 | Cell Division Embryo Development Meiosis Meowsis - High SchoolSTEM Case | Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. |
| HS-LS1-5 | Cell Energy Cycle Photosynthesis Lab Photosynthesis - High SchoolSTEM Case | 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-LS1-6 | Dehydration | Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. |
| HS-LS1-7 | Cell Energy Cycle Cell Respiration - High SchoolSTEM Case | 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 | HS-LS2: Ecosystems: Interactions, Energy, and Dynamics | |
| HS-LS2-1 | Food Chain Forest Ecosystem Prairie Ecosystem Rabbit Population by Season Rainfall and Bird Beaks - Metric | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
| HS-LS2-2 | Coral Reefs 1 - Abiotic Factors Coral Reefs 2 - Biotic Factors Evolution: Mutation and Selection Food Chain Forest Ecosystem Microevolution Prairie Ecosystem Rabbit Population by Season Rainfall and Bird Beaks - Metric Evolution - High SchoolSTEM Case | 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 | Cell Respiration -STEM Case | 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 | Food Chain Forest Ecosystem Photosynthesis - STEM Case | Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. |
| HS-LS2-5 | Carbon Cycle Cell Energy Cycle Plants and Snails Pond Ecosystem | Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. |
| HS-LS2-6 | Coral Reefs 1 - Abiotic Factors Coral Reefs 2 - Biotic Factors Food Chain Forest Ecosystem Prairie Ecosystem | Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. |
| HS-LS2-7 | GMOs and the Environment Nitrogen Cycle - High SchoolSTEM Case | Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.GMOs and the Environment |
| HS-LS3 | HEREDITY: Inheritance and Variation of Traits | |
| HS-LS3-1 | Building DNA DNA Analysis DNA Profiling Evolution: Mutation and Selection Genetic Engineering Human Karyotyping Meiosis Meowsis - High SchoolSTEM Case | 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 | Building DNA Evolution: Mutation and Selection Meiosis Microevolution Mouse Genetics (One Trait) Evolution - High SchoolSTEM Case Meowsis - High SchoolSTEM Case | 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 | Chicken Genetics Fast Plants® 1 - Growth and Genetics Fast Plants® 2 - Mystery Parent Hardy-Weinberg Equilibrium Microevolution Mouse Genetics (One Trait) Mouse Genetics (Two Traits) | 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 | |
| HS-LS4-1 | Cladograms Embryo Development Evolution: Natural and Artificial Selection Human Evolution - Skull Analysis Natural Selection RNA and Protein Synthesis Rainfall and Bird Beaks - Metric | Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. |
| HS-LS4-2 | Evolution: Mutation and Selection Natural Selection Rainfall and Bird Beaks - Metric Evolution - High SchoolSTEM Case | 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 | Evolution: Mutation and Selection Microevolution Rainfall and Bird Beaks - Metric Evolution - High SchoolSTEM Case | 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 | Evolution: Mutation and Selection Microevolution Natural Selection Evolution - High SchoolSTEM Case | Construct an explanation based on evidence for how natural selection leads to adaptation of populations. |
| HS-LS4-5 | Coral Reefs 1 - Abiotic Factors Coral Reefs 2 - Biotic Factors Evolution: Mutation and Selection Natural Selection Rabbit Population by Season Rainfall and Bird Beaks - Metric Evolution - High SchoolSTEM Case | Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. |
| HS-LS4-6 | reate or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. |
HS ENGINEERING AND TECHNOLOGY
| Topic | Details | |
|---|---|---|
| HS-ETS1 | Earth’s Place in the Universe | |
| HS-ETS1-1 | Crumple Zones GMOs and the Environment Genetic Engineering Nitrogen Cycle - High School STEM Case | Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. |
| HS-ETS1-2 | Crumple Zones DNA Profiling GMOs and the Environment Genetic Engineering Nitrogen Cycle - High School STEM Case | Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. |
| HS-ETS1-3 | Crumple Zones GMOs and the Environment Genetic Engineering Nitrogen Cycle - High School STEM Case | Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. |
| HS-ETS1-4 | Crumple Zones GMOs and the Environment Genetic Engineering Nitrogen Cycle - High School STEM Case | Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. |
HS EARTH AND SPACE SCIENCE (HS-ESS)
| Topic | Details | |
|---|---|---|
| HS ESS1 | Earth’s Place in the Universe | |
| HS-ESS1-1 | H-R Diagram Nuclear Reactions | 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 | Big Bang Theory - Hubble's Law | 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-ESS1-3 | Nuclear Reactions | Communicate scientific ideas about the way stars, over their life cycle, produce elements. |
| HS-ESS1-4 | Orbital Motion - Kepler's Laws Solar System Explorer | Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. |
| HS-ESS2 | Earth's Systems | |
| HS-ESS2-1 | Erosion Rates Plate Tectonics River Erosion Weathering | 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 | Carbon Cycle | Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. |
| HS- ESS2-3 | Conduction and Convection Plate Tectonics | Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. |
| HS- ESS2-4 | Greenhouse Effect - Metric | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
| HS- ESS2-5 | Erosion Rates River Erosion Rock Cycle Water Cycle Weathering | Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. |
| HS- ESS2-6 | Carbon cycle | Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. |
| HS-ESS3 | ||
| HS-ESS3-1 | GMOs and the Environment Nitrogen Cycle - High School STEM Case | Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. |
| HS ESS3-2 | Greenhouse Effect - Metric | 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. |
| HS ESS3-3 | Coral Reefs 1 - Abiotic Factors Coral Reefs 2 - Biotic Factors Pond Ecosystem Water Pollution | Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. |
| HS ESS3-4 | GMOs and the Environment Nitrogen Cycle - High School STEM Case | Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. |
| HS ESS3-5 | Greenhouse Effect - Metric | 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. |
| HS ESS3-6 | Carbon Cycle Coral Reefs 1 - Abiotic Factors | Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. |