|Washington Science Standards (Next Generation Science Standards)
Performance expectation(s): Please keep in mind that this one lesson can briefly touch upon several PEs or can dive deeply into 1-2. This also depends on the emphasis you place on certain components from the above 5 lessons. Based on which PE you emphasize, you may address different practices, core ideas and concepts to different levels.
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.
HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
HS-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales; HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
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.
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
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.
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.
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
Three potential performance expectations that could be connected to this lesson with a slight deviation are, HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction, HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms and HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
|The bundle of performance expectations above focuses on the following elements from the K-12 Science Education Framework:
Highlighted Science and Engineering Practice(s)
Highlighted Disciplinary Core Idea(s) (All HS)
Highlighted Crosscutting Concept(s)
|SEP-1: Asking Questions and Defining Problems, SEP-2: Developing and Using Models
SEP-3: Planning and Carrying Out Investigations
SEP-4: Analyzing and interpreting data
SEP-5: Using Mathematics and Computational Thinking
SEP-6: Constructing Explanations
SEP-7: Engaging in Argument from Evidence
SEP-8: Obtaining, evaluating and communicating information
|PS1.B: Chemical reactions
PS3.A: Definitions of Energy
PS3.D: Energy in chemical processes
HS-PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies and Instrumentation
LS1.A: Structure and Function
LS2.A: Interdependent Relationships in Ecosystems
LS4.B: Natural Selection
LS2.C: Ecosystem Dynamics, Functioning and Resilience
LS2.D: Social Interactions and Group Behavior
LS4.D: Biodiversity and Humans
ESS2.A: Earth Materials and Systems
ESS2.C: The Roles of Water in Earth’s Surface Processes
ESS2.D: Weather and Climate
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth Systems
HS-ETS1.A: Defining and Delimiting an Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
CCC-2: Cause and Effect
CCC-3: Scale Proportion and quantity
CCC-4: Systems and System Models
CCC-5: Energy and Matter
CCC-6: Structure and Function
CCC-7: Stability and Change