English Language Arts and Literacy | Grade : 9-10
Strand - Writing in the Content Areas
Cluster - Text Types and Purposes
[WCA.9-10.2] - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
- Explanation
Is designed to make a subject, concept, or process clear and understandable to the intended audience using one or more of the following methods: identification, definition, classification, illustration, comparison, and/or analysis - Informational text
In this document, nonfiction in narrative or non-narrative form. - Technical subject
Course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; also, the technical aspect of a wider field of study, such as art or music.
[HS.ESS.3.1] -
Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity. Clarification Statements: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils (such as river deltas), high concentrations of minerals and fossil fuels, and biotic resources (such as fisheries and forests). Examples of changes due to variations in climate include changes to sea level and regional patterns of temperature and precipitation.
[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.LS.4.4] -
Research and communicate information about key features of viruses and bacteria to explain their ability to adapt and reproduce in a wide variety of environments. Clarification Statement: Key features include high rate of mutations and the speed of reproduction which produces many generations with high variability in a short time, allowing for rapid adaptation. State Assessment Boundary: Specific types of viral reproduction (e.g., lytic and lysogenic) are not expected in state assessment.
[HS.PHY.2.1] -
Analyze data to support the claim that Newton’s second law of motion is a mathematical model describing change in motion (the acceleration) of objects when acted on by a net force. Clarification Statements: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, and a moving object being pulled by a constant force. Forces can include contact forces, including friction, and forces acting at a distance, such as gravity and magnetic forces.
State Assessment Boundary: Variable forces are not expected in state assessment.
[HS.PHY.2.5] -
Provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
Clarification Statement: Examples of evidence can include movement of a magnetic compass when placed in the vicinity of a current-carrying wire, and a magnet passing through a coil that turns on the light of a Faraday flashlight. State Assessment Boundary: Explanations of motors or generators are not expected in state assessment.
[HS.PHY.2.9] -
Evaluate simple series and parallel circuits to predict changes to voltage, current, or resistance when simple changes are made to a circuit.
Clarification Statements: Predictions of changes can be represented numerically, graphically, or algebraically using Ohm’s law. Simple changes to a circuit may include adding a component, changing the resistance of a load, and adding a parallel path, in circuits with batteries and common loads. Simple circuits can be represented in schematic diagrams. State Assessment Boundary: Use of measurement devices and predictions of changes in power are not expected in state assessment.
[HS.PHY.3.3] -
Design and evaluate a device that works within given constraints to convert one form of energy into another form of energy.*
Clarification Statements: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.
State Assessment Boundary: Quantitative evaluations will be limited to total output for a given input in state assessment.
[HS.PHY.3.4] -
Provide evidence that when two objects of different temperature are in thermal contact within a closed system, the transfer of thermal energy from higher-temperature objects to lower-temperature objects results in thermal equilibrium, or a more uniform energy distribution among the objects and that temperature changes necessary to achieve thermal equilibrium depend on the specific heat values of the two substances.
Clarification Statement: Energy changes should be described both quantitatively in a single phase (Q = mcΔT) and conceptually either in a single phase or during a phase change.
[HS.PHY.4.5] -
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.* Clarification Statements: Emphasis is on qualitative information and descriptions. Examples of technological devices could include solar cells capturing light and converting it to electricity, medical imaging, and communications technology. Examples of principles of wave behavior include resonance, photoelectric effect, and constructive and destructive interference.
State Assessment Boundary: Band theory is not expected in state assessment.