National STEM Standards for High School Biology

Cell structure and function
Match each Cell structure term to its definition like DNA, Lysosomes, Mitochondrion, Lipids, Endoplasmic reticulum, Osmosis and many more. What are the organelles that provide the energy to sperm cells? What hemoglobin, insulin, albumin and maltase are composed of? These animal and plant cell worksheets recommended for students of High School Biology. Read more...iWorksheets: 3Vocabulary Sets: 5
Chromosomes, Genes and DNA
Chromosomes are made up of DNA (deoxyribonucleic acid), the hereditary material in humans and most of other organisms. Specific sections of the DNA are called genes. Each gene provides the cell with different information. Each chromosome is made up of many genes. There are about about 100000 genes found on human chromosomes. A gene is made up of a particular sequence of DNA bases. This sequence acts as a code for a protein. The production of different proteins determines the trait (inherited characteristic) of an organism. Read more...iWorksheets: 3Vocabulary Sets: 3
DNA technology/genetic engineering
This topic is about biology and Forensic science. Students will learn to identify the structure and function of DNA, RNA and protein. They will also learn to describe the importance of generic information to forensics. Read more...iWorksheets: 4Vocabulary Sets: 3
Food Chains and Food Webs
Biological dynamics of Earth. Relationships within a community: predation, competition, parasitism, mutualism, commensalism. Construct a food chain. Construct a trophic-level pyramid (energy level). Compare and contrast food webs and food chains. Read more...iWorksheets: 3Vocabulary Sets: 2
Introduction to animals
Classification - the process of grouping items together according to their similarities. Kingdom - large category included in scientific classification system and the taxonomic category above phylum; scientists recognize six kingdoms: animals, plants, fungi, protista, eubacteria, and archaebacteria. Vertebrates - animals that have a backbone; five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. Read more...iWorksheets: 4Vocabulary Sets: 3
Introduction to cells
All living things are made from one or more cells. The nucleus is the control center of the cell. It houses the nucleolus and genetic material (chromatin) used for directing cell functions. Nuclear pores allow materials to pass in and out of the nucleus. The nuclear envelope is a membrane which surrounds and protects the nucleus. The nucleolus produces ribosomes. Ribosomes are factories that produce proteins needed by the cell. Lysosomes contain chemicals (enzymes) that break down and recycle harmful materials. Read more...iWorksheets: 3Vocabulary Sets: 4
Introduction to plants
Which woody plant structure possesses vascular tissue lenticels? From which part of the seed will the leaves and upper portions of the stem of a plant develop? Match each plants term to its definition like Lactic acid fermentation, ovule, gymnosperm, guard cells, phloem, vascular tissue, root cap. Read more...iWorksheets: 3Vocabulary Sets: 5
Invertebrates
Invertebrates are animals that don't have a backbone. More than 90 percent of all living animal species are invertebrates. Familiar examples of invertebrates include arthropods, mollusks, annelid, and cnidarians. Like vertebrates, most invertebrates reproduce at least partly through sexual reproduction. Read more...iWorksheets: 6Vocabulary Sets: 3
Lab investigations/scientific method
A biologist reported success in breeding a tiger with a lion, producing healthy offspring. Other biologists will accept this report as fact only if other researchers can replicate the experiment. Read more...iWorksheets: 3
Meiosis
Meiosis is a process where a single cell divides twice to produce four cells containing half the original amount of genetic information. These cells are our sex cells – sperm in males, eggs in females. Prophase I - a phase of meiosis during which chromosomes thicken and homologous pairs of chromosomes move together. Metaphase I - a phase of meiosis I during which homologous pairs of chromosomes line up in the center of the cell. Read more...iWorksheets: 3Vocabulary Sets: 3
Microorganisms I
Hyphae - threadlike filaments of branching cells that make up the bodies of multicellular fungi. Gymnosperm - group of vascular plants that develop seeds without a protective outer covering; they do not produce flowers or fruit. Flagellum - a tail-like structure found on bacteria and select protists which helps them to move. Volvox - a freshwater, chlorophyll-containing green alga, that occurs in ball-shaped colonies. Read more...iWorksheets: 4Vocabulary Sets: 5
Microorganisms II
Taxonomy is the classification of all known living organisms that shows relationships between different organisms. Pseudopod is false feet; temporary fingerlike projections a one-celled organism, such as an amoeba, uses to move. Protozoa - single-celled, animal-like protist that has the ability to move. Mycelium - a mass of fungal hyphae that absorbs nutrients. Read more...iWorksheets: 3Vocabulary Sets: 5
Mitosis
Structures and functions of living organisms: Cells, Tissues, Organs, and Organ Systems. Differentiate between the processes of mitosis and meiosis. Describe different cell parts and their functions. Read more...iWorksheets: 2Vocabulary Sets: 3
Plant structure and function
Plants are living organisms made up of cells. Plants need sunlight and water to live and grow healthy. Many plants, but not all plants, produce flowers, which make fruit and seeds in order for the plant to reproduce. There are two different types of root systems: A fibrous root system has many roots that grow in many different directions. Plants that have a taproot system have only one large main root growing from the plant’s stem. Read more...iWorksheets: 4Vocabulary Sets: 2
Pond Microlife
Food vacuole - a small sac-like structure in which captured food is digested. Micronucleus - the smaller of the two nuclei present in some protozoa that contains the genetic material and controls cell reproduction. Paramecium - a single-celled protozoan covered with hair-like cilia, found in many freshwater habitats. Read more...iWorksheets: 3Vocabulary Sets: 4
The science of biology
The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets: 3
The Study of Heredity
Heredity refers to the genetic heritage passed down by our biological parents when certain traits are passed from the parents to the children. Traits are characteristics such as height, hair color etc... Heredity is passed through genes in the Deoxyribonucleic acid (DNA) molecule. DNA is a molecule that contains the biological instructions that make each species unique. Read more...iWorksheets: 2Vocabulary Sets: 3
Vertebrates I
Vertebrates - animals that have a backbone. The word comes from vertebrae, the bones that make up the spine. Five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. A few tens of thousands of species have been identified. Read more...iWorksheets: 3Vocabulary Sets: 3

