North Dakota Academic Content Standards for High School Chemistry

Acids, Bases and SaltsFreeWorksheets: 3Vocabulary Sets: 1
Atoms and Chemical BondingWorksheets: 3Vocabulary Sets: 2
Elements and the periodic tableWorksheets: 3Vocabulary Sets: 3
GasesWorksheets: 3
Nuclear ChemistryWorksheets: 3
Properties and States of MatterWorksheets: 4Vocabulary Sets: 3
SolutionsWorksheets: 3
The MoleWorksheets: 3
The Science of ChemistryWhich substance is a binary compound - ammonia, argon, glucose or glycerol? Which molecule is polar and contains polar bonds? Which atom will form an ionic bond with a Br atom - N, Li, O or C? By which process is petroleum separated into its components according to their different boiling points? Read more...iWorksheets: 3

Science and Engineering Practices

5 Using mathematics and computational thinking

Using mathematics and computational thinking in K-12 builds logical reasoning and problem-solving skills.
ThermodynamicsWorksheets :4

Life Science (LS)

HS-LS1. FROM MOLECULES TO ORGANISM: STRUCTURES AND PROCESSES

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 ReproductionThe 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 synthesisThe 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 IBronchi - 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 IIAntigen - 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 IBronchi - 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 IIAntigen - 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 ReproductionThe 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 respirationPhotosynthesis 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 may combine with other elements to form large carbon-based molecules.
Cell ReproductionThe 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 processesFreeCellular 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

HS-LS2-2. Use evidence from mathematical representations to explain factors that affect population dynamics and biodiversity.
Vertebrates IIA 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
OceansWorksheets :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 IMatch 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 IIMatch 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 IMatch 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 IIMatch 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 processesFreeCellular 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 respirationPhotosynthesis 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 IMatch 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 IIMatch 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: INTERITANCE AND VARIATION OF TRAITS

HS-LS3-1. Construct an explanation to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
Cell ReproductionThe 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 IHow 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 IIBy 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 result from various factors.
Cell ReproductionThe 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 synthesisThe 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 IHow 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

HS-LS4-2. Construct an explanation based on evidence that the process of biological 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 classificationCategorize 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 classificationCategorize 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

Physical Science (PS)

HS-PS1. MATTER AND ITS INTERACTIONS

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 IWorksheets :3
Elements - Set IIWorksheets :3
HS-PS1-2. Construct 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 EquationsWorksheets :3
Chemical ReactionsWorksheets :6Vocabulary :3
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the macro-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.
ThermodynamicsWorksheets :4
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of the reacting particles on the rate at which a reaction occurs.
Chemical ReactionsWorksheets :6Vocabulary :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 EquationsWorksheets :3

HS-PS2. MOTION AND STABILITY: FORCES AND INTERACTIONS

HS-PS2-3. Apply scientific principles, such as Newton's 1st & 3rd Laws, and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

HS-PS3. ENERGY

HS-PS3-1. Create a mathematical 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.
HeatWorksheets :3
ThermodynamicsWorksheets :4
HS-PS3-2. Develop and use models to illustrate that energy is associated with motion and relative position of particles (objects).
Matter and EnergyMatter 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
Chemical ReactionsWorksheets :6Vocabulary :3
Work and EnergyWorksheets :4
HeatWorksheets :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 MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
ElectromagnetismThe 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 (thermal equilibrium).
ThermodynamicsWorksheets :4

HS-PS4. WAVES AND THEIR APPLICATIONS IN TECHNOLOGIES FOR INFORMATION TRANSFER

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
LightWorksheets :3
HS-PS4-2. Construct an explanation using evidence to support the idea that electromagnetic radiation can be described by a wave model and a particle model.
LightWorksheets :3

Earth and Space Science (ESS)

HS-ESS1. EARTH’S PLACE IN THE UNIVERSE

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 in the form of radiation.
HS-ESS1-2. Construct an explanation for the observed expansion of the known universe based on astronomical evidence of light spectra, motion of distant galaxies, cosmic background radiation, 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 IWorksheets :4
Fossils IIWorksheets :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.
Fossils IWorksheets :4
Fossils IIWorksheets :3

HS-ESS2. Earth’s Systems

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 CycleWorksheets :4Vocabulary :3
Weathering and ErosionWorksheets :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 systems.
OceansWorksheets :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.
OceansWorksheets :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 ErosionWorksheets :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

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.
OceansWorksheets :4Vocabulary :3
Weather IIWorksheets :3Vocabulary :3
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Minerals IIWorksheets :4Vocabulary :2
OceansWorksheets :4Vocabulary :3
HS-ESS3-3. Analyze the relationships among management of natural resources, the sustainability of human populations, and biodiversity through the use of a computational simulation.
OceansWorksheets :4Vocabulary :3
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
OceansWorksheets :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 data from computational representations to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
OceansWorksheets :4Vocabulary :3
The AtmosphereWorksheets :3Vocabulary :3

Life Science (LS)

HS-LS2. ECOSYSTEMS: INTERACTIONS, ENERGY, AND DYNAMICS

HS-LS2-2. Use evidence from mathematical representations to explain factors that affect population dynamics and biodiversity.
OceansWorksheets :4Vocabulary :3

Physical Science (PS)

HS-PS3. ENERGY

HS-PS3-2. Develop and use models to illustrate that energy is associated with motion and relative position of particles (objects).

