English Language Arts and Literacy | Grade : 9-10
Strand - Speaking and Listening in the Content Areas
Cluster - Presentation of Knowledge and Ideas
[SLCA.9-10.4] - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, vocabulary, substance, and style are appropriate to purpose, audience, and task.
- Audience
Broadly, the intended readers, listeners, or viewers of a text in any medium or format; in theatre, attendees at the performance of a drama, reading, or speech. - Evidence
Empirical data or other sources of support (e.g., mathematical proofs) for a claim; may be selected, presented, and evaluated differently by different audiences and in different subject areas according to the norms of disciplinary literacy. See Text Types and Purposes for Argument. - Purpose
See Text Types and Purposes. - Style
Author’s or speaker’s unique way of communicating ideas—not only what is said but also how it is said. Literary elements contributing to style include diction, syntax, tone, figurative language, and dialogue. - Vocabulary
Words known or used by a person or group, representing concepts or ideas and meanings mutually understood; also, all the words of a language. See Academic language/vocabulary, Domain-specific language/vocabulary.
[HS.LS.4.1] -
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence, including molecular, anatomical, and developmental similarities inherited from a common ancestor (homologies), seen through fossils and laboratory and field observations. Clarification Statement: Examples of evidence can include the work of Margulis on endosymbiosis, examination of genomes, and analyses of vestigial or skeletal structures.
[HS.LS.4.2] -
Construct an explanation based on evidence that Darwin’s theory of evolution by natural selection occurs in a population when the following conditions are met: (a) more offspring are produced than can be supported by the environment, (b) there is heritable variation among individuals, and (c) some of these variations lead to differential fitness among individuals as some individuals are better able to compete for limited resources than others. Clarification Statement: Emphasis is on the overall result of an increase in the proportion of those individuals with advantageous heritable traits that are better able to survive and reproduce in the environment.
[HS.CHEM.2.6] -
Communicate scientific and technical information about the molecular-level structures of polymers, ionic compounds, acids and bases, and metals to justify why these are useful in the functioning of designed materials.* Clarification Statement: Examples could include comparing molecules with simple molecular geometries; analyzing how pharmaceuticals are designed to interact with specific receptors; and considering why electrically conductive materials are often made of metal, household cleaning products often contain ionic compounds to make materials soluble in water, or materials that need to be flexible but durable are made up of polymers. State Assessment Boundary: State assessment will be limited to comparing substances of the same type with one compositional or structural feature different.
[HS.CHEM.2.8] -
Use kinetic molecular theory to compare the strengths of electrostatic forces and the prevalence of interactions that occur between molecules in solids, liquids, and gases. Use the combined gas law to determine changes in pressure, volume, and temperature in gases.
[HS.PHY.1.8] -
Develop a model to illustrate the energy released or absorbed during the processes of fission, fusion, and radioactive decay.
Clarification Statements: Examples of models include simple qualitative models, such as pictures or diagrams. Types of radioactive decay include alpha, beta, and gamma. State Assessment Boundary: Quantitative calculations of energy released or absorbed are not expected in state assessment.
[HS.PHY.2.2] -
Use mathematical representations to show that the total momentum of a system of interacting objects is conserved when there is no net force on the system. Clarification Statement: Emphasis is on the qualitative meaning of the conservation of momentum and the quantitative understanding of the conservation of linear momentum in interactions involving elastic and inelastic collisions between two objects in one dimension.
[HS.PHY.2.4] -
Use mathematical representations of Newton’s law of gravitation and Coulomb’s law to both qualitatively and quantitatively describe and predict the effects of gravitational and electrostatic forces between objects. Clarification Statement: Emphasis is on the relative changes when distance, mass or charge, or both are changed. State Assessment Boundaries: State assessment will be limited to systems with two objects. Permittivity of free space is not expected in state assessment.
[HS.PHY.3.2] -
Develop and use a model to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles and objects or energy stored in fields. Clarification Statements: Examples of phenomena at the macroscopic scale could include evaporation and condensation, the conversion of kinetic energy to thermal energy, the gravitational potential energy stored due to position of an object above the earth, and the stored energy (electrical potential) of a charged object’s position within an electrical field. Examples of models could include diagrams, drawings, descriptions, and computer simulations.
[HS.PHY.3.5] -
Develop and use a model of magnetic or electric fields to illustrate the forces and changes in energy between two magnetically or electrically charged objects changing relative position in a magnetic or electric field, respectively. Clarification Statements: Emphasis is on the change in force and energy as objects move relative to each other. Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.
[HS.ETS.1.1] -
Analyze a major global challenge to specify a design problem that can be improved. Determine necessary qualitative and quantitative criteria and constraints for solutions, including any requirements set by society.* Clarification Statement: Examples of societal requirements can include risk mitigation, aesthetics, ethical considerations, and long-term maintenance costs.
[HS.ETS.1.5] -
Plan a prototype or design solution using orthographic projections and isometric drawings, using proper scales and proportions.*
[HS.ETS.1.6] -
Document and present solutions that include specifications, performance results, successes and remaining issues, and limitations.*