STEM.S. SCIENCE: Next Generation Science Standards (NGSS)

NGSS.HS-PS. PHYSICAL SCIENCE

HS-PS1. Matter and Its Interactions
Students who demonstrate understanding can:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
Elements - Set I
Worksheets :3
Elements - Set II
Worksheets :3
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
Chemical Equations
Worksheets :3
Chemical Reactions
Worksheets :3
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
Kinetics and Equilibrium
Worksheets :3
Thermodynamics
Worksheets :4
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
Chemical Reactions
Worksheets :3
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Chemical Equations
Worksheets :3
HS-PS2. Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
HS-PS3. Energy
Students who demonstrate understanding can:
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Heat
Worksheets :3
Thermodynamics
Worksheets :4
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.
Matter and Energy
Matter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
Kinetics and Equilibrium
Worksheets :3
Chemical Reactions
Worksheets :3
Laws of Motion - Set I
Worksheets :4
Laws of Motion - Set II
Worksheets :3
Work and Energy
Worksheets :4
Momentum and Collisions
Worksheets :3
Heat
Worksheets :3
Electricity and Electrical Energy - Set I
Worksheets :4
Electricity and Electrical Energy - Set II
Worksheets :3
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
States of Matter
Worksheets :3
Electromagnetism
The production of a magnetic field around an electrical current is called electromagnetism. Read more...iWorksheets :3
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
Thermodynamics
Worksheets :4
HS-PS4. Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
Light
Worksheets :3
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
Light
Worksheets :3

NGSS.HS-LS. LIFE SCIENCE

HS-LS1. From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
Cell Reproduction
The process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
Nucleic acids and protein synthesis
The term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Human biology I
Bronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology II
Antigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Human biology I
Bronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology II
Antigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Cell Reproduction
The process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Photosynthesis and respiration
Photosynthesis may be thought of as a chemical reaction in which carbon dioxide from the air and water from the soil plus solar energy combine to produce carbohydrate and oxygen. What is similarity between human skeletal muscles and some bacteria? Match each Photosynthesis ad respiration term to its definition like Glucose, Chloroplast, Organelle, Guard Cells and many more. Read more...iWorksheets :4Vocabulary :2
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
Cell Reproduction
The process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
Cell processes
FreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
HS-LS2. Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can:
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Vertebrates II
A vertebrate is an animal with a spinal cord surrounded by cartilage or bone. The vertebrates are also characterized by a muscular system consisting primarily of bilaterally paired masses and a central nervous system partly enclosed within the backbone. The 7 classes of vertebrates are: Class Aves, Class Reptilia, Class Agnatha, Class Amphibia, Class Mammalia, Class Osteichthyes, Class Chondrichthyes. Read more...iWorksheets :3Vocabulary :3
Oceans
Worksheets :4Vocabulary :3
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
Ecology I
Match each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology II
Match each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
Ecology I
Match each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology II
Match each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
Cell processes
FreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
Photosynthesis and respiration
Photosynthesis may be thought of as a chemical reaction in which carbon dioxide from the air and water from the soil plus solar energy combine to produce carbohydrate and oxygen. What is similarity between human skeletal muscles and some bacteria? Match each Photosynthesis ad respiration term to its definition like Glucose, Chloroplast, Organelle, Guard Cells and many more. Read more...iWorksheets :4Vocabulary :2
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Ecology I
Match each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology II
Match each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
HS-LS3. Heredity: Inheritance and Variation of Traits
Students who demonstrate understanding can:
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
Cell Reproduction
The process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
Genetics and heredity I
How many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
Genetics and heredity II
By whom were first described the principles of dominance, segregation, and independent assortment? What did Gregor Mendel discover using the results of his experiments with plant crosses? Match each Genetics and heredity term to its definition like Splindle fibers, Telophase, Trait, Transcription, Mutation, Phenotype. Read more...iWorksheets :3Vocabulary :7
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Cell Reproduction
The process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
Nucleic acids and protein synthesis
The term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Genetics and heredity I
How many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
HS-LS4. Biological Evolution: Unity and Diversity
Students who demonstrate understanding can:
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Evolution and classification
Categorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Evolution and classification
Categorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3

NGSS.HS-ESS. EARTH AND SPACE SCIENCE

HS-ESS1. Earth’s Place in the Universe
Students who demonstrate understanding can:
HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
Fossils I
Worksheets :4
Fossils II
Worksheets :3
HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
The History of Earth
Worksheets :3
Fossils I
Worksheets :4
Fossils II
Worksheets :3
HS-ESS2. Earth’s Systems
Students who demonstrate understanding can:
HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
The Rock Cycle
Worksheets :4Vocabulary :3
Weathering and Erosion
Worksheets :3Vocabulary :3
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems.
Oceans
Worksheets :4Vocabulary :3
HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
Oceans
Worksheets :4Vocabulary :3
HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
Weathering and Erosion
Worksheets :3Vocabulary :3
HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
HS-ESS3. Earth and Human Activity
Students who demonstrate understanding can:
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Oceans
Worksheets :4Vocabulary :3
Weather II
Worksheets :3Vocabulary :3
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Minerals II
Worksheets :4Vocabulary :2
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Oceans
Worksheets :4Vocabulary :3
The Atmosphere
Worksheets :3Vocabulary :3

STEM.T. TECHNOLOGY: International Technology Education Association (ITEA)

ITEA.13. Students will develop the abilities to assess the impact of products and systems. As part of learning how to assess the impact of products and systems, students should learn that:

(9-12) 13.M. Design forecasting techniques to evaluate the results of altering natural systems.
Weather II
Worksheets :3Vocabulary :3

ITEA.15. Students will develop an understanding of and be able to select and use agricultural and related biotechnologies. In order to select, use, and understand agricultural and related biotechnologies, students should learn that:

(9-12) 15.N. The engineering design and management of agricultural systems require knowledge of artificial ecosystems and the effects of technological development on flora and fauna.
Cell processes
FreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7

ITEA.16. Students will develop an understanding of and be able to select and use energy and power technologies. In order to select, use, and understand energy and power technologies, students should learn that:

(9-12) 16.J. Energy cannot be created nor destroyed; however, it can be converted from one form to another.
States of Matter
Worksheets :3
(9-12) 16.K. Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others.
Nuclear Chemistry
Worksheets :3
Properties of Matter
Worksheets :4
(9-12) 16.N. Power systems must have a source of energy, a process, and loads.
Electromagnetism
The production of a magnetic field around an electrical current is called electromagnetism. Read more...iWorksheets :3

STEM.S. SCIENCE: Next Generation Science Standards (NGSS)

NGSS.HS-PS. PHYSICAL SCIENCE

HS-PS3. Energy
Students who demonstrate understanding can:
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.

NGSS.HS-LS. LIFE SCIENCE

HS-LS2. Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can:
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Oceans
Worksheets :4Vocabulary :3

NGSS.HS-ESS. EARTH AND SPACE SCIENCE

HS-ESS1. Earth’s Place in the Universe
Students who demonstrate understanding can:
HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
Fossils I
Worksheets :4
Fossils II
Worksheets :3
HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
The History of Earth
Worksheets :3
Fossils I
Worksheets :4
Fossils II
Worksheets :3
HS-ESS2. Earth’s Systems
Students who demonstrate understanding can:
HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
The Rock Cycle
Worksheets :4Vocabulary :3
Weathering and Erosion
Worksheets :3Vocabulary :3
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems.
Oceans
Worksheets :4Vocabulary :3
HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
Oceans
Worksheets :4Vocabulary :3
HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
Weathering and Erosion
Worksheets :3Vocabulary :3
HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
HS-ESS3. Earth and Human Activity
Students who demonstrate understanding can:
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Oceans
Worksheets :4Vocabulary :3
Weather II
Worksheets :3Vocabulary :3
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Minerals II
Worksheets :4Vocabulary :2
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Oceans
Worksheets :4Vocabulary :3
The Atmosphere
Worksheets :3Vocabulary :3

STEM.T. TECHNOLOGY: International Technology Education Association (ITEA)

ITEA.13. Students will develop the abilities to assess the impact of products and systems. As part of learning how to assess the impact of products and systems, students should learn that:

(9-12) 13.M. Design forecasting techniques to evaluate the results of altering natural systems.
Weather II
Worksheets :3Vocabulary :3

STEM.S. SCIENCE: Next Generation Science Standards (NGSS)

NGSS.HS-PS. PHYSICAL SCIENCE

HS-PS3. Energy
Students who demonstrate understanding can:
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.

NGSS.HS-LS. LIFE SCIENCE

HS-LS2. Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can:
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Oceans
Worksheets :4Vocabulary :3

NGSS.HS-ESS. EARTH AND SPACE SCIENCE

HS-ESS1. Earth’s Place in the Universe
Students who demonstrate understanding can:
HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
Fossils I
Worksheets :4
Fossils II
Worksheets :3
HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
The History of Earth
Worksheets :3
Fossils I
Worksheets :4
Fossils II
Worksheets :3
HS-ESS2. Earth’s Systems
Students who demonstrate understanding can:
HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
The Rock Cycle
Worksheets :4Vocabulary :3
Weathering and Erosion
Worksheets :3Vocabulary :3
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems.
Oceans
Worksheets :4Vocabulary :3
HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
Oceans
Worksheets :4Vocabulary :3
HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
Weathering and Erosion
Worksheets :3Vocabulary :3
HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
HS-ESS3. Earth and Human Activity
Students who demonstrate understanding can:
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Oceans
Worksheets :4Vocabulary :3
Weather II
Worksheets :3Vocabulary :3
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Minerals II
Worksheets :4Vocabulary :2
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Oceans
Worksheets :4Vocabulary :3
The Atmosphere
Worksheets :3Vocabulary :3

STEM.T. TECHNOLOGY: International Technology Education Association (ITEA)

ITEA.13. Students will develop the abilities to assess the impact of products and systems. As part of learning how to assess the impact of products and systems, students should learn that:

(9-12) 13.M. Design forecasting techniques to evaluate the results of altering natural systems.
Weather II
Worksheets :3Vocabulary :3

STEM.S. SCIENCE: Next Generation Science Standards (NGSS)

NGSS.HS-PS. PHYSICAL SCIENCE

HS-PS3. Energy
Students who demonstrate understanding can:
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.

NGSS.HS-LS. LIFE SCIENCE

HS-LS2. Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can:
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Oceans
Worksheets :4Vocabulary :3

NGSS.HS-ESS. EARTH AND SPACE SCIENCE

HS-ESS1. Earth’s Place in the Universe
Students who demonstrate understanding can:
HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
Fossils I
Worksheets :4
Fossils II
Worksheets :3
HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
The History of Earth
Worksheets :3
Fossils I
Worksheets :4
Fossils II
Worksheets :3
HS-ESS2. Earth’s Systems
Students who demonstrate understanding can:
HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
The Rock Cycle
Worksheets :4Vocabulary :3
Weathering and Erosion
Worksheets :3Vocabulary :3
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems.
Oceans
Worksheets :4Vocabulary :3
HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
Oceans
Worksheets :4Vocabulary :3
HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
Weathering and Erosion
Worksheets :3Vocabulary :3
HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
HS-ESS3. Earth and Human Activity
Students who demonstrate understanding can:
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Oceans
Worksheets :4Vocabulary :3
Weather II
Worksheets :3Vocabulary :3
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Minerals II
Worksheets :4Vocabulary :2
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Oceans
Worksheets :4Vocabulary :3
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Oceans
Worksheets :4Vocabulary :3
The Atmosphere
Worksheets :3Vocabulary :3

STEM.T. TECHNOLOGY: International Technology Education Association (ITEA)

ITEA.13. Students will develop the abilities to assess the impact of products and systems. As part of learning how to assess the impact of products and systems, students should learn that:

(9-12) 13.M. Design forecasting techniques to evaluate the results of altering natural systems.
Weather II
Worksheets :3Vocabulary :3
Standards

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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