Common Core State Standards

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The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do at the end of each grade. The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live. Forty-one states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have voluntarily adopted and are moving forward with the Common Core.

                                         -© 2019 Common Core State Standards Initiative

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Next Generation Science Standards: High School

Performance Expectations:

HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales

 

HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales

 

HS-LS2-6 : Evaluate 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: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity

Science and Engineering Practices:

Asking questions and Defining Problems

Developing and Using Models

Using Mathematics and Computational Thinking

Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence

Science and Engineering Practices:

Interdependent Relationships in Ecosystems

Developing Possible Solutions

Crosscutting Concepts:

Cause and Effect

Stability and Change

Common Core State Standards: Math

CCSS.Math.Content. HSS-ID.A.1: Represent data with plots on the real number line (dot plots, histograms, and box plots).

CCSS.Math.Content.HSS-ID.B.5: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

CCSS.Math.Content.HSS-ID.B.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

 

CCSS.Math.Content.HSS-IC.B.6: Evaluate reports based on data.

 

CCSS.Math.Content.HSN-Q.A.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

 

CCSS.Math.Content.HSN-Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.

 

CCSS.Math.Content.HSF-IF.B.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship

 

CCSS.Math.Content.HSF-IF.C.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Common Core State Standard Connections: Literacy

CCSS.ELA-Literacy.RST.9-10.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

 

CCSS.ELA-Literacy.RST.9-10.2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

 

CCSS.ELA-Literacy.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text

 

CCSS.ELA-Literacy.RST.9-10.4: Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context

 

CCSS.ELA-Literacy.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

 

CCSS.ELA-Literacy.RST.9-10.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

 

CCSS.ELA-Literacy.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

 

CCSS.ELA-Literacy.RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

CCSS.ELA-Literacy.RST.9-10.9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

NSES National Science Standards

Standard A: Science as Inquiry 1-6

1. Identify questions and concepts that guide scientific investigations (STEM)

2. Design and conduct scientific investigations (STEM)

3. Use technology and mathematics to improve investigations and communications (STEM)

4. Formulate and revise scientific explanations and models using logic and evidence (STEM)

5. Recognize and analyze alternative explanations and models (STEM)

6. Communicate and defend a scientific argument (STEM)

 

Standard C: Life Science 6;

Students will understand the behavior of organisms (STEM)

 

Standard G: History and Nature of Science 3;

Students will understand connection to historical perspectives (STEM)

National Math Standards NCTM

Standard 4: Measurement (STEM)

 

a. Understand measurable attributes of objects and the units, systems and the processes of measurement (STEM)

 

Standard 5: Data Analysis and Probability

a. Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

b. Select and use appropriate statistical methods to analyze data

c. Develop and evaluate inferences and predictions that are based on data d. Understand and apply basic concepts of probability

 

Standard 6: Process

 

 Build new mathematical knowledge through problem solving

 Solve problems that arise in mathematics and in other contexts

 Apply and adapt a variety of appropriate strategies to solve problems

 Monitor and reflect on the process of mathematical problem solving

                          Reasoning and Proof

                           Make and investigate mathematical conjectures

                           Develop and evaluate mathematical arguments and proofs

                           Select and use various types of reasoning and methods of proof

                 

                          Communication

                           Organize and consolidate their mathematical thinking through communication

                           Communicate their mathematical thinking coherently and clearly to peers, teachers,                                  and others

                           Analyze and evaluate the mathematical thinking and strategies of others;

 

                          Connections

                           Recognize and use connections among mathematical ideas

                           Understand how mathematical ideas interconnect and build on one another to                                        produce a coherent whole

                           Recognize and apply mathematics in contexts outside of mathematics

 

                         Representation

                          Create and use representations to organize, record, and communicate mathematical                                 ideas

                         Select, apply, and translate among mathematical representations to solve problems

                         Use representations to model and interpret physical, social, and mathematical                                         phenomena

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