Earth and Space Science (ESS)

HS-ESS1. EARTH’S PLACE IN THE UNIVERSE

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 in the form of radiation.
HS-ESS1-2. Construct an explanation for the observed expansion of the known universe based on astronomical evidence of light spectra, motion of distant galaxies, cosmic background radiation, 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 IWorksheets :4
Fossils IIWorksheets :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.
Fossils IWorksheets :4
Fossils IIWorksheets :3

HS-ESS2. Earth’s Systems

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 CycleWorksheets :4Vocabulary :3
Weathering and ErosionWorksheets :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 systems.
OceansWorksheets :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.
OceansWorksheets :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 ErosionWorksheets :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

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.
OceansWorksheets :4Vocabulary :3
Weather IIWorksheets :3Vocabulary :3
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Minerals IIWorksheets :4Vocabulary :2
OceansWorksheets :4Vocabulary :3
HS-ESS3-3. Analyze the relationships among management of natural resources, the sustainability of human populations, and biodiversity through the use of a computational simulation.
OceansWorksheets :4Vocabulary :3
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
OceansWorksheets :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 data from computational representations to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
OceansWorksheets :4Vocabulary :3
The AtmosphereWorksheets :3Vocabulary :3

Life Science (LS)

HS-LS2. ECOSYSTEMS: INTERACTIONS, ENERGY, AND DYNAMICS

HS-LS2-2. Use evidence from mathematical representations to explain factors that affect population dynamics and biodiversity.
OceansWorksheets :4Vocabulary :3

Physical Science (PS)

HS-PS3. ENERGY

HS-PS3-2. Develop and use models to illustrate that energy is associated with motion and relative position of particles (objects).

Earth and Space Science (ESS)

HS-ESS1. EARTH’S PLACE IN THE UNIVERSE

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 in the form of radiation.
HS-ESS1-2. Construct an explanation for the observed expansion of the known universe based on astronomical evidence of light spectra, motion of distant galaxies, cosmic background radiation, 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 IWorksheets :4
Fossils IIWorksheets :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.
Fossils IWorksheets :4
Fossils IIWorksheets :3

HS-ESS2. Earth’s Systems

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 CycleWorksheets :4Vocabulary :3
Weathering and ErosionWorksheets :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 systems.
OceansWorksheets :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.
OceansWorksheets :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 ErosionWorksheets :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

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.
OceansWorksheets :4Vocabulary :3
Weather IIWorksheets :3Vocabulary :3
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Minerals IIWorksheets :4Vocabulary :2
OceansWorksheets :4Vocabulary :3
HS-ESS3-3. Analyze the relationships among management of natural resources, the sustainability of human populations, and biodiversity through the use of a computational simulation.
OceansWorksheets :4Vocabulary :3
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
OceansWorksheets :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 data from computational representations to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
OceansWorksheets :4Vocabulary :3
The AtmosphereWorksheets :3Vocabulary :3

Life Science (LS)

HS-LS2. ECOSYSTEMS: INTERACTIONS, ENERGY, AND DYNAMICS

HS-LS2-2. Use evidence from mathematical representations to explain factors that affect population dynamics and biodiversity.
OceansWorksheets :4Vocabulary :3

Physical Science (PS)

HS-PS3. ENERGY

HS-PS3-2. Develop and use models to illustrate that energy is associated with motion and relative position of particles (objects).

Earth and Space Science (ESS)

HS-ESS1. EARTH’S PLACE IN THE UNIVERSE

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 in the form of radiation.
HS-ESS1-2. Construct an explanation for the observed expansion of the known universe based on astronomical evidence of light spectra, motion of distant galaxies, cosmic background radiation, 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 IWorksheets :4
Fossils IIWorksheets :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.
Fossils IWorksheets :4
Fossils IIWorksheets :3

HS-ESS2. Earth’s Systems

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 CycleWorksheets :4Vocabulary :3
Weathering and ErosionWorksheets :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 systems.
OceansWorksheets :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.
OceansWorksheets :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 ErosionWorksheets :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

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.
OceansWorksheets :4Vocabulary :3
Weather IIWorksheets :3Vocabulary :3
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Minerals IIWorksheets :4Vocabulary :2
OceansWorksheets :4Vocabulary :3
HS-ESS3-3. Analyze the relationships among management of natural resources, the sustainability of human populations, and biodiversity through the use of a computational simulation.
OceansWorksheets :4Vocabulary :3
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
OceansWorksheets :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 data from computational representations to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
OceansWorksheets :4Vocabulary :3
The AtmosphereWorksheets :3Vocabulary :3
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