Printable New York State Learning Standards and Core Curriculum High School Earth Science Worksheets and Answer Keys, Study Guides and Vocabulary Sets.
Earth Science encompasses four main branches of study which include geology, meteorology, oceanography, and astronomy.
Rocks IWorksheets: 3Vocabulary Sets: 3 NY.HS.1. Structure and Properties of Matter
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.
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-PS1-9. Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.
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 NY.HS.2. Chemical Reactions
Students who demonstrate understanding can:
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.
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.
HS-PS1-5. Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.
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 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.
HS-PS1-11. Plan and conduct an investigation to compare properties and behaviors of acids and bases.
HS-PS1-12. Use evidence to illustrate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.
NY.HS.3. 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.
NY.HS.4. 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.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
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 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 HS-PS3-6. Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
NY.HS.5. Waves and Electromagnetic Radiation
Students who demonstrate understanding can:
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.
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 (quantum theory), and that for some situations one model is more useful than the other.
HS-PS4-6. Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.
NY.HS.6. Structure and Function
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 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 NY.HS.7. Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
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 from sugar molecules may combine with other elements such as nitrogen, sulfur, and phosphorus to form amino acids and other 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 aerobic 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-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems.
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 various processes 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 NY.HS.8. Interdependent Relationships in Ecosystems
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.
OceansWorksheets :4Vocabulary :3 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 NY.HS.9. Inheritance and Variation of Traits
Students who demonstrate understanding can:
HS-LS1-4. Use a model to illustrate cellular division (mitosis) and differentiation.
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-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 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 may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, (3) mutations caused by environmental factors and/or (4) genetic engineering.
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 NY.HS.10. Natural Selection and Evolution
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 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 NY.HS.11. Space Systems
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-ESS1-7. Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.
NY.HS.12. History of Earth
Students who demonstrate understanding can:
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.
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.
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.
NY.HS.13. Earth’s Systems
Students who demonstrate understanding can:
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth’s 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-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
HS-ESS2-7. Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
NY.HS.14. Weather and Climate
Students who demonstrate understanding can:
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-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-ESS2-8. Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.
NY.HS.15. Human Sustainability
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.
OceansWorksheets :4Vocabulary :3 HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
OceansWorksheets :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.
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-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
OceansWorksheets :4Vocabulary :3 NY.9-10.RST. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
9-10.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3 Integration of Knowledge and Ideas
9-10.RST.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.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3 NY.HS.4. 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 a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
HS-PS3-6. Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
NY.HS.5. Waves and Electromagnetic Radiation
Students who demonstrate understanding can:
HS-PS4-6. Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.
NY.HS.8. Interdependent Relationships in Ecosystems
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.
OceansWorksheets :4Vocabulary :3 NY.HS.11. Space Systems
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-ESS1-7. Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.
NY.HS.12. History of Earth
Students who demonstrate understanding can:
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.
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.
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.
NY.HS.13. Earth’s Systems
Students who demonstrate understanding can:
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth’s 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-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
HS-ESS2-7. Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
NY.HS.14. Weather and Climate
Students who demonstrate understanding can:
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-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-ESS2-8. Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.
NY.HS.15. Human Sustainability
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.
OceansWorksheets :4Vocabulary :3 HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
OceansWorksheets :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.
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-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
OceansWorksheets :4Vocabulary :3 NY.9-10.RST. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
9-10.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
NY.HS.1. Structure and Properties of Matter
Students who demonstrate understanding can:
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.
NY.HS.2. Chemical Reactions
Students who demonstrate understanding can:
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 ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3 HS-PS1-5. Apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3 NY.HS.4. 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 a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3 HS-PS3-6. Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
NY.HS.5. Waves and Electromagnetic Radiation
Students who demonstrate understanding can:
HS-PS4-6. Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.
NY.HS.8. Interdependent Relationships in Ecosystems
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.
OceansWorksheets :4Vocabulary :3 NY.HS.11. Space Systems
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-ESS1-7. Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.
NY.HS.12. History of Earth
Students who demonstrate understanding can:
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.
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.
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.
NY.HS.13. Earth’s Systems
Students who demonstrate understanding can:
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth’s 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-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
HS-ESS2-7. Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
NY.HS.14. Weather and Climate
Students who demonstrate understanding can:
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-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-ESS2-8. Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.
NY.HS.15. Human Sustainability
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.
OceansWorksheets :4Vocabulary :3 HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
OceansWorksheets :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.
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-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
OceansWorksheets :4Vocabulary :3 NY.11-12.RST. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
11-12.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3 NY.HS.4. 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 a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
HS-PS3-6. Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
NY.HS.5. Waves and Electromagnetic Radiation
Students who demonstrate understanding can:
HS-PS4-6. Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.
NY.HS.8. Interdependent Relationships in Ecosystems
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.
OceansWorksheets :4Vocabulary :3 NY.HS.11. Space Systems
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-ESS1-7. Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.
NY.HS.12. History of Earth
Students who demonstrate understanding can:
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.
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.
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.
NY.HS.13. Earth’s Systems
Students who demonstrate understanding can:
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth’s 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-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
HS-ESS2-7. Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
NY.HS.14. Weather and Climate
Students who demonstrate understanding can:
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-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-ESS2-8. Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.
NY.HS.15. Human Sustainability
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.
OceansWorksheets :4Vocabulary :3 HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
OceansWorksheets :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.
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-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
OceansWorksheets :4Vocabulary :3 NY.11-12.RST. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
11-12.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
Standards
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