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View all PreK-12 NYS Learning Standards in a dropdown list format.
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Standard Area - ARTS: NYS The Arts
Standard Area - ARTS: NYS The Arts
Standard Area - CDOS: NYS Career Development and Occupational Studies
Standard Area - CDOS: NYS Career Development and Occupational Studies
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Standard Area - CSDF: NYS Computer Science and Digital Fluency
Standard Area - CSDF: NYS Computer Science and Digital Fluency
Standard Area - ELA: NYS Next Generation English Language Arts
Standard Area - ELA: NYS Next Generation English Language Arts
Standard Area - HPF: NYS Health, Physical Education, and Family and Consumer Sciences
Standard Area - HPF: NYS Health, Physical Education, and Family and Consumer Sciences
Standard Area - NY-MATH: NYS Next Generation Mathematics
Standard Area - NY-MATH: NYS Next Generation Mathematics
Standard Area - PE: NYS Physical Education
Standard Area - PE: NYS Physical Education
Standard Area - S: NYS Science
Standard Area - S: NYS Science
Grade Level - S.P: Pre-K
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Grade Level - S.P: Pre-K
Grade Level - S.K: Kindergarten
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Grade Level - S.K: Kindergarten
Grade Level - S.1: First Grade
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Grade Level - S.1: First Grade
Grade Level - S.2: Second Grade
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Grade Level - S.2: Second Grade
Grade Band - S.K-2: Kindergarten - Second Grade
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Grade Band - S.K-2: Kindergarten - Second Grade
Grade Level - S.3: Third Grade
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Grade Level - S.3: Third Grade
Grade Level - S.4: Fourth Grade
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Grade Level - S.4: Fourth Grade
Grade Level - S.5: Fifth Grade
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Grade Level - S.5: Fifth Grade
Grade Band - S.3-5: Third - Fifth Grades
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Grade Band - S.3-5: Third - Fifth Grades
Grade Level - S.MS: Middle School
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Grade Level - S.MS: Middle School
Grade Level - S.HS: High School
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Grade Level - S.HS: High School
Domain - S.HS.PS: Structure and Properties of Matter
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Domain - S.HS.PS: Structure and Properties of Matter
Performance Expectation - S.HS.PS.1.1:
Students who demonstrate understanding can use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outer most energy level of atoms.
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Performance Expectation - S.HS.PS.1.1:
Students who demonstrate understanding can use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outer most energy level of atoms.
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Performance Expectation - S.HS.PS.1.3:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.PS.1.3:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.PS.1.8:
Students who demonstrate understanding can develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
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Performance Expectation - S.HS.PS.1.8:
Students who demonstrate understanding can develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
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Performance Expectation - S.HS.PS.2.6:
Students who demonstrate understanding can communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.
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Performance Expectation - S.HS.PS.2.6:
Students who demonstrate understanding can communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.
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Performance Expectation - S.HS.PS.1.9:
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.
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Performance Expectation - S.HS.PS.1.9:
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.
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Performance Expectation - S.HS.PS.1.10:
Use evidence to support claims regarding the formation, properties and behaviors of solutions at bulk scales.
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Performance Expectation - S.HS.PS.1.10:
Use evidence to support claims regarding the formation, properties and behaviors of solutions at bulk scales.
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Domain - S.HS.PS: Chemical Reactions
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Domain - S.HS.PS: Chemical Reactions
Performance Expectation - S.HS.PS.1.2:
Students who demonstrate understanding can 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 propertie
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Performance Expectation - S.HS.PS.1.2:
Students who demonstrate understanding can 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 propertie
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Performance Expectation - S.HS.PS.1.4:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.PS.1.4:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.PS.1.5:
Students who demonstrate understanding can apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.
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Performance Expectation - S.HS.PS.1.5:
Students who demonstrate understanding can apply scientific principles and evidence to explain how the rate of a physical or chemical change is affected when conditions are varied.
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Performance Expectation - S.HS.PS.1.6:
Students who demonstrate understanding can refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
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Performance Expectation - S.HS.PS.1.6:
Students who demonstrate understanding can refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
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Performance Expectation - S.HS.PS.1.7:
Students who demonstrate understanding can use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
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Performance Expectation - S.HS.PS.1.7:
Students who demonstrate understanding can use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
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Performance Expectation - S.HS.PS.1.11:
Plan and conduct an investigation to compare properties and behaviors of acids and bases.
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Performance Expectation - S.HS.PS.1.11:
Plan and conduct an investigation to compare properties and behaviors of acids and bases.
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Performance Expectation - S.HS.PS.1.12:
Use evidence to illustrate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.
