English Language Arts and Literacy | Grade : 9-10
Strand - Writing in the Content Areas
Cluster - Research to Build and Present Knowledge
[WCA.9-10.9] - Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 9-10 Reading Standard 1 for more on the use of textual evidence.)
- Analysis (Analyze)
In general, a careful examination of the parts of a whole and their relationships to one another; in language arts, a study of how words, sentences, paragraphs, stanzas, or sections of a text affect its meaning. - Interpret
Assign a certain meaning to a text or communication; for example, Mark Twain’s The Adventures of Huckleberry Finn has been interpreted as being a racist novel by some critics and antiracist by others. - Reflection
Serious thought such as contemplation or deliberation. - Research
Systematic inquiry into a subject or problem in order to discover, verify, or revise relevant facts or principles.
[RCA-H.9-10.1] -
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
[RCA-ST.9-10.1] -
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
[HS.LS.2.7] -
Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.* Clarification Statement: Examples of solutions can include captive breeding programs, habitat restoration, pollution mitigation, energy conservation, and ecotourism.
[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.LS.4.5] -
Evaluate models that demonstrate how changes in an environment may result in the evolution of a population of a given species, the emergence of new species over generations, or the extinction of other species due to the processes of genetic drift, gene flow, mutation, and natural selection.
[HS.CHEM.3.4] -
Provide evidence from informational text or available data to illustrate that the transfer of energy during a chemical reaction in a closed system involves changes in energy dispersal (enthalpy change) and heat content (entropy change) while assuming the overall energy in the system is conserved. State Assessment Boundary: Calculations involving Gibbs free energy are not expected in state assessment.
[HS.PHY.4.3] -
Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described by either a wave model or a particle model, and that for some situations involving resonance, interference, diffraction, refraction, or the photoelectric effect, one model is more useful than the other. Clarification Statement: Emphasis is on qualitative reasoning and comparisons of the two models. State Assessment Boundary: Calculations of energy levels or resonant frequencies are not expected in state assessment.
[HS.ETS.2.3] -
Compare the costs and benefits of custom versus mass production based on qualities of the desired product, the cost of each unit to produce, and the number of units needed.
[HS.ETS.2.4] -
Explain how manufacturing processes transform material properties to meet a specified purpose or function. Recognize that new materials can be synthesized through chemical and physical processes that are designed to manipulate material properties to meet a desired performance condition.
Clarification Statement: Examples of material properties can include resistance to force, density, hardness, and elasticity.
[HS.ETS.3.3] -
Explain the importance of considering both live loads and dead loads when constructing structures. Calculate the resultant force(s) for a combination of live loads and dead loads for various situations. Clarification Statements: Examples of structures can include buildings, decks, and bridges. Examples of loads and forces include live load, dead load, total load, tension, sheer, compression, and torsion.
[HS.ETS.3.5] -
Analyze how the design of a building is influenced by thermal conditions such as wind, solar angle, and temperature. Give examples of how conduction, convection, and radiation are considered in the selection of materials for buildings and in the design of a heating system.
[HS.ETS.3.6] -
Use informational text to illustrate how a vehicle or device can be modified to produce a change in lift, drag, friction, thrust, and weight.
Clarification Statements: Examples of vehicles can include cars, boats, airplanes, and rockets. Considerations of lift require consideration of Bernoulli’s principle.
[HS.ETS.4.3] -
Explain how differences and similarities between hydraulic and pneumatic systems lead to different applications of each in technologies.
[HS.ETS.4.5] -
Explain how a machine converts energy, through mechanical means, to do work. Collect and analyze data to determine the efficiency of simple and complex machines.