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Connections to Standards Arranged by Topics K. Forces and Interactions: Pushes and Pulls Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Connections to other DCIs in kindergarten of a given Performance Expectation, but may be otherwise connected to it.) K‑PS2‑2: K.ETS1.A, K.ETS1.B ELA/Literacy Articulation of DCIs across grade levels K‑LS1‑1: W.K.7 K‑PS2‑1: 3.PS2.A, 3.PS2.B, 4.PS3.A K‑ESS2‑2: RI.K.1, W.K.1, W.K.2 K‑PS2‑2: 2.ETS1.B, 3.PS2.A, 4.ETS1.A K‑ESS3‑1: SL.K.5 Connections to Common Core State Standards K‑ESS3‑3: W.K.2 (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Key of a given Performance Expectation, but may be otherwise connected to it.) RI.K.1: With prompting and support, ask and answer questions ELA/Literacy about Key details in a text. K‑PS2‑1: W.K.7 W.K.1: Use a combination of drawing, dictating, and writing to K‑PS2‑2: RI.K.1, SL.K.3 compose opinion pieces in which they tell a reader the topic or Key the name of the book they are writing about and state an opinion RI.K.1: With prompting and support, ask and answer questions or preference about the topic or book. about Key details in a text. W.K.2: Use a combination of drawing, dictating, and writing to W.K.7: Participate in shared research and writing projects (e.g., compose informative/explanatory texts in which they name what explore a number of books by a favorite author and express they are writing about and supply some information about the opinions about them). topic. SL.K.3: Ask and answer questions in order to seek help, get W.K.7: Participate in shared research and writing projects (e.g., information, or clarify something that is not understood. explore a number of books by a favorite author and express opinions about them). Mathematics SL.K.5: Add drawings or other visual displays to descriptions as K‑PS2‑1: K.MD.A.1, K.MD.A.2, MP.2 desired to provide additional detail. Key MP.2: Reason abstractly and quantitatively. Mathematics K‑LS1‑1: K.MD.A.2 Connections to Standards Arranged by Topics K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a K‑ESS3‑1: MP.2, MP.4, K.CC single object. Key K.MD.A.2: Directly compare two objects with a measurable MP.2: Reason abstractly and quantitatively. attribute in common, to see which object has “more of”/”less of” MP.4: Model with Mathematics. the attribute and describe the difference. K.CC: Counting and Cardinality. K.MD.A.2: Directly compare two objects with a measurable attribute in common to see which object has “more of”/”less of” K. Interdependent Relationships in Ecosystems: the attribute and describe the difference. Animals, Plants, and Their Environment Connections to other DCIs in kindergarten K. Weather and Climate K‑ESS3‑3: K.ETS1.A Connections to other DCIs in kindergarten Articulation of DCIs across grade levels K‑PS3‑2: K.ETS1.A, K.ETS1.B K‑LS1‑1: 1.LS1.A, 2.LS2.A, 3.LS2.C, 3.LS4.B, 5.LS1.C, 5.LS2.A K‑ESS3‑2: K.ETS1.A K‑ESS2‑2: 4.ESS2.E, 5.ESS2.A Articulation of DCIs across grade levels K‑ESS3‑1: 1.LS1.A, 5.LS2.A, 5.ESS2.A K‑PS3‑1: 1.PS4.B, 3.ESS2.D K‑ESS3‑3: 2.ETS1.B, 4.ESS3.A, 5.ESS3.C K‑PS3‑2: 1.PS4.B, 2.ETS1.B, 4.ETS1.A K‑ESS2‑1: 2.ESS2.A, 3.ESS2.D, 4.ESS2.A K‑ESS3‑2: 2.ESS1.C, 3.ESS3.B, 4.ESS3.B NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections 293

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Connections to Standards Arranged by Topics Connections to Common Core State Standards Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) of a given Performance Expectation, but may be otherwise connected to it.) ELA/Literacy ELA/Literacy K‑PS3‑1: W.K.7 1‑PS4‑1: W.1.7, W.1.8, SL.1.1 K‑PS3‑2: W.K.7 1‑PS4‑2: W.1.2, W.1.7, W.1.8, SL.1.1 K‑ESS2‑1: W.K.7 1‑PS4‑3: W.1.7, W.1.8, SL.1.1 K‑ESS3‑2: RI.K.1, SL.K.3 1‑PS4‑4: W.1.7 Key Key RI.K.1: With prompting and support, ask and answer questions W.1.2: Write informative/explanatory texts in which they name a about Key details in a text. topic, supply some facts about the topic, and provide some sense W.K.7: Participate in shared research and writing projects (e.g., of closure. explore a number of books by a favorite author and express W.1.7: Participate in shared research and writing projects (e.g., opinions about them). explore a number of “how‑to” books on a given topic and use SL.K.3: Ask and answer questions in order to seek help, get them to write a sequence of instructions). information, or clarify something that is not understood. W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to Mathematics answer a question. K‑PS3‑1: K.MD.A.2 SL.1.1: Participate in collaborative conversations with diverse K‑PS3‑2: K.MD.A.2 partners about grade 1 topics and texts with peers and adults in K‑ESS2‑1: MP.2, MP.4, K.CC.A, K.MD.A.1, K.MD.B.3 small and larger groups. K‑ESS3‑2: MP.4, K.CC Key Mathematics MP.2: Reason abstractly and quantitatively. 1‑PS4‑4: MP.5, 1.MD.A.1, 1.MD.A.2 MP.4: Model with Mathematics. Key K.CC: Counting and Cardinality. MP.5: Use appropriate tools strategically. K.CC.A: Know number names and the count sequence. 1.MD.A.1: Order three objects by length; compare the lengths of Connections to Standards Arranged by Topics K.MD.A.1: Describe measurable attributes of objects, such as two objects indirectly by using a third object. length or weight. Describe several measurable attributes of a 1.MD.A.2: Express the length of an object as a whole number of single object. length units, by layering multiple copies of a shorter object (the K.MD.A.2: Directly compare two objects with a measurable length unit) end to end; understand that the length measurement attribute in common to see which object has “more of”/”less of” of an object is the number of same‑size length units that span it the attribute and describe the difference. with no gaps or overlaps. K.MD.B.3: Classify objects into given categories; count the number of objects in each category and sort the categories by count. 1. Structure, Function, and Information Processing Connections to other DCIs in first grade 1. Waves: Light and Sound N/A Connections to other DCIs in first grade Articulation of DCIs across grade levels N/A 1‑LS1‑1: K.ETS1.A, 4.LS1.A, 4.LS1.D, 4.ETS1.A Articulation of DCIs across grade levels 1‑LS1‑2: 3.LS2.D 1‑PS4‑2: 4.PS4.B 1‑LS3‑1: 3.LS3.A, 3.LS3.B 1‑PS4‑3: 2.PS1.A 1‑PS4‑4: K.ETS1.A, 2.ETS1.B, 4.PS4.C, 4.ETS1.A 294 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections

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Connections to Standards Arranged by Topics Connections to Common Core State Standards 1. Space Systems: Patterns and Cycles (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) Connections to other DCIs in first grade N/A ELA/Literacy 1‑LS1‑1: W.1.7 Articulation of DCIs across grade levels 1‑LS1‑2: RI.1.1, RI.1.2, RI.1.10 1‑ESS1‑1: 3.PS2.A, 5.PS2.B, 5‑ESS1.B 1‑LS3‑1: RI.1.1, W.1.7, W.1.8 1‑ESS1‑2: 5.PS2.B, 5‑ESS1.B Key Connections to Common Core State Standards RI.1.1: Ask and answer questions about Key details in a text. (Note: Items appearing in italics are not pre-requisite to the successful accomplishment RI.1.2: Identify the main topic and retell Key details of a text. of a given Performance Expectation, but may be otherwise connected to it.) RI.1.10: With prompting and support, read informational texts ELA/Literacy appropriately complex for grade. 1‑ESS1‑1: W.1.7, W.1.8 W.1.7: Participate in shared research and writing projects (e.g., 1‑ESS1‑2: W.1.7, W.1.8 explore a number of “how‑to” books on a given topic and use Key them to write a sequence of instructions). W.1.7: Participate in shared research and writing projects (e.g., W.1.8: With guidance and support from adults, recall information explore a number of “how‑to” books on a given topic and use from experiences or gather information from provided sources to them to write a sequence of instructions). answer a question. W.1.8: With guidance and support from adults, recall information Mathematics from experiences or gather information from provided sources to 1‑LS1‑2: 1.NBT.B.3, 1.NBT.C.4, 1.NBT.C.5, 1.NBT.C.6 answer a question. 1‑LS3‑1: MP.2, MP.5, 1.MD.A.1 Mathematics Key 1‑ESS1‑2: MP.2, MP.4, MP.5, 1.OA.A.1, 1.MD.C.4 MP.2: Reason abstractly and quantitatively. Key MP.5: Use appropriate tools strategically. MP.2: Reason abstractly and quantitatively. 1.NBT.B.3: Compare two 2‑digit numbers based on the meanings MP.4: Model with Mathematics. of the tens and ones digits, recording the results of comparisons Connections to Standards Arranged by Topics MP.5: Use appropriate tools strategically. with the symbols >, =, and <. 1.OA.A.1: Use addition and subtraction within 20 to solve word 1.NBT.C.4: Add within 100, including adding a 2‑digit number and problems involving situations of adding to, taking from, putting a 1‑digit number, and adding a 2‑digit number and a multiple together, taking apart, and comparing, with unknowns in all of 10, using concrete models or drawings and strategies based positions (e.g., by using objects, drawings, and equations to on place value, properties of operations, and/or the relationship represent the problem). between addition and subtraction; relate the strategy to a written 1.MD.C.4: Organize, represent, and interpret data with up to method and explain the reasoning uses. Understand that in three categories; ask and answer questions about the total adding 2‑digit numbers, one adds tens and tens, ones and ones, number of data points, how many in each category, and how and that sometimes it is necessary to compose a ten. many more or less are in one category than in another. 1.NBT.C.5: Given a 2‑digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 2. Structure and Properties of Matter 1.NBT.C.6: Subtract multiples of 10 in the range 10–90 from Connections to other DCIs in second grade multiples of 10 in the range 10–90 (positive or zero differences), N/A using concrete models or drawings and strategies based on place Articulation of DCIs across grade levels value, properties of operations, and/or the relationship between 2‑PS1‑1: PS1.A addition and subtraction; relate the strategy to a written method 2‑PS1‑2: PS1.A and explain the reasoning used. 2‑PS1‑3: 4.ESS2.A, PS1.A, 5.LS2.A 1.MD.A.1: Order three objects by length; compare the lengths of 2‑PS1‑4: 5.PS1.B two objects indirectly by using a third object. NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections 295

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Connections to Standards Arranged by Topics Connections to Common Core State Standards Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) of a given Performance Expectation, but may be otherwise connected to it.) ELA/Literacy. ELA/Literacy 2‑PS1‑1: W.2.7, W.2.8 2‑LS2‑1: W.2.7, W.2.8 2‑PS1‑2: RI.2.8, W.2.7, W.2.8 2‑LS2‑2: SL.2.5 2‑PS1‑3: W.2.7, W.2.8 2‑LS4‑1: W.2.7, W.2.8 2‑PS1‑4: RI.2.1, RI.2.3, RI.2.8, W.2.1 Key Key W.2.7: Participate in shared research and writing projects (e.g., RI.2.1: Ask and answer such questions as who, what, where, when, read a number of books on a single topic to produce a report, why, and how to demonstrate understanding of Key details in a record science observations). text. W.2.8: Recall information from experiences or gather information RI.2.3: Describe the connection between a series of historical from provided sources to answer a question. events, scientific ideas or concepts, or steps in technical procedures SL.2.5: Create audio recordings of stories or poems; add drawings in a text. or other visual displays to stories or recounts of experiences when RI.2.8: Describe how reasons support specific points the author appropriate to clarify ideas, thoughts, and feelings. makes in a text. Mathematics W.2.1: Write opinion pieces in which they introduce the topic or 2‑LS2‑1: MP.2, MP.4, MP.5 book they are writing about, state an opinion, supply reasons that 2‑LS2‑2: MP.4, 2.MD.D.10 support the opinion, use linking words (e.g., because, and, also) to 2‑LS4‑1: MP.2, MP.4, 2.MD.D.10 connect opinion and reasons, and provide a concluding statement Key or section. MP.2: Reason abstractly and quantitatively. W.2.7: Participate in shared research and writing projects (e.g., MP.4: Model with Mathematics. read a number of books on a single topic to produce a report, MP.5: Use appropriate tools strategically. record science observations). 2.MD.D.10: Draw a picture graph and a bar graph (with single‑unit W.2.8: Recall information from experiences or gather information scale) to represent a data set with up to four categories. Solve Connections to Standards Arranged by Topics from provided sources to answer a question. simple put‑together, take‑apart, and compare problems using Mathematics information presented in a bar graph. 2‑PS1‑1: MP.4, 2.MD.D.10 2‑PS1‑2: MP.2, MP.4, MP.5, 2.MD.D.10 2. Earth’s Systems: Processes That Shape the Earth Key MP.2: Reason abstractly and quantitatively. Connections to other DCIs in second grade MP.4: Model with Mathematics. 2‑ESS2‑3: 2.PS1.A MP.5: Use appropriate tools strategically. Articulation of DCIs across grade levels 2.MD.D.10: Draw a picture graph and a bar graph (with single‑unit 2‑ESS1‑1: 3.LS2.C, 4.ESS1.C, 4.ESS2.A scale) to represent a data set with up to four categories. Solve 2‑ESS2‑1: K.ETS1.A, 4.ESS2.A, 4.ETS1.A, 4.ETS1.B, 4.ETS1.C, 5.ESS2.A simple put‑together, take‑apart, and compare problems using 2‑ESS2‑2: 4.ESS2.B, 5.ESS2.C information presented in a bar graph. 2‑ESS2‑3: 5.ESS2.C Connections to Common Core State Standards 2. Interdependent Relationships in Ecosystems (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Connections to other DCIs in second grade of a given Performance Expectation, but may be otherwise connected to it.) N/A ELA/Literacy Articulation of DCIs across grade levels 2‑ESS1‑1: RI.2.1, RI.2.3, W.2.6, W.2.7, W.2.8, SL.2.2 2‑LS2‑1: K.LS1.C, K‑ESS3.A, 5.LS1.C 2‑ESS2‑1: RI.2.3, RI.2.9 2‑LS2‑2: K.ETS1.A, 5.LS2.A 2‑ESS2‑2: SL.2.5 2‑LS4‑1: 3.LS4.C, 3.LS4.D, 5.LS2.A 2‑ESS2‑3: W.2.6, W.2.8 296 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections

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Connections to Standards Arranged by Topics Key Connections to K‑2‑ETS1.B: Developing Possible Solutions to RI.2.1: Ask and answer such questions as who, what, where, when, Problems why, and how to demonstrate understanding of Key details in a Kindergarten: K‑ESS3‑3 text. First Grade: 1‑PS4‑4 RI.2.3: Describe the connection between a series of historical Second Grade: 2‑LS2‑2 events, scientific ideas or concepts, or steps in technical procedures Connections to K‑2‑ETS1.C: Optimizing the Design Solution in a text. Second Grade: 2‑ESS2‑1 RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. Articulation of DCIs across grade bands W.2.6: With guidance and support from adults, use a variety K‑2‑ETS1‑1: 3‑5.ETS1.A, 3‑5.ETS1.C of digital tools to produce and publish writing, including in K‑2‑ETS1‑2: 3‑5.ETS1.A, 3‑5.ETS1.B, 3‑5.ETS1.C collaboration with peers. K‑2‑ETS1‑3: 3‑5.ETS1.A, 3‑5.ETS1.B, 3‑5.ETS1.C W.2.7: Participate in shared research and writing projects (e.g., Connections to Common Core State Standards read a number of books on a single topic to produce a report, (Note: Items appearing in italics are not pre-requisite to the successful accomplishment record science observations). of a given Performance Expectation, but may be otherwise connected to it.) W.2.8: Recall information from experiences or gather information ELA/Literacy from provided sources to answer a question. K‑2‑ETS1‑1: RI.2.1, W.2.6, W.2.8 SL.2.2: Recount or describe Key ideas or details from a text read K‑2‑ETS1‑2: SL.2.5 aloud or information presented orally or through other media. K‑2‑ETS1‑3: W.2.6, W.2.8 SL.2.5: Create audio recordings of stories or poems; add drawings Key or other visual displays to stories or recounts of experiences when RI.2.1: Ask and answer such questions as who, what, where, when, appropriate to clarify ideas, thoughts, and feelings. why, and how to demonstrate understanding of Key details in a Mathematics text. 2‑ESS1‑1: MP.4, 2.NBT.A W.2.6: With guidance and support from adults, use a variety 2‑ESS2‑1: MP.2, MP.4, MP.5, 2.MD.B.5 of digital tools to produce and publish writing, including in 2‑ESS2‑2: MP.2, MP.4, 2.NBT.A.3 collaboration with peers. Connections to Standards Arranged by Topics Key W.2.8: Recall information from experiences or gather information MP.2: Reason abstractly and quantitatively. from provided sources to answer a question. MP.4: Model with Mathematics. SL.2.5: Create audio recordings of stories or poems; add drawings MP.5: Use appropriate tools strategically. or other visual displays to stories or recounts of experiences when 2.NBT.A: Understand place value. appropriate to clarify ideas, thoughts, and feelings. 2.NBT.A.3: Read and write numbers to 1,000 using base‑10 Mathematics numerals, number names, and expanded form. K‑2‑ETS1‑1: MP.2, MP.4, MP.5, 2.MD.D.10 2.MD.B.5: Use addition and subtraction within 100 to solve word K‑2‑ETS1‑3: MP.2, MP.4, MP.5, 2.MD.D.10 problems involving lengths that are given in the same units (e.g., Key by using drawings [such as drawings of rulers] and equations with MP.2: Reason abstractly and quantitatively. a symbol for the unknown number to represent the problem). MP.4: Model with Mathematics. MP.5: Use appropriate tools strategically. K-2. Engineering Design 2.MD.D.10: Draw a picture graph and a bar graph (with single‑unit Connections to K‑2‑ETS1.A: Defining and Delimiting Engineering scale) to represent a data set with up to four categories. Solve Problems simple put‑together, take‑apart, and compare problems using Kindergarten: K‑PS2‑2, K‑ESS3‑2 information presented in a bar graph. NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections 297

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Connections to Standards Arranged by Topics 3. Forces and Interactions 3. Interdependent Relationships in Ecosystems Connections to other DCIs in third grade Connections to other DCIs in third grade N/A 3‑LS4‑3: 3.ESS2.D 3‑LS4‑4: 3.ESS3.B Articulation of DCIs across grade levels 3‑PS2‑1: K.PS2.A, K.PS2.B, K.PS3.C, 5.PS2.B, MS.PS2.A, MS.ESS1.B, Articulation of DCIs across grade levels MS.ESS2.C 3‑LS2‑1: 1.LS1.B, MS.LS2.A 3‑PS2‑2: 1.ESS1.A, 4.PS4.A, MS.PS2.A, MS.ESS1.B 3‑LS4‑1: 4.ESS1.C, MS.LS2.A, MS.LS4.A, MS.ESS1.C, MS.ESS2.B 3‑PS2‑3: MS.PS2.B 3‑LS4‑3: K.ESS3.A, 2.LS2.A, 2.LS4.D, MS.LS2.A, MS.LS4.B, MS.LS4.C, 3‑PS2‑4: K.ETS1.A, 4.ETS1.A, MS.PS2.B MS.ESS1.C 3‑LS4‑4: K.ESS3.A, K.ETS1.A, 2.LS2.A, 2.LS4.D, 4.ESS3.B, 4.ETS1.A, Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment MS.LS2.A, MS.LS2.C, MS.LS4.C, MS.ESS1.C, MS.ESS3.C of a given Performance Expectation, but may be otherwise connected to it.) Connections to Common Core State Standards ELA/Literacy (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) 3‑PS2‑1: RI.3.1, W.3.7, W.3.8 3‑PS2‑2: W.3.7, W.3.8 ELA/Literacy 3‑PS2‑3: RI.3.1, RI.3.3, RI.3.8, SL.3.3 3‑LS2‑1: RI.3.1, RI.3.3, W.3.1 Key 3‑LS4‑1: RI.3.1, RI.3.2, RI.3.3, W.3.1, W.3.2, W.3.9 RI.3.1: Ask and answer questions to demonstrate understanding of 3‑LS4‑3: RI.3.1, RI.3.2, RI.3.3, W.3.1, W.3.2, SL.3.4 a text, referring explicitly to the text as the basis for the answers. 3‑LS4‑4: RI.3.1, RI.3.2, RI.3.3, W.3.1, W.3.2, SL.3.4 RI.3.3: Describe the relationship between a series of historical Key events, scientific ideas or concepts, or steps in technical procedures RI.3.1: Ask and answer questions to demonstrate understanding of in a text, using language that pertains to time, sequence, and a text, referring explicitly to the text as the basis for the answers. cause/effect. RI.3.2: Determine the main idea of a text; recount the Key details RI.3.8: Describe the logical connection between particular and explain how they support the main idea. sentences and paragraphs in a text (e.g., comparison, cause/effect, RI.3.3: Describe the relationship between a series of historical Connections to Standards Arranged by Topics first/second/third in a sequence). events, scientific ideas or concepts, or steps in technical procedures W.3.7: Conduct short research projects that build knowledge in a text, using language that pertains to time, sequence, and about a topic. cause/effect. W.3.8: Recall information from experiences or gather information W.3.1: Write opinion pieces on topics or texts, supporting a point from print and digital sources; take brief notes on sources and sort of view with reasons. evidence into provided categories. W.3.2: Write informative/explanatory texts to examine a topic and SL.3.3: Ask and answer questions about information from a convey ideas and information clearly. speaker, offering appropriate elaboration and detail. W.3.9: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort Mathematics evidence into provided categories. 3‑PS2‑1: MP.2, MP.5, 3.MD.A.2 SL.3.4: Report on a topic or text, tell a story, or recount an Key experience with appropriate facts and relevant, descriptive details, MP.2: Reason abstractly and quantitatively. speaking clearly at an understandable pace. MP.5: Use appropriate tools strategically. 3.MD.A.2: Measure and estimate liquid volumes and masses Mathematics of objects using standard units of grams (g), kilograms (kg), 3‑LS2‑1: MP.4, 3.NBT and liters (l). Add, subtract, multiply, or divide to solve 1‑step 3‑LS4‑1: MP.2, MP.4, MP.5, 3.MD.B.4 word problems involving masses or volumes that are given in 3‑LS4‑3: MP.2, MP.4, 3.MD.B.3 the same units (e.g., by using drawings [such as a beaker with a 3‑LS4‑4: MP.2, MP.4 measurement scale] to represent the problem). 298 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections

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Connections to Standards Arranged by Topics Key W.3.2: Write informative/explanatory texts to examine a topic and MP.2: Reason abstractly and quantitatively. convey ideas and information clearly. MP.4: Model with Mathematics. SL.3.4: Report on a topic or text, tell a story, or recount an MP.5: Use appropriate tools strategically. experience with appropriate facts and relevant, descriptive details, 3.NBT: Number and Operations in Base Ten. speaking clearly at an understandable pace. 3.MD.B.3: Draw a scaled picture graph and a scaled bar graph SL.3.5: Create engaging audio recordings of stories or poems that to represent a data set with several categories. Solve 1‑ and demonstrate fluid reading at an understandable pace; add visual 2‑step “how many more” and “how many less” problems using displays when appropriate to emphasize or enhance certain facts information presented in scaled bar graphs. or details. 3.MD.B.4: Generate measurement data by measuring lengths Mathematics using rulers marked with halves and fourths of an inch. Show the 3‑LS1‑1: MP.4, 3.NBT, 3.NF data by making a line plot, where the horizontal scale is marked 3‑LS3‑1: MP.2, MP.4, 3.MD.B.4 off in appropriate units—whole numbers, halves, or quarters. 3‑LS3‑2: MP.2, MP.4, 3.MD.B.4 3‑LS4‑2: MP.2, MP.4, 3.MD.B.3 3. Inheritance and Variation of Traits: Life Cycles and Key Traits MP.2: Reason abstractly and quantitatively. Connections to other DCIs in third grade MP.4: Model with Mathematics. 3‑LS4‑2: 3.LS4.C 3.NBT: Number and Operations in Base Ten. 3.NF: Number and Operations—Fractions. Articulation of DCIs across grade levels 3.MD.B.3: Draw a scaled picture graph and a scaled bar graph 3‑LS1‑1: MS.LS1.B to represent a data set with several categories. Solve 1‑ and 3‑LS3‑1: 1.LS3.A, 1.LS3.B, MS.LS3.A, MS.LS3.B 2‑step “how many more” and “how many less” problems using 3‑LS3‑2: MS.LS1.B information presented in scaled bar graphs. 3‑LS4‑2: 1.LS3.A, MS.LS2.A, MS.LS3.B, MS.LS4.B 3.MD.B.4: Generate measurement data by measuring lengths Connections to Common Core State Standards using rulers marked with halves and fourths of an inch. Show the (Note: Items appearing in italics are not pre-requisite to the successful accomplishment data by making a line plot, where the horizontal scale is marked Connections to Standards Arranged by Topics of a given Performance Expectation, but may be otherwise connected to it.) off in appropriate units—whole numbers, halves, or quarters. ELA/Literacy 3‑LS1‑1: RI.3.7, SL.3.5 3. Weather and Climate 3‑LS3‑1: RI.3.1, RI.3.2, RI.3.3, W.3.2, SL.3.4 Connections to other DCIs in third grade 3‑LS3‑2: RI.3.1, RI.3.2, RI.3.3, W.3.2, SL.3.4 N/A 3‑LS4‑2: RI.3.1, RI.3.2, RI.3.3, W.3.2, SL.3.4 Key Articulation of DCIs across grade levels RI.3.1: Ask and answer questions to demonstrate understanding of 3‑ESS2‑1: K.ESS2.D, 4.ESS2.A, 5.ESS2.A, MS.ESS2.C, MS.ESS2.D a text, referring explicitly to the text as the basis for the answers. 3‑ESS2‑2: MS.ESS2.C, MS.ESS2.D RI.3.2: Determine the main idea of a text; recount the Key details 3‑ESS3‑1: K.ESS3.B, K.ETS1.A, 4.ESS3.B, 4.ETS1.A, MS.ESS3.B and explain how they support the main idea. Connections to Common Core State Standards RI.3.3: Describe the relationship between a series of historical (Note: Items appearing in italics are not pre-requisite to the successful accomplishment events, scientific ideas or concepts, or steps in technical procedures of a given Performance Expectation, but may be otherwise connected to it.) in a text, using language that pertains to time, sequence, and ELA/Literacy cause/effect. 3‑ESS2‑2: RI.3.1, RI.3.9, W.3.9 RI.3.7: Use information gained from illustrations (e.g., 3‑ESS3‑1: W.3.1, W.3.7 maps, photographs) and the words in a text to demonstrate Key understanding of the text (e.g., where, when, why, and how Key RI.3.1: Ask and answer questions to demonstrate understanding of events occur). a text, referring explicitly to the text as the basis for the answers. NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections 299

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Connections to Standards Arranged by Topics RI.3.9: Compare and contrast the most important points and Key 4‑PS3‑3: W.4.7, W.4.8 details presented in two texts on the same topic. 4‑PS3‑4: W.4.7, W.4.8 W.3.1: Write opinion pieces on topics or texts, supporting a point 4‑ESS3‑1: W.4.7, W.4.8, W.4.9 of view with reasons. Key W.3.7: Conduct short research projects that build knowledge RI.4.1: Refer to details and examples in a text when explaining about a topic. what the text says explicitly and when drawing inferences from W.3.9: Recall information from experiences or gather information the text. from print and digital sources; take brief notes on sources and sort RI.4.3: Explain events, procedures, ideas, or concepts in a historical, evidence into provided categories. scientific, or technical text, including what happened and why, based on specific information in the text. Mathematics RI.4.9: Integrate information from two texts on the same topic in 3‑ESS2‑1: MP.2, MP.4, MP.5, 3.MD.A.2, 3.MD.B.3 order to write or speak about the subject knowledgeably. 3‑ESS2‑2: MP.2, MP.4 W.4.2: Write informative/explanatory texts to examine a topic and 3‑ESS3‑1: MP.2, MP.4 convey ideas and information clearly. Key W.4.7: Conduct short research projects that build knowledge MP.2: Reason abstractly and quantitatively. through investigation of different aspects of a topic. MP.4: Model with Mathematics. W.4.8: Recall relevant information from experiences or gather MP.5: Use appropriate tools strategically. relevant information from print and digital sources; take notes, 3.MD.A.2: Measure and estimate liquid volumes and masses of categorize information, and provide a list of sources. objects using standard units of grams (g), kilograms (kg), and liters W.4.9: Draw evidence from literary or informational texts to (l). Add, subtract, multiply, or divide to solve 1‑step word problems support analysis, reflection, and research. involving masses or volumes that are given in the same units (e.g., by using drawings [such as a beaker with a measurement scale] to Mathematics represent the problem). 4‑PS3‑4: 4.OA.A.3 3.MD.B.3: Draw a scaled picture graph and a scaled bar graph 4‑ESS3‑1: MP.2, MP.4, 4.OA.A.1 to represent a data set with several categories. Solve 1‑ and Key 2‑step “how many more” and “how many less” problems using MP.2: Reason abstractly and quantitatively. Connections to Standards Arranged by Topics information presented in bar graphs. MP.4: Model with Mathematics. 4.OA.A.1: Interpret a multiplication equation as a comparison 4. Energy (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of Connections to other DCIs in fourth grade multiplicative comparisons as multiplication equations. N/A 4.OA.A.3: Solve multi‑step word problems posed with whole Articulation of DCIs across grade levels numbers and having whole‑number answers using the four 4‑PS3‑1: MS.PS3.A operations, including problems in which remainders must 4‑PS3‑2: MS.PS2.B, MS.PS3.A, MS.PS3.B, MS.PS4.B be interpreted. Represent these problems using equations 4‑PS3‑3: K.PS2.B, 3.PS2.A, MS.PS2.A, MS.PS3.A, MS.PS3.B, MS.PS3.C with a letter standing for the unknown quantity. Assess the 4‑PS3‑4: K.ETS1.A, 2.ETS1.B, 5.PS3.D, 5.LS1.C, MS.PS3.A, MS.PS3.B, reasonableness of answers using mental computation and MS.ETS1.B, MS.ETS1.C estimation strategies, including rounding. 4‑ESS3‑1: 5.ESS3.C, MS.PS3.D, MS.ESS2.A, MS.ESS3.A, MS.ESS3.C, MS.ESS3.D 4. Waves: Waves and Information Connections to Common Core State Standards Connections to other DCIs in fourth grade (Note: Items appearing in italics are not pre-requisite to the successful accomplishment 4‑PS4‑1: 4.PS3.A, 4.PS3.B of a given Performance Expectation, but may be otherwise connected to it.) 4‑PS4‑3: 4.ETS1.A ELA/Literacy 4‑PS3‑1: RI.4.1, RI.4.3, RI.4.9, W.4.2, W.4.8, W.4.9 4‑PS3‑2: W.4.7, W.4.8 300 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections

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Connections to Standards Arranged by Topics Articulation of DCIs across grade levels SL.4.5: Add audio recordings and visual displays to presentations 4‑PS4‑1: MS.PS4.A when appropriate to enhance the development of main ideas or 4‑PS4‑3: K.ETS1.A, 1.PS4.C, 2.ETS1.B, 2.ETS1.C, 3.PS2.A, MS.PS4.C, themes. MS.ETS1.B Mathematics Connections to Common Core State Standards 4‑PS4‑2: MP.4, 4.G.A.1 (Note: Items appearing in italics are not pre-requisite to the successful accomplishment 4‑LS1‑1: 4.G.A.3 of a given Performance Expectation, but may be otherwise connected to it.) Key ELA/Literacy MP.4: Model with Mathematics. 4‑PS4‑1: SL.4.5 4.G.A.1: Draw points, lines, line segments, rays, angles (e.g., right, 4‑PS4‑3: RI.4.1, RI.4.9 acute, obtuse), and perpendicular and parallel lines. Identify these Key in two‑dimensional figures. RI.4.1: Refer to details and examples in a text when explaining 4.G.A.3: Recognize a line of symmetry for a two‑dimensional what the text says explicitly and when drawing inferences from figure as a line across the figure such that the figure can be folded the text. across the line into matching parts. Identify line‑symmetric figures RI.4.9: Integrate information from two texts on the same topic in and draw lines of symmetry. order to write or speak about the subject knowledgeably. SL.4.5: Add audio recordings and visual displays to presentations 4. Earth’s Systems: Processes That Shape the Earth when appropriate to enhance the development of main ideas or Connections to other DCIs in fourth grade themes. 4‑ESS3‑2: 4.ETS1.C Mathematics Articulation of DCIs across grade levels 4‑PS4‑1: MP.4, 4.G.A.1 4‑ESS1‑1: 2.ESS1.C, 3.LS4.A, MS.LS4.A, MS.ESS1.C, MS.ESS2.A, Key MS.ESS2.B MP.4: Model with Mathematics. 4‑ESS2‑1: 2.ESS1.C, 2.ESS2.A, 5.ESS2.A 4.G.A.1: Draw points, lines, line segments, rays, angles (e.g., right, 4‑ESS2‑2: 2.ESS2.B, 2.ESS2.C, 5.ESS2.C, MS.ESS1.C, MS.ESS2.A, acute, obtuse), and perpendicular and parallel lines. Identify these MS.ESS2.B Connections to Standards Arranged by Topics in two‑dimensional figures. 4‑ESS3‑2: K.ETS1.A, 2.ETS1.B, 2.ETS1.C, MS.ESS2.A, MS.ESS3.B, MS.ETS1.B 4. Structure, Function, and Information Processing Connections to Common Core State Standards Connections to other DCIs in fourth grade (Note: Items appearing in italics are not pre-requisite to the successful accomplishment N/A of a given Performance Expectation, but may be otherwise connected to it.) Articulation of DCIs across grade levels ELA/Literacy 4‑PS4‑2: 1.PS4.B, MS.PS4.B, MS.LS1.D 4‑ESS1‑1: W.4.7, W.4.8, W.4.9 4‑LS1‑1: 1.LS1.A, 3.LS3.B, MS.LS1.A 4‑ESS2‑1: W.4.7, W.4.8 4‑LS1‑2: 1.LS1.D, MS.LS1.A, MS.LS1.D 4‑ESS2‑2: RI.4.7 4‑ESS3‑2: RI.4.1, RI.4.9 Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Key of a given Performance Expectation, but may be otherwise connected to it.) RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from ELA/Literacy the text. 4‑PS4‑2: SL.4.5 RI.4.7: Interpret information presented visually, orally, or 4‑LS1‑1: W.4.1 quantitatively (e.g., in charts, graphs, diagrams, time lines, 4‑LS1‑2: SL.4.5 animations, or interactive elements on Web pages) and explain Key how the information contributes to an understanding of the text W.4.1: Write opinion pieces on topics or texts, supporting a point in which it appears. of view with reasons and information. NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections 301

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Connections to Standards Arranged by Topics RI.4.9: Integrate information from two texts on the same topic in Connections to Common Core State Standards order to write or speak about the subject knowledgeably. (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. ELA/Literacy W.4.8: Recall relevant information from experiences or gather 5‑PS1‑1: RI.5.7 relevant information from print and digital sources; take notes, 5‑PS1‑2: W.5.7, W.5.8, W.5.9 categorize information, and provide a list of sources. 5‑PS1‑3: W.5.7, W.5.8, W.5.9 W.4.9: Draw evidence from literary or informational texts to 5‑PS1‑4: W.5.7, W.5.8, W.5.9 support analysis, reflection, and research. Key Mathematics RI.5.7: Draw on information from multiple print or digital sources, 4‑ESS1‑1: MP.2, MP.4, 4.MD.A.1 demonstrating the ability to locate an answer to a question 4‑ESS2‑1: MP.2, MP.4, MP.5, 4.MD.A.1, 4.MD.A.2 quickly or to solve a problem efficiently. 4‑ESS2‑2: 4.MD.A.2 W.5.7: Conduct short research projects that use several sources to 4‑ESS3‑2: MP.2, MP.4, 4.OA.A.1 build knowledge through investigation of different aspects of a Key topic. MP.2: Reason abstractly and quantitatively. W.5.8: Recall relevant information from experiences or gather MP.4: Model with Mathematics. relevant information from print and digital sources; summarize or MP.5: Use appropriate tools strategically. paraphrase information in notes and finished work, and provide a 4.MD.A.1: Know relative sizes of measurement units within list of sources. one system of units, including km, m, and cm; kg and g; lb and W.5.9: Draw evidence from literary or informational texts to oz; l and mL; and hr, min, and sec. Within a single system of support analysis, reflection, and research. measurement, express measurements in a larger unit in terms of Mathematics a smaller unit. Record measurement equivalents in a two‑column 5‑PS1‑1: MP.2, MP.4, 5.NBT.A.1, 5.NF.B.7, 5.MD.C.3, 5.MD.C.4 table. 5‑PS1‑2: MP.2, MP.4, MP.5, 5.MD.A.1 4.MD.A.2: Use the four operations to solve word problems 5‑PS1‑3: MP.2, MP.4, MP.5 involving distances, intervals of time, liquid volumes, masses of Key Connections to Standards Arranged by Topics objects, and money, including problems involving simple fractions MP.2: Reason abstractly and quantitatively. or decimals and problems that require expressing measurements MP.4: Model with Mathematics. given in a larger unit in terms of a smaller unit. Represent MP.5: Use appropriate tools strategically. measurement quantities using diagrams such as number line 5.NBT.A.1: Explain patterns in the number of zeros of the product diagrams that feature a measurement scale. when multiplying a number by powers of 10, and explain 4.OA.A.1: Interpret a multiplication equation as a comparison patterns in the placement of the decimal point when a decimal (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many is multiplied or divided by a power of 10. Use whole‑number as 7 and 7 times as many as 5). Represent verbal statements of exponents to denote powers of 10. multiplicative comparisons as multiplication equations. 5.NF.B.7: Apply and extend previous understanding of division to divide unit fractions by whole numbers and whole numbers by 5. Structure and Properties of Matter unit fractions. Connections to other DCIs in fifth grade 5.MD.A.1: Convert among different‑sized standard measurement N/A units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi‑step, Articulation of DCIs across grade levels real‑world problems. 5‑PS1‑1: 2.PS1.A, MS.PS1.A 5.MD.C.3: Recognize volume as an attribute of solid figures and 5‑PS1‑2: 2.PS1.A, 2.PS1.B, MS.PS1.A, MS.PS1.B understand concepts of volume measurement. 5‑PS1‑3: 2.PS1.A, MS.PS1.A 5.MD.C.4: Measure volumes by counting unit cubes, using cubic 5‑PS1‑4: 2.PS1.B, MS.PS1.A, MS.PS1.B centimeters, cubic inches, cubic feet, and improvised units. 302 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections

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Connections to Standards Arranged by Topics 5. Matter and Energy in Organisms and Ecosystems 5. Earth’s Systems Connections to other DCIs in fifth grade Connections to other DCIs in fifth grade 5‑LS1‑1: 5.PS1.A N/A 5‑LS2‑1: 5.PS1.A, 5.ESS2.A Articulation of DCIs across grade levels Articulation of DCIs across grade levels 5‑ESS2‑1: 2.ESS2.A, 3.ESS2.D, 4.ESS2.A, MS.ESS2.A, MS.ESS2.C, 5‑PS3‑1: K.LS1.C, 2.LS2.A, 4.PS3.A, 4.PS3.B, 4.PS3.D, MS.PS3.D, MS.ESS2.D MS.PS4.B, MS.LS1.C, MS.LS2.B 5‑ESS2‑2: 2.ESS2.C, MS.ESS2.C, MS.ESS3.A 5‑LS1‑1: K.LS1.C, 2.LS2.A, MS.LS1.C 5‑ESS3‑1: MS.ESS3.A, MS.ESS3.C, MS.ESS3.D 5‑LS2‑1: 2.PS1.A, 2.LS4.D, 4.ESS2.E, MS.PS3.D, MS.LS1.C, MS.LS2.A, Connections to Common Core State Standards MS.LS2.B (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment ELA/Literacy of a given Performance Expectation, but may be otherwise connected to it.) 5‑ESS2‑1: RI.5.7, SL.5.5 ELA/Literacy 5‑ESS2‑2: RI.5.7, W.5.8, SL.5.5 5‑PS3‑1: RI.5.7, SL.5.5 5‑ESS3‑1: RI.5.1, RI.5.7, RI.5.9, W.5.8, W.5.9 5‑LS1‑1: RI.5.1, RI.5.9, W.5.1 Key 5‑LS2‑1: RI.5.7, SL.5.5 RI.5.1: Quote accurately from a text when explaining what the Key text says explicitly and when drawing inferences from the text. RI.5.1: Quote accurately from a text when explaining what the RI.5.7: Draw on information from multiple print or digital sources, text says explicitly and when drawing inferences from the text. demonstrating the ability to locate an answer to a question RI.5.7: Draw on information from multiple print or digital sources, quickly or to solve a problem efficiently. demonstrating the ability to locate an answer to a question RI.5.9: Integrate information from several texts on the same topic quickly or to solve a problem efficiently. in order to write or speak about the subject knowledgeably. RI.5.9: Integrate information from several texts on the same topic W.5.8: Recall relevant information from experiences or gather in order to write or speak about the subject knowledgeably. relevant information from print and digital sources; summarize or Connections to Standards Arranged by Topics W.5.1: Write opinion pieces on topics or texts, supporting a point paraphrase information in notes and finished work, and provide a of view with reasons and information. list of sources. SL.5.5: Include multimedia components (e.g., graphics, sound) and W.5.9: Draw evidence from literary or informational texts to visual displays in presentations when appropriate to enhance the support analysis, reflection, and research. development of main ideas or themes. SL.5.5: Include multimedia components (e.g., graphics, sound) and Mathematics visual displays in presentations when appropriate to enhance the 5‑LS1‑1: MP.2, MP.4, MP.5, 5.MD.A.1 development of main ideas or themes. 5‑LS2‑1: MP.2, MP.4 Mathematics Key 5‑ESS2‑1: MP.2, MP.4, 5.G.A.2 MP.2: Reason abstractly and quantitatively. 5‑ESS2‑2: MP.2, MP.4 MP.4: Model with Mathematics. 5‑ESS3‑1: MP.2, MP.4 MP.5: Use appropriate tools strategically. Key 5.MD.A.1: Convert among different‑sized standard measurement MP.2: Reason abstractly and quantitatively. units within a given measurement system (e.g., convert 5 cm MP.4: Model with Mathematics. to 0.05 m), and use these conversions in solving multi‑step, 5.G.A.2: Represent real‑world and mathematical problems by real‑world problems. graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections 303

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Connections to Standards Arranged by Topics Articulation of DCIs across grade bands (whole numbers, fractions, and decimals), using tools strategically. MS‑ETS1‑1: 3‑5.ETS1.A, 3‑5.ETS1.C, HS.ETS1.A, HS.ETS1.B Apply properties of operations to calculate with numbers in MS‑ETS1‑2: 3‑5.ETS1.A, 3‑5.ETS1.B, 3‑5.ETS1.C, HS.ETS1.A, HS.ETS1.B any form; convert between forms as appropriate; assess the MS‑ETS1‑3: 3‑5.ETS1.A, 3‑5.ETS1.B, 3‑5.ETS1.C, HS.ETS1.B, HS.ETS1.C reasonableness of answers using mental computation and MS‑ETS1‑4: 3‑5.ETS1.B, 3‑5.ETS1.C, HS.ETS1.B, HS.ETS1.C estimation strategies. 7.SP.C.7: Develop a probability model and use it to find Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment probabilities of events. Compare probabilities from a model of a given Performance Expectation, but may be otherwise connected to it.) to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. ELA/Literacy MS‑ETS1‑1: RST.6‑8.1, WHST.6‑8.8 MS‑ETS1‑2: RST.6‑8.1, RST.6‑8.9, WHST.6‑8.7, WHST.6‑8.9 HS. Structure and Properties of Matter MS‑ETS1‑3: RST.6‑8.1, RST.6‑8.7, RST.6‑8.9 Connections to other DCIs in this grade band MS‑ETS1‑4: SL.8.5 HS‑PS1‑1: HS.LS1.C Key HS‑PS1‑3: HS.ESS2.C RST.6‑8.1: Cite specific textual evidence to support analysis of HS‑PS1‑8: HS.PS3.A, HS.PS3.B, HS.PS3.C, HS.PS3.D, HS.ESS1.A, science and technical texts. HS.ESS1.C RST.6‑8.7: Integrate quantitative or technical information Articulation to DCIs across grade bands expressed in words in a text with a version of that information HS‑PS1‑1: MS.PS1.A, MS.PS1.B expressed visually (e.g., in a flowchart, diagram, model, graph, or HS‑PS1‑3: MS.PS1.A, MS.PS2.B table). HS‑PS1‑8: MS.PS1.A, MS.PS1.B, MS.PS1.C, MS.ESS2.A RST.6‑8.9: Compare and contrast the information gained from HS‑PS2‑6: MS.PS1.A, MS.PS2.B experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Connections to Common Core State Standards WHST.6‑8.7: Conduct short research projects to answer a question (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) (including a self‑generated question), drawing on several sources and generating additional related, focused questions that allow ELA/Literacy Connections to Standards Arranged by Topics for multiple avenues of exploration. HS‑PS1‑1: RST.9‑10.7 WHST.6‑8.8: Gather relevant information from multiple print HS‑PS1‑3: RST.11‑12.1, WHST.9‑12.7, WHST.11‑12.8, WHST.9‑12.9 and digital sources; assess the credibility of each source; quote HS‑PS2‑6: RST.11‑12.1, WHST.9‑12.2 or paraphrase the data and conclusions of others while avoiding Key plagiarism and providing basic bibliographic information for RST.9‑10.7: Translate quantitative or technical information sources. expressed in words in a text into visual form (e.g., a table or chart) WHST.6‑8.9: Draw evidence from informational texts to support and translate information expressed visually or mathematically analysis, reflection, and research. (e.g., in an equation) into words. SL.8.5: Include multimedia components and visual displays in RST.11‑12.1: Cite specific textual evidence to support analysis of presentations to clarify claims and findings and emphasize salient science and technical texts, attending to important distinctions the points. author makes and to any gaps or inconsistencies in the account. WHST.9‑12.2: Write informative/explanatory texts, including the Mathematics narration of historical events, scientific procedures/experiments, or MS‑ETS1‑1: MP.2, 7.EE.B.3 technical processes. MS‑ETS1‑2: MP.2, 7.EE.B.3 WHST.9‑12.7: Conduct short as well as more sustained research MS‑ETS1‑3: MP.2, 7.EE.B.3 projects to answer a question (including a self‑generated MS‑ETS1‑4: MP.2, 7.SP.C.7 question) or solve a problem; narrow or broaden the inquiry Key when appropriate; synthesize multiple sources on the subject, MP.2: Reason abstractly and quantitatively. demonstrating understanding of the subject under investigation. 7.EE.B.3: Solve multi‑step, real‑world and mathematical problems posed with positive and negative rational numbers in any form 314 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections

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Connections to Standards Arranged by Topics WHST.11‑12.8: Gather relevant information from multiple Key authoritative print and digital sources, using advanced searches RST.11‑12.1: Cite specific textual evidence to support analysis of effectively; assess the strengths and limitations of each source science and technical texts, attending to important distinctions the in terms of the specific task, purpose, and audience; integrate author makes and to any gaps or inconsistencies in the account. information into the text selectively to maintain the flow of ideas, WHST.9‑12.2: Write informative/explanatory texts, including the avoiding plagiarism and overreliance on any one source and narration of historical events, scientific procedures/experiments, or following a standard format for citation. technical processes. WHST.9‑12.9: Draw evidence from informational texts to support WHST.9‑12.5: Develop and strengthen writing as needed by analysis, reflection, and research. planning, revising, editing, rewriting, or trying a new approach, Mathematics focusing on addressing what is most significant for a specific HS‑PS1‑3: HSN‑Q.A.1, HSN‑Q.A.3 purpose and audience. HS‑PS1‑8: MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 WHST.9‑12.7: Conduct short as well as more sustained research HS‑PS2‑6: HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 projects to answer a question (including a self‑generated Key question) or solve a problem; narrow or broaden the inquiry MP.4: Model with Mathematics. when appropriate; synthesize multiple sources on the subject, HSN‑Q.A.1: Use units as a way to understand problems and to demonstrating understanding of the subject under investigation. guide the solution of multi‑step problems; choose and interpret SL.11‑12.5: Make strategic use of digital media (e.g., textual, units consistently in formulas; choose and interpret the scale and graphical, audio, visual, and interactive elements) in presentations the origin in graphs and data displays. to enhance understanding of findings, reasoning, and evidence HSN‑Q.A.2: Define appropriate quantities for the purpose of and to add interest. descriptive modeling. Mathematics HSN‑Q.A.3: Choose a level of accuracy appropriate to the HS‑PS1‑2: HSN‑Q.A.1, HSN‑Q.A.3 limitations on measurement when reporting quantities. HS‑PS1‑4: MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑PS1‑5: MP.2, HSN‑Q.A.1, HSN‑Q.A.3 HS. Chemical Reactions HS‑PS1‑7: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 Connections to other DCIs in this grade band Key Connections to Standards Arranged by Topics HS‑PS1‑2: HS.LS1.C, HS.ESS2.C MP.2: Reason abstractly and quantitatively. HS‑PS1‑4: HS.PS3.A, HS.PS3.B, HS.PS3.D, HS.LS1.C MP.4: Model with Mathematics. HS‑PS1‑5: HS.PS3.A HSN‑Q.A.1: Use units as a way to understand problems and to HS‑PS1‑6: HS.PS3.B guide the solution of multi‑step problems; choose and interpret HS‑PS1‑7: HS.PS3.B, HS.LS1.C, HS.LS2.B units consistently in formulas; choose and interpret the scale and Articulation to DCIs across grade bands the origin in graphs and data displays. HS‑PS1‑2: MS.PS1.A, MS.PS1.B HSN‑Q.A.2: Define appropriate quantities for the purpose of HS‑PS1‑4: MS.PS1.A, MS.PS1.B, MS.PS2.B, MS.PS3.D, MS.LS1.C descriptive modeling. HS‑PS1‑5: MS.PS1.A, MS.PS1.B, MS.PS2.B, MS.PS3.A, MS.PS3.B HSN‑Q.A.3: Choose a level of accuracy appropriate to the HS‑PS1‑6: MS.PS1.B limitations on measurement when reporting quantities. HS‑PS1‑7: MS.PS1.A, MS.PS1.B, MS.LS1.C, MS.LS2.B, MS.ESS2.A HS. Forces and Interactions Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Connections to other DCIs in this grade band of a given Performance Expectation, but may be otherwise connected to it.) HS‑PS2‑1: HS.PS3.C, HS.ESS1.A, HS.ESS1.C, HS.ESS2.C ELA/Literacy HS‑PS2‑2: HS.ESS1.A, HS.ESS1.C HS‑PS1‑2: WHST.9‑12.2, WHST.9‑12.5 HS‑PS2‑4: HS.PS3.A, HS.ESS1.A, HS.ESS1.B, HS.ESS1.C, HS.ESS2.C, HS‑PS1‑4: SL.11‑12.5 HS.ESS3.A HS‑PS1‑5: RST.11‑12.1, WHST.9‑12.2 HS‑PS2‑5: HS.PS3.A, HS.PS4.B, HS.ESS2.A, HS.ESS3.A HS‑PS1‑6: WHST.9‑12.7 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections 315

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Connections to Standards Arranged by Topics Articulation to DCIs across grade bands Key HS‑PS2‑1: MS.PS2.A, MS.PS3.C MP.2: Reason abstractly and quantitatively. HS‑PS2‑2: MS.PS2.A, MS.PS3.C MP.4: Model with Mathematics. HS‑PS2‑3: MS.PS2.A, MS.PS3.C HSN‑Q.A.1: Use units as a way to understand problems and to HS‑PS2‑4: MS.PS2.B, MS.ESS1.B guide the solution of multi‑step problems; choose and interpret HS‑PS2‑5: MS.PS2.B, MS.ESS1.B units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment HSN‑Q.A.2: Define appropriate quantities for the purpose of of a given Performance Expectation, but may be otherwise connected to it.) descriptive modeling. HSN‑Q.A.3: Choose a level of accuracy appropriate to the ELA/Literacy limitations on measurement when reporting quantities. HS‑PS2‑1: RST.11‑12.1, RST.11‑12.7, WHST.9‑12.9 HSA‑SSE.A.1: Interpret expressions that represent a quantity in HS‑PS2‑3: WHST.9‑12.7 terms of its context. HS‑PS2‑5: WHST.9‑12.7, WHST.11‑12.8, WHST.9‑12.9 HSA‑SSE.B.3: Choose and produce an equivalent form of an Key expression to reveal and explain properties of the quantity RST.11‑12.1: Cite specific textual evidence to support analysis of represented by the expression. science and technical texts, attending to important distinctions the HSA‑CED.A.1: Create equations and inequalities in one variable author makes and to any gaps or inconsistencies in the account. and use them to solve problems. RST.11‑12.7: Integrate and evaluate multiple sources of HSA‑CED.A.2: Create equations in two or more variables to information presented in diverse formats and media (e.g., represent relationships between quantities; graph equations on quantitative data, video, multimedia) in order to address a coordinate axes with labels and scales. question or solve a problem. HSA‑CED.A.4: Rearrange formulas to highlight a quantity of WHST.9‑12.7: Conduct short as well as more sustained research interest, using the same reasoning as in solving equations. projects to answer a question (including a self‑generated HSF‑IF.C.7: Graph functions expressed symbolically and show question) or solve a problem; narrow or broaden the inquiry Key features of the graph, by hand in simple cases and using when appropriate; synthesize multiple sources on the subject, technology for more complicated cases. demonstrating understanding of the subject under investigation. Connections to Standards Arranged by Topics HSS‑ID.A.1: Represent data with plots on the real number line WHST.11‑12.8: Gather relevant information from multiple (e.g., dot plots, histograms, box plots). authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate HS. Energy information into the text selectively to maintain the flow of ideas, Connections to other DCIs in this grade band avoiding plagiarism and overreliance on any one source and HS‑PS3‑1: HS.PS1.B, HS.LS2.B, HS.ESS1.A, HS.ESS2.A following a standard format for citation. HS‑PS3‑2: HS.PS1.A, HS.PS1.B, HS.PS2.B, HS.ESS2.A WHST.9‑12.9: Draw evidence from informational texts to support HS‑PS3‑3: HS.ESS3.A analysis, reflection, and research. HS‑PS3‑4: HS.ESS1.A, HS.ESS2.A, HS.ESS2.D Mathematics HS‑PS3‑5: HS.PS2.B HS‑PS2‑1: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, Articulation to DCIs across grade bands HSA‑SSE.A.1, HSA‑SSE.B.3, HSA‑CED.A.1, HSA‑CED.A.2, HSA‑CED.A.4, HS‑PS3‑1: MS.PS3.A, MS.PS3.B, MS.ESS2.A HSF‑IF.C.7, HSS‑ID.A.1 HS‑PS3‑2: MS.PS1.A, MS.PS2.B, MS.PS3.A, MS.PS3.C HS‑PS2‑2: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, HS‑PS3‑3: MS.PS3.A, MS.PS3.B, MS.ESS2.A HSA‑CED.A.1, HSA‑CED.A.2, HSA‑CED.A.4 HS‑PS3‑4: MS.PS3.B HS‑PS2‑4: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, HS‑PS3‑5: MS.PS2.B, MS.PS3.C HSA‑SSE.A.1, HSA‑SSE.B.3 HS‑PS2‑5: HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 316 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections

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Connections to Standards Arranged by Topics Connections to Common Core State Standards HSN‑Q.A.2: Define appropriate quantities for the purpose of (Note: Items appearing in italics are not pre-requisite to the successful accomplishment descriptive modeling. of a given Performance Expectation, but may be otherwise connected to it.) HSN‑Q.A.3: Choose a level of accuracy appropriate to the ELA/Literacy limitations on measurement when reporting quantities. HS‑PS3‑1: SL.11‑12.5 HS‑PS3‑2: SL.11‑12.5 HS. Waves and Electromagnetic Radiation HS‑PS3‑3: WHST.9‑12.7 Connections to other DCIs in this grade band HS‑PS3‑4: RST.11‑12.1, WHST.9‑12.7, WHST.11‑12.8, WHST.9‑12.9 HS‑PS4‑1: HS.ESS2.A HS‑PS3‑5: WHST.9‑12.7, WHST.11‑12.8, WHST.9‑12.9, SL.11‑12.5 HS‑PS4‑3: HS.PS3.D, HS.ESS1.A, HS.ESS2.D Key HS‑PS4‑4: HS.PS1.C, HS.PS3.A, HS.PS3.D, HS.LS1.C RST.11‑12.1: Cite specific textual evidence to support analysis of HS‑PS4‑5: HS.PS3.A science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Articulation to DCIs across grade bands WHST.9‑12.7: Conduct short as well as more sustained research HS‑PS4‑1: MS.PS4.A, MS.PS4.B projects to answer a question (including a self‑generated HS‑PS4‑2: MS.PS4.A, MS.PS4.B, MS.PS4.C question) or solve a problem; narrow or broaden the inquiry HS‑PS4‑3: MS.PS4.B when appropriate; synthesize multiple sources on the subject, HS‑PS4‑4: MS.PS3.D, MS.PS4.B, MS.LS1.C, MS.ESS2.D demonstrating understanding of the subject under investigation. HS‑PS4‑5: MS.PS4.A, MS.PS4.B, MS.PS4.C WHST.11‑12.8: Gather relevant information from multiple Connections to Common Core State Standards authoritative print and digital sources, using advanced searches (Note: Items appearing in italics are not pre-requisite to the successful accomplishment effectively; assess the strengths and limitations of each source of a given Performance Expectation, but may be otherwise connected to it.) in terms of the specific task, purpose, and audience; integrate ELA/Literacy information into the text selectively to maintain the flow of ideas, HS‑PS4‑1: RST.11‑12.7 avoiding plagiarism and overreliance on any one source and HS‑PS4‑2: RST.9‑10.8, RST.11‑12.1, RST.11‑12.8 following a standard format for citation. HS‑PS4‑3: RST.9‑10.8, RST.11‑12.1, RST.11‑12.8 WHST.9‑12.9: Draw evidence from informational texts to support HS‑PS4‑4: RST.9‑10.8, RST.11‑12.1, RST.11‑12.7, RST.11‑12.8, Connections to Standards Arranged by Topics analysis, reflection, and research. WHST.11‑12.8 SL.11‑12.5: Make strategic use of digital media (e.g., textual, HS‑PS4‑5: WHST.9‑12.2 graphical, audio, visual, and interactive elements) in presentations Key to enhance understanding of findings, reasoning, and evidence RST.9‑10.8: Assess the extent to which the reasoning and evidence and to add interest. in a text support the author’s claim or a recommendation for Mathematics solving a scientific or technical problem. HS‑PS3‑1: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 RST.11‑12.1: Cite specific textual evidence to support analysis of HS‑PS3‑2: MP.2, MP.4 science and technical texts, attending to important distinctions the HS‑PS3‑3: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 author makes and to any gaps or inconsistencies in the account. HS‑PS3‑4: MP.2, MP.4 RST.11‑12.7: Integrate and evaluate multiple sources of HS‑PS3‑5: MP.2, MP.4 information presented in diverse formats and media (e.g., Key quantitative data, video, multimedia) in order to address a MP.2: Reason abstractly and quantitatively. question or solve a problem. MP.4: Model with Mathematics. RST.11‑12.8: Evaluate the hypotheses, data, analyses, and HSN‑Q.A.1: Use units as a way to understand problems and to conclusions in a science or technical text, verifying the data when guide the solution of multi‑step problems; choose and interpret possible and corroborating or challenging conclusions with other units consistently in formulas; choose and interpret the scale and sources of information. the origin in graphs and data displays. WHST.9‑12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections 317

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Connections to Standards Arranged by Topics WHST.11‑12.8: Gather relevant information from multiple WHST.9‑12.7: Conduct short as well as more sustained research authoritative print and digital sources, using advanced searches projects to answer a question (including a self‑generated effectively; assess the strengths and limitations of each source question) or solve a problem; narrow or broaden the inquiry in terms of the specific task, purpose, and audience; integrate when appropriate; synthesize multiple sources on the subject, information into the text selectively to maintain the flow of ideas, demonstrating understanding of the subject under investigation. avoiding plagiarism and overreliance on any one source and WHST.11‑12.8: Gather relevant information from multiple following a standard format for citation. authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source Mathematics in terms of the specific task, purpose, and audience; integrate HS‑PS4‑1: MP.2, MP.4, HSA‑SSE.A.1, HSA‑SSE.B.3, HSA.CED.A.4 information into the text selectively to maintain the flow of ideas, HS‑PS4‑3: MP.2, HSA‑SSE.A.1, HSA‑SSE.B.3, HSA.CED.A.4 avoiding plagiarism and overreliance on any one source and Key following a standard format for citation. MP.2: Reason abstractly and quantitatively. WHST.9‑12.9: Draw evidence from informational texts to support MP.4: Model with Mathematics. analysis, reflection, and research. HSA‑SSE.A.1: Interpret expressions that represent a quantity in SL.11‑12.5: Make strategic use of digital media (e.g., textual, terms of its context. graphical, audio, visual, and interactive elements) in presentations HSA‑SSE.B.3: Choose and produce an equivalent form of an to enhance understanding of findings, reasoning, and evidence expression to reveal and explain properties of the quantity and to add interest. represented by the expression. HSA.CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. HS. Matter and Energy in Organisms and Ecosystems Connections to other DCIs in this grade band HS. Structure and Function HS‑LS1‑5: HS.PS1.B, HS.PS3.B HS‑LS1‑6: HS.PS1.B Connections to other DCIs in this grade band HS‑LS1‑7: HS.PS1.B, HS.PS2.B, HS.PS3.B HS‑LS1‑1: HS.LS3.A HS‑LS2‑3: HS.PS1.B, HS.PS3.B, HS.PS3.D, HS.ESS2.A Articulation across grade bands HS‑LS2‑4: HS.PS3.B, HS.PS3.D Connections to Standards Arranged by Topics HS‑LS1‑1: MS.LS1.A, MS.LS3.A, MS.LS3.B HS‑LS2‑5: HS.PS1.B, HS.ESS2.D HS‑LS1‑2: MS.LS1.A Articulation across grade bands HS‑LS1‑3: MS.LS1.A HS‑LS1‑5: MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.LS2.B Connections to Common Core State Standards HS‑LS1‑6: MS.PS1.A, MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.ESS2.E (Note: Items appearing in italics are not pre-requisite to the successful accomplishment HS‑LS1‑7: MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.LS2.B of a given Performance Expectation, but may be otherwise connected to it.) HS‑LS2‑3: MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.LS2.B ELA/Literacy HS‑LS2‑4: MS.PS3.D, MS.LS1.C, MS.LS2.B HS‑LS1‑1: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9 HS‑LS2‑5: MS.PS3.D, MS.LS1.C, MS.LS2.B, MS.ESS2.A HS‑LS1‑2: SL.11‑12.5 Connections to Common Core State Standards HS‑LS1‑3: WHST.9‑12.7, WHST.11‑12.8 (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Key of a given Performance Expectation, but may be otherwise connected to it.) RST.11‑12.1: Cite specific textual evidence to support analysis of ELA/Literacy science and technical texts, attending to important distinctions the HS‑LS1‑5: SL.11‑12.5 author makes and to any gaps or inconsistencies in the account. HS‑LS1‑6: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.5, WHST.9‑12.9 WHST.9‑12.2: Write informative/explanatory texts, including the HS‑LS1‑7: SL.11‑12.5 narration of historical events, scientific procedures/experiments, or HS‑LS2‑3: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.5 technical processes. Key RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 318 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections

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Connections to Standards Arranged by Topics WHST.9‑12.2: Write informative/explanatory texts, including the HS‑LS2‑2: RST.11‑12.1, WHST.9‑12.2 narration of historical events, scientific procedures/experiments, or HS‑LS2‑6: RST.9‑10.8, RST.11‑12.1, RST.11‑12.7, RST.11‑12.8 technical processes. HS‑LS2‑7: RST.9‑10.8, RST.11‑12.7, RST.11‑12.8, WHST.9‑12.7 WHST.9‑12.5: Develop and strengthen writing as needed by HS‑LS2‑8: RST.9‑10.8, RST.11‑12.1, RST.11‑12.7, RST.11‑12.8 planning, revising, editing, rewriting, or trying a new approach, HS‑LS4‑6: WHST.9‑12.5, WHST.9‑12.7 focusing on addressing what is most significant for a specific Key purpose and audience. RST.9‑10.8: Assess the extent to which the reasoning and evidence WHST.9‑12.9: Draw evidence from informational texts to support in a text support the author’s claim or a recommendation for analysis, reflection, and research. solving a scientific or technical problem. SL.11‑12.5: Make strategic use of digital media (e.g., textual, RST.11‑12.1: Cite specific textual evidence to support analysis of graphical, audio, visual, and interactive elements) in presentations science and technical texts, attending to important distinctions the to enhance understanding of findings, reasoning, and evidence author makes and to any gaps or inconsistencies in the account. and to add interest. RST.11‑12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., Mathematics quantitative data, video, multimedia) in order to address a HS‑LS2‑4: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 question or solve a problem. Key RST.11‑12.8: Evaluate the hypotheses, data, analyses, and MP.2: Reason abstractly and quantitatively. conclusions in a science or technical text, verifying the data when MP.4: Model with Mathematics. possible and corroborating or challenging conclusions with other HSN‑Q.A.1: Use units as a way to understand problems and to sources of information. guide the solution of multi‑step problems; choose and interpret WHST.9‑12.2: Write informative/explanatory texts, including the units consistently in formulas; choose and interpret the scale and narration of historical events, scientific procedures/experiments, or the origin in graphs and data displays. technical processes. HSN‑Q.A.2: Define appropriate quantities for the purpose of WHST.9‑12.5: Develop and strengthen writing as needed by descriptive modeling. planning, revising, editing, rewriting, or trying a new approach, HSN‑Q.A.3: Choose a level of accuracy appropriate to the focusing on addressing what is most significant for a specific limitations on measurement when reporting quantities. Connections to Standards Arranged by Topics purpose and audience. WHST.9‑12.7: Conduct short as well as more sustained research HS. Interdependent Relationships in Ecosystems projects to answer a question (including a self‑generated Connections to other DCIs in this grade band question) or solve a problem; narrow or broaden the inquiry HS‑LS2‑2: HS.ESS2.E, HS.ESS3.A, HS.ESS3.C, HS.ESS3.D when appropriate; synthesize multiple sources on the subject, HS‑LS2‑6: HS.ESS2.E demonstrating understanding of the subject under investigation. HS‑LS2‑7: HS.ESS2.D, HS.ESS2.E, HS.ESS3.A, HS.ESS3.C Mathematics HS‑LS4‑6: HS.ESS2.D, HS.ESS2.E, HS.ESS3.A, HS.ESS3.C, HS.ESS3.D HS‑LS2‑1: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 Articulation across grade bands HS‑LS2‑2: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑LS2‑1: MS.LS2.A, MS.LS2.C, MS.ESS3.A, MS.ESS3.C HS‑LS2‑6: MP.2, HSS‑ID.A.1, HSS‑IC.A.1, HSS‑IC.B.6 HS‑LS2‑2: MS.LS2.A, MS.LS2.C, MS.ESS3.C HS‑LS2‑7: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑LS2‑6: MS.LS2.A, MS.LS2.C, MS.ESS2.E, MS.ESS3.C Key HS‑LS2‑7: MS.LS2.C, MS.ESS3.C, MS.ESS3.D MP.2: Reason abstractly and quantitatively. HS‑LS2‑8: MS.LS1.B MP.4: Model with Mathematics. HS‑LS4‑6: MS.LS2.C, MS.ESS3.C HSN‑Q.A.1: Use units as a way to understand problems and to Connections to Common Core State Standards guide the solution of multi‑step problems; choose and interpret (Note: Items appearing in italics are not pre-requisite to the successful accomplishment units consistently in formulas; choose and interpret the scale and of a given Performance Expectation, but may be otherwise connected to it.) the origin in graphs and data displays. ELA/Literacy HSN‑Q.A.2: Define appropriate quantities for the purpose of HS‑LS2‑1: RST.11‑12.1, WHST.9‑12.2 descriptive modeling. NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections 319

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Connections to Standards Arranged by Topics HSN‑Q.A.3: Choose a level of accuracy appropriate to the HSF‑IF.C.7: Graph functions expressed symbolically and show limitations on measurement when reporting quantities. Key features of the graph, by hand in simple cases and using HSS‑ID.A.1: Represent data with plots on the real number line. technology for more complicated cases. HSS‑IC.A.1: Understand statistics as a process for making HSF‑BF.A.1: Write a function that describes a relationship between inferences about population parameters based on a random two quantities. sample from that population. HSS‑IC.B.6: Evaluate reports based on data. HS. Natural Selection and Evolution Connections to other DCIs in this grade band HS. Inheritance and Variation of Traits HS‑LS4‑1: HS.LS3.A, HS.LS3.B, HS.ESS1.C Connections to other DCIs in this grade band HS‑LS4‑2: HS.LS2.A, HS.LS2.D, HS.LS3.B, HS.ESS2.E, HS.ESS3.A HS‑LS3‑3: HS.LS2.A, HS.LS2.C, HS.LS4.B, HS.LS4.C HS‑LS4‑3: HS.LS2.A, HS.LS2.D, HS.LS3.B HS‑LS4‑4: HS.LS2.A, HS.LS2.D Articulation across grade bands HS‑LS4‑5: HS.LS2.A, HS.LS2.D, HS.LS3.B, HS.ESS2.E, HS.ESS3.A HS‑LS1‑4: MS.LS1.A, MS.LS1.B, MS.LS3.A HS‑LS3‑1: MS.LS3.A, MS.LS3.B Articulation across grade bands HS‑LS3‑2: MS.LS3.A, MS.LS3.B HS‑LS4‑1: MS.LS3.A, MS.LS3.B, MS.LS4.A, MS.ESS1.C HS‑LS3‑3: MS.LS2.A, MS.LS3.B, MS.LS4.C HS‑LS4‑2: MS.LS2.A, MS.LS3.B, MS.LS4.B, MS.LS4.C HS‑LS4‑3: MS.LS2.A, MS.LS3.B, MS.LS4.B, MS.LS4.C Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment HS‑LS4‑4: MS.LS4.B, MS.LS4.C of a given Performance Expectation, but may be otherwise connected to it.) HS‑LS4‑5: MS.LS2.A, MS.LS2.C, MS.LS4.C, MS.ESS1.C ELA/Literacy Connections to Common Core State Standards HS‑LS1‑4: SL.11‑12.5 (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) HS‑LS3‑1: RST.11‑12.1, RST.11‑12.9 HS‑LS3‑2: RST.11‑12.1, WHST.9‑12.1 ELA/Literacy Key HS‑LS4‑1: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9, SL.11‑12.4 RST.11‑12.1: Cite specific textual evidence to support analysis of HS‑LS4‑2: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9, SL.11‑12.4 Connections to Standards Arranged by Topics science and technical texts, attending to important distinctions the HS‑LS4‑3: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9 author makes and to any gaps or inconsistencies in the account. HS‑LS4‑4: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9 RST.11‑12.9: Synthesize information from a range of sources (e.g., HS‑LS4‑5: RST.11‑12.8, WHST.9‑12.9 texts, experiments, simulations) into a coherent understanding Key of a process, phenomenon, or concept, resolving conflicting RST.11‑12.1: Cite specific textual evidence to support analysis of information when possible. science and technical texts, attending to important distinctions the WHST.9‑12.1: Write arguments focused on discipline‑specific author makes and to any gaps or inconsistencies in the account. content. RST.11‑12.8: Evaluate the hypotheses, data, analyses, and SL.11‑12.5: Make strategic use of digital media (e.g., textual, conclusions in a science or technical text, verifying the data when graphical, audio, visual, and interactive elements) in presentations possible and corroborating or challenging conclusions with other to enhance understanding of findings, reasoning, and evidence sources of information. and to add interest. WHST.9‑12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or Mathematics technical processes. HS‑LS1‑4: MP.4, HSF‑IF.C.7, HSF‑BF.A.1 WHST.9‑12.9: Draw evidence from informational texts to support HS‑LS3‑2: MP.2 analysis, reflection, and research. HS‑LS3‑3: MP.2 SL.11‑12.4: Present claims and findings, emphasizing salient points Key in a focused, coherent manner with relevant evidence, sound MP.2: Reason abstractly and quantitatively. and valid reasoning, and well‑chosen details; use appropriate eye MP.4: Model with Mathematics. contact, adequate volume, and clear pronunciation. 320 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections

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Connections to Standards Arranged by Topics Mathematics HS‑ESS1‑3: MP.2 HS‑LS4‑1: MP.2 HS‑ESS1‑4: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, HS‑LS4‑2: MP.2, MP.4 HSA‑SSE.A.1, HSA‑CED.A.2, HSA‑CED.A.4 HS‑LS4‑3: MP.2 Key HS‑LS4‑4: MP.2 MP.2: Reason abstractly and quantitatively. HS‑LS4‑5: MP.2 MP.4: Model with Mathematics. Key HSN‑Q.A.1: Use units as a way to understand problems and to MP.2: Reason abstractly and quantitatively. guide the solution of multi‑step problems; choose and interpret MP.4: Model with Mathematics. units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HS. Space Systems HSN‑Q.A.2: Define appropriate quantities for the purpose of descriptive modeling. Connections to other DCIs in this grade band HSN‑Q.A.3: Choose a level of accuracy appropriate to the HS‑ESS1‑1: HS.PS1.C, HS.PS3.A limitations on measurement when reporting quantities. HS‑ESS1‑2: HS.PS1.A, HS.PS1.C, HS.PS3.A, HS.PS3.B, HS.PS4.A HSA‑SSE.A.1: Interpret expressions that represent a quantity in HS‑ESS1‑3: HS.PS1.A, HS.PS1.C terms of its context. HS‑ESS1‑4: HS.PS2.B HSA‑CED.A.2: Create equations in two or more variables to Articulation of DCIs across grade bands represent relationships between quantities; graph equations on HS‑ESS1‑1: MS.PS1.A, MS.PS4.B, MS.ESS1.A, MS.ESS2.A, MS.ESS2.D coordinate axes with labels and scales. HS‑ESS1‑2: MS.PS1.A, MS.PS4.B, MS.ESS1.A HSA‑CED.A.4: Rearrange formulas to highlight a quantity of HS‑ESS1‑3: MS.PS1.A, MS.ESS1.A interest, using the same reasoning as in solving equations. HS‑ESS1‑4: MS.PS2.A, MS.PS2.B, MS.ESS1.A, MS.ESS1.B Connections to Common Core State Standards HS. History of Earth (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Connections to other DCIs in this grade band of a given Performance Expectation, but may be otherwise connected to it.) HS‑ESS1‑5: HS.PS3.B, HS.ESS2.A ELA/Literacy HS‑ESS1‑6: HS.PS2.A, HS.PS2.B Connections to Standards Arranged by Topics HS‑ESS1‑1: RST.11‑12.1 HS‑ESS2‑1: HS.PS2.B HS‑ESS1‑2: RST.11‑12.1, WHST.9‑12.2 Articulation of DCIs across grade bands HS‑ESS1‑3: WHST.9‑12.2, SL.11‑12.4 HS‑ESS1‑5: MS.ESS1.C, MS.ESS2.A, MS.ESS2.B Key HS‑ESS1‑6: MS.PS2.B, MS.ESS1.B, MS.ESS1.C, MS.ESS2.A, MS.ESS2.B RST.11‑12.1: Cite specific textual evidence to support analysis of HS‑ESS2‑1: MS.PS2.B, MS.LS2.B, MS.ESS1.C, MS.ESS2.A, MS.ESS2.B, science and technical texts, attending to important distinctions the MS.ESS2.C, MS.ESS2.D author makes and to any gaps or inconsistencies in the account. WHST.9‑12.2: Write informative/explanatory texts, including the Connections to Common Core State Standards narration of historical events, scientific procedures/experiments, or (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) technical processes. SL.11‑12.4: Present claims and findings, emphasizing salient points ELA/Literacy in a focused, coherent manner with relevant evidence, sound HS‑ESS1‑5: RST.11‑12.1, RST.11‑12.8, WHST.9‑12.2 and valid reasoning, and well‑chosen details; use appropriate eye HS‑ESS1‑6: RST.11‑12.1, RST.11‑12.8, WHST.9‑12.1 contact, adequate volume, and clear pronunciation. HS‑ESS2‑1: SL.11‑12.5 Key Mathematics RST.11‑12.1: Cite specific textual evidence to support analysis of HS‑ESS1‑1: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, science and technical texts, attending to important distinctions the HSA‑SSE.A.1, HSA‑CED.A.2, HSA‑CED.A.4 author makes and to any gaps or inconsistencies in the account. HS‑ESS1‑2: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, HSA‑SSE.A.1, HSA‑CED.A.2, HSA‑CED.A.4 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections 321

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Connections to Standards Arranged by Topics RST.11‑12.8: Evaluate the hypotheses, data, analyses, and MS.ESS2.A, MS.ESS2.B, MS.ESS2.C, MS.ESS2.D, MS.ESS3.C, MS.ESS3.D conclusions in a science or technical text, verifying the data when HS‑ESS2‑3: MS.PS1.A, MS.PS1.B, MS.PS2.B, MS.PS3.A, MS.PS3.B, possible and corroborating or challenging conclusions with other MS.ESS2.A, MS.ESS2.B sources of information. HS‑ESS2‑5: MS.PS1.A, MS.PS4.B, MS.ESS2.A, MS.ESS2.C, MS.ESS2.D WHST.9‑12.1: Write arguments focused on discipline‑specific HS‑ESS2‑6: MS.PS1.A, MS.PS3.D, MS.PS4.B, MS.LS2.B, MS.ESS2.A, content. MS.ESS2.B, MS.ESS2.C, MS.ESS3.C, MS.ESS3.D WHST.9‑12.2: Write informative/explanatory texts, including the HS‑ESS2‑7: MS.LS2.A, MS.LS2.C, MS.LS4.A, MS.LS4.B, MS.LS4.C, narration of historical events, scientific procedures/experiments, or MS.ESS1.C, MS.ESS2.A, MS.ESS2.C technical processes. Connections to Common Core State Standards SL.11‑12.5: Make strategic use of digital media (e.g., textual, (Note: Items appearing in italics are not pre-requisite to the successful accomplishment graphical, audio, visual, and interactive elements) in presentations of a given Performance Expectation, but may be otherwise connected to it.) to enhance understanding of findings, reasoning, and evidence ELA/Literacy and to add interest. HS‑ESS2‑2: RST.11‑12.1, RST.11‑12.2 Mathematics HS‑ESS2‑3: RST.11‑12.1, SL.11‑12.5 HS‑ESS1‑5: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑ESS2‑5: WHST.9‑12.7 HS‑ESS1‑6: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, HSF‑IF.B.5, HS‑ESS2‑7: WHST.9‑12.1 HSS‑ID.B.6 Key HS‑ESS2‑1: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 RST.11‑12.1: Cite specific textual evidence to support analysis of Key science and technical texts, attending to important distinctions the MP.2: Reason abstractly and quantitatively. author makes and to any gaps or inconsistencies in the account. MP.4: Model with Mathematics. RST.11‑12.2: Determine the central ideas or conclusions of a text; HSN‑Q.A.1: Use units as a way to understand problems and to summarize complex concepts, processes, or information presented guide the solution of multi‑step problems; choose and interpret in a text by paraphrasing them in simpler but still accurate terms. units consistently in formulas; choose and interpret the scale and WHST.9‑12.1: Write arguments focused on discipline‑specific the origin in graphs and data displays. content. HSN‑Q.A.2: Define appropriate quantities for the purpose of WHST.9‑12.7: Conduct short as well as more sustained research Connections to Standards Arranged by Topics descriptive modeling. projects to answer a question (including a self‑generated HSN‑Q.A.3: Choose a level of accuracy appropriate to the question) or solve a problem; narrow or broaden the inquiry limitations on measurement when reporting quantities. when appropriate; synthesize multiple sources on the subject, HSF‑IF.B.5: Relate the domain of a function to its graph and, demonstrating understanding of the subject under investigation. where applicable, to the quantitative relationship it describes. SL.11‑12.5: Make strategic use of digital media (e.g., textual, HSS‑ID.B.6: Represent data on two quantitative variables on a graphical, audio, visual, and interactive elements) in presentations scatter plot, and describe how those variables are related. to enhance understanding of findings, reasoning, and evidence and to add interest. HS. Earth’s Systems Mathematics Connections to other DCIs in this grade band HS‑ESS2‑2: MP.2, HSN‑Q.A.1, HSN‑Q.A.3 HS‑ESS2‑2: HS.PS3.B, HS.PS4.B, HS.LS2.B, HS.LS2.C, HS.LS4.D, HS‑ESS2‑3: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS.ESS3.C, HS.ESS3.D HS‑ESS2‑5: HSN‑Q.A.3 HS‑ESS2‑3: HS.PS2.B, HS.PS3.B, HS.PS3.D HS‑ESS2‑6: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑ESS2‑5: HS.PS1.A, HS.PS1.B, HS.PS3.B, HS.ESS3.C Key HS‑ESS2‑6: HS.PS1.A, HS.PS1.B, HS.PS3.D, HS.LS1.C, HS.LS2.B, MP.2: Reason abstractly and quantitatively. HS.ESS3.C, HS.ESS3.D MP.4: Model with Mathematics. HS‑ESS2‑7: HS.LS2.A, HS.LS2.C, HS.LS4.A, HS.LS4.B, HS.LS4.C, HS.LS4.D HSN‑Q.A.1: Use units as a way to understand problems and to guide the solution of multi‑step problems; choose and interpret Articulation of DCIs across grade bands units consistently in formulas; choose and interpret the scale and HS‑ESS2‑2: MS.PS3.D, MS.PS4.B, MS.LS2.B, MS.LS2.C, MS.LS4.C, the origin in graphs and data displays. 322 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections

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Connections to Standards Arranged by Topics HSN‑Q.A.2: Define appropriate quantities for the purpose of HSN‑Q.A.1: Use units as a way to understand problems and to descriptive modeling. guide the solution of multi‑step problems; choose and interpret HSN‑Q.A.3: Choose a level of accuracy appropriate to the units consistently in formulas; choose and interpret the scale and limitations on measurement when reporting quantities. the origin in graphs and data displays. HSN‑Q.A.2: Define appropriate quantities for the purpose of HS. Weather and Climate descriptive modeling. HSN‑Q.A.3: Choose a level of accuracy appropriate to the Connections to other DCIs in this grade band limitations on measurement when reporting quantities. HS‑ESS2‑4: HS.PS3.A, HS.PS3.B, HS.LS2.C, HS.ESS1.C, HS.ESS3.C, HS.ESS3.D HS‑ESS3‑5: HS.PS3.B, HS.PS3.D, HS.LS1.C, HS.ESS2.D HS. Human Sustainability Connections to other DCIs in this grade band Articulation of DCIs across grade bands HS‑ESS3‑2: HS.PS3.B, HS.PS3.D, HS.LS2.A, HS.LS2.B, HS.LS4.D, HS‑ESS2‑4: MS.PS3.A, MS.PS3.B, MS.PS3.D, MS.PS4.B, MS.LS1.C, HS.ESS2.A MS.LS2.B, MS.LS2.C, MS.ESS2.A, MS.ESS2.B, MS.ESS2.C, MS.ESS2.D, HS‑ESS3‑3: HS.PS1.B, HS.LS2.A, HS.LS2.B, HS.LS2.C, HS.LS4.D, MS.ESS3.C, MS.ESS3.D HS.ESS2.A, HS.ESS2.E HS‑ESS3‑5: MS.PS3.B, MS.PS3.D, MS.ESS2.A, MS.ESS2.D, MS.ESS3.B, HS‑ESS3‑4: HS.LS2.C, HS.LS4.D MS.ESS3.C, MS.ESS3.D HS‑ESS3‑6: HS.LS2.B, HS.LS2.C, HS.LS4.D, HS.ESS2.A Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Articulation of DCIs across grade bands of a given Performance Expectation, but may be otherwise connected to it.) HS‑ESS3‑1: MS.LS2.A, MS.LS4.D, MS.ESS2.A, MS.ESS3.A, MS.ESS3.B HS‑ESS3‑2: MS.PS3.D, MS.LS2.A, MS.LS2.B, MS.LS4.D, MS.ESS3.A, ELA/Literacy MS.ESS3.C HS‑ESS2‑4: SL.11‑12.5 HS‑ESS3‑3: MS.PS1.B, MS.LS2.A, MS.LS2.B, MS.LS2.C, MS.LS4.C, HS‑ESS3‑5: RST.11‑12.1, RST.11‑12.2, RST.11‑12.7 MS.LS4.D, MS.ESS2.A, MS.ESS3.A, MS.ESS3.C Key HS‑ESS3‑4: MS.LS2.C, MS.ESS2.A, MS.ESS3.B, MS.ESS3.C, MS.ESS3.D RST.11‑12.1: Cite specific textual evidence to support analysis of HS‑ESS3‑6: MS.LS2.C, MS.ESS2.A, MS.ESS2.C, MS.ESS3.C, MS.ESS3.D science and technical texts, attending to important distinctions the Connections to Standards Arranged by Topics author makes and to any gaps or inconsistencies in the account. Connections to Common Core State Standards RST.11‑12.2: Determine the central ideas or conclusions of a text; (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. ELA/Literacy RST.11‑12.7: Integrate and evaluate multiple sources of HS‑ESS3‑1: RST.11‑12.1, WHST.9‑12.2 information presented in diverse formats and media (e.g., HS‑ESS3‑2: RST.11‑12.1, RST.11‑12.8 quantitative data, video, multimedia) in order to address a HS‑ESS3‑4: RST.11‑12.1, RST.11‑12.8 question or solve a problem. Key SL.11‑12.5: Make strategic use of digital media (e.g., textual, RST.11‑12.1: Cite specific textual evidence to support analysis of graphical, audio, visual, and interactive elements) in presentations science and technical texts, attending to important distinctions the to enhance understanding of findings, reasoning, and evidence author makes and to any gaps or inconsistencies in the account. and to add interest. RST.11‑12.8: Evaluate the hypotheses, data, analyses, and conclusions in a science or technical text, verifying the data when Mathematics possible and corroborating or challenging conclusions with other HS‑ESS2‑4: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 sources of information. HS‑ESS3‑5: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 WHST.9‑12.2: Write informative/explanatory texts, including the Key narration of historical events, scientific procedures/experiments, or MP.2: Reason abstractly and quantitatively. technical processes. MP.4: Model with Mathematics. NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections 323

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Connections to Standards Arranged by Topics Mathematics RST.11‑12.8: Evaluate the hypotheses, data, analyses, and HS‑ESS3‑1: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 conclusions in a science or technical text, verifying the data when HS‑ESS3‑2: MP.2 possible and corroborating or challenging conclusions with other HS‑ESS3‑3: MP.2, MP.4 sources of information. HS‑ESS3‑4: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 RST.11‑12.9: Synthesize information from a range of sources (e.g., HS‑ESS3‑6: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 texts, experiments, simulations) into a coherent understanding Key of a process, phenomenon, or concept, resolving conflicting MP.2: Reason abstractly and quantitatively. information when possible. MP.4: Model with Mathematics. Mathematics HSN‑Q.A.1: Use units as a way to understand problems and to HS‑ETS1‑1: MP.2, MP.4 guide the solution of multi‑step problems; choose and interpret HS‑ETS1‑2: MP.4 units consistently in formulas; choose and interpret the scale and HS‑ETS1‑3: MP.2, MP.4 the origin in graphs and data displays. HS‑ETS1‑4: MP.2, MP.4 HSN‑Q.A.2: Define appropriate quantities for the purpose of Key descriptive modeling. MP.2: Reason abstractly and quantitatively. HSN‑Q.A.3: Choose a level of accuracy appropriate to the MP.4: Model with Mathematics. limitations on measurement when reporting quantities. HS. Engineering Design Connections to HS‑ETS1.A: Defining and Delimiting Engineering Problems Physical Sciences: HS‑PS2‑3, HS‑PS3‑3 Connections to HS‑ETS1.B: Designing Solutions to Engineering Problems Earth and Space Sciences: HS‑ESS3‑2, HS‑ESS3‑4 Connections to Standards Arranged by Topics Life Sciences: HS‑LS2‑7, HS‑LS4‑6 Connections to HS‑ETS1.C: Optimizing the Design Solution Physical Sciences: HS‑PS1‑6, HS‑PS2‑3 Articulation of DCIs across grade bands HS‑ETS1‑1: MS.ETS1.A HS‑ETS1‑2: MS.ETS1.A, MS.ETS1.B, MS.ETS1.C HS‑ETS1‑3: MS.ETS1.A, MS.ETS1.B HS‑ETS1‑4: MS.ETS1.A, MS.ETS1.B, MS.ETS1.C Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) ELA/Literacy HS‑ETS1‑1: RST.11‑12.7, RST.11‑12.8, RST.11‑12.9 HS‑ETS1‑3: RST.11‑12.7, RST.11‑12.8, RST.11‑12.9 Key RST.11‑12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 324 NEXT GENERATION SCIENCE STANDARDS — Arranged by Topics: Connections