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Performance Expectation - S.HS.PS.1.12:
Use evidence to illustrate that some chemical reactions involve the transfer of electrons as an energy conversion occurs within a system.
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Domain - S.HS.PS: Forces and Interactions
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Domain - S.HS.PS: Forces and Interactions
Performance Expectation - S.HS.PS.2.1:
Students who demonstrate understanding can analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
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Performance Expectation - S.HS.PS.2.1:
Students who demonstrate understanding can analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
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Performance Expectation - S.HS.PS.2.2:
Students who demonstrate understanding can use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
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Performance Expectation - S.HS.PS.2.2:
Students who demonstrate understanding can use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
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Performance Expectation - S.HS.PS.2.3:
Students who demonstrate understanding can apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
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Performance Expectation - S.HS.PS.2.3:
Students who demonstrate understanding can apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
Performance Expectation - S.HS.PS.2.4:
Students who demonstrate understanding can use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
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Performance Expectation - S.HS.PS.2.4:
Students who demonstrate understanding can use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
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Performance Expectation - S.HS.PS.2.5:
Students who demonstrate understanding can plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
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Performance Expectation - S.HS.PS.2.5:
Students who demonstrate understanding can plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
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Domain - S.HS.PS: Energy
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Domain - S.HS.PS: Energy
Performance Expectation - S.HS.PS.3.1:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.PS.3.1:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.PS.3.2:
Students who demonstrate understanding can 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
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Performance Expectation - S.HS.PS.3.2:
Students who demonstrate understanding can 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
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Performance Expectation - S.HS.PS.3.3:
Students who demonstrate understanding can design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
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Performance Expectation - S.HS.PS.3.3:
Students who demonstrate understanding can design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
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Performance Expectation - S.HS.PS.3.4:
Students who demonstrate understanding can plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribu
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Performance Expectation - S.HS.PS.3.4:
Students who demonstrate understanding can plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribu
Performance Expectation - S.HS.PS.3.5:
Students who demonstrate understanding can develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
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Performance Expectation - S.HS.PS.3.5:
Students who demonstrate understanding can develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
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Performance Expectation - S.HS.PS.3.6:
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.
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Performance Expectation - S.HS.PS.3.6:
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.
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Domain - S.HS.PS: Waves and Electromagnetic Radiation
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Domain - S.HS.PS: Waves and Electromagnetic Radiation
Performance Expectation - S.HS.PS.4.1:
Students who demonstrate understanding can use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.
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Performance Expectation - S.HS.PS.4.1:
Students who demonstrate understanding can use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.
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Performance Expectation - S.HS.PS.4.2:
Students who demonstrate understanding can evaluate questions about the advantages of using a digital transmission and storage of information.
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Performance Expectation - S.HS.PS.4.2:
Students who demonstrate understanding can evaluate questions about the advantages of using a digital transmission and storage of information.
Performance Expectation - S.HS.PS.4.3:
Students who demonstrate understanding can evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle modell (quantum theory), and that for some situations one model i
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Performance Expectation - S.HS.PS.4.3:
Students who demonstrate understanding can evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle modell (quantum theory), and that for some situations one model i
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Performance Expectation - S.HS.PS.4.4:
Students who demonstrate understanding can evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
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Performance Expectation - S.HS.PS.4.4:
Students who demonstrate understanding can evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
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Performance Expectation - S.HS.PS.4.5:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.PS.4.5:
Students who demonstrate understanding can 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.
Performance Expectation - S.HS.PS.4.6:
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.
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Performance Expectation - S.HS.PS.4.6:
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.
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Domain - S.HS.LS: Structure and Function
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Domain - S.HS.LS: Structure and Function
Performance Expectation - S.HS.LS.1.1:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.LS.1.1:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.LS.1.2:
Students who demonstrate understanding can develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
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Performance Expectation - S.HS.LS.1.2:
Students who demonstrate understanding can develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
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Performance Expectation - S.HS.LS.1.3:
Students who demonstrate understanding can plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
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Performance Expectation - S.HS.LS.1.3:
Students who demonstrate understanding can plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
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Domain - S.HS.LS: Matter and Energy in Organisms and Ecosystems
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Domain - S.HS.LS: Matter and Energy in Organisms and Ecosystems
Performance Expectation - S.HS.LS.1.5:
Students who demonstrate understanding can use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
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Performance Expectation - S.HS.LS.1.5:
Students who demonstrate understanding can use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
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Performance Expectation - S.HS.LS.1.6:
Students who demonstrate understanding can construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
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Performance Expectation - S.HS.LS.1.6:
Students who demonstrate understanding can construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
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Performance Expectation - S.HS.LS.1.7:
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.
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Performance Expectation - S.HS.LS.1.7:
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.
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Performance Expectation - S.HS.LS.2.3:
Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems.
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Performance Expectation - S.HS.LS.2.3:
Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems.
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Performance Expectation - S.HS.LS.2.4:
Students who demonstrate understanding can use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
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Performance Expectation - S.HS.LS.2.4:
Students who demonstrate understanding can use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
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Performance Expectation - S.HS.LS.2.5:
Students who demonstrate understanding can develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
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Performance Expectation - S.HS.LS.2.5:
Students who demonstrate understanding can develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
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Domain - S.HS.LS: Interdependent Relationships in Ecosystems
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Domain - S.HS.LS: Interdependent Relationships in Ecosystems
Performance Expectation - S.HS.LS.2.1:
Students who demonstrate understanding can use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
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Performance Expectation - S.HS.LS.2.1:
Students who demonstrate understanding can use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
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Performance Expectation - S.HS.LS.2.2:
Students who demonstrate understanding can use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
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Performance Expectation - S.HS.LS.2.2:
Students who demonstrate understanding can use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
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Performance Expectation - S.HS.LS.2.6:
Students who demonstrate understanding can 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
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Performance Expectation - S.HS.LS.2.6:
Students who demonstrate understanding can 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
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Performance Expectation - S.HS.LS.2.7:
Students who demonstrate understanding can design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
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Performance Expectation - S.HS.LS.2.7:
Students who demonstrate understanding can design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
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Performance Expectation - S.HS.LS.2.8:
Students who demonstrate understanding can evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
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Performance Expectation - S.HS.LS.2.8:
Students who demonstrate understanding can evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
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Domain - S.HS.LS: Inheritance and Variation of Traits
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Domain - S.HS.LS: Inheritance and Variation of Traits
Performance Expectation - S.HS.LS.1.4:
Students who demonstrate understanding can use a model to illustrate the role of cellular division (mitosis) and differentiation.
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Performance Expectation - S.HS.LS.1.4:
Students who demonstrate understanding can use a model to illustrate the role of cellular division (mitosis) and differentiation.
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Performance Expectation - S.HS.LS.3.1:
Students who demonstrate understanding can ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
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Performance Expectation - S.HS.LS.3.1:
Students who demonstrate understanding can ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
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Performance Expectation - S.HS.LS.3.2:
Students who demonstrate understanding can 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, and/or (3) mutations
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Performance Expectation - S.HS.LS.3.2:
Students who demonstrate understanding can 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, and/or (3) mutations
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Performance Expectation - S.HS.LS.3.3:
Students who demonstrate understanding can apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
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Performance Expectation - S.HS.LS.3.3:
Students who demonstrate understanding can apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
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Performance Expectation - S.HS.LS.1.8:
Use models to illustrate how human reproduction and development maintains continuity of life.
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Performance Expectation - S.HS.LS.1.8:
Use models to illustrate how human reproduction and development maintains continuity of life.
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Domain - S.HS.LS: Natural Selection and Evolution
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Domain - S.HS.LS: Natural Selection and Evolution
Performance Expectation - S.HS.LS.4.1:
Students who demonstrate understanding can communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
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Performance Expectation - S.HS.LS.4.1:
Students who demonstrate understanding can communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
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Performance Expectation - S.HS.LS.4.2:
Students who demonstrate understanding can 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 individ
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Performance Expectation - S.HS.LS.4.2:
Students who demonstrate understanding can 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 individ
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Performance Expectation - S.HS.LS.4.3:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.LS.4.3:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.LS.4.4:
Students who demonstrate understanding can construct an explanation based on evidence for how natural selection leads to adaptation of populations.
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Performance Expectation - S.HS.LS.4.4:
Students who demonstrate understanding can construct an explanation based on evidence for how natural selection leads to adaptation of populations.
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Performance Expectation - S.HS.LS.4.5:
Students who demonstrate understanding can evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3)
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Performance Expectation - S.HS.LS.4.5:
Students who demonstrate understanding can evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3)
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Domain - S.HS.ESS: Space Systems
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Domain - S.HS.ESS: Space Systems
Performance Expectation - S.HS.ESS.1.1:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.1.1:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.1.2:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.1.2:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.1.3:
Students who demonstrate understanding can communicate scientific ideas about the way stars, over their life cycle, produce elements.
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Performance Expectation - S.HS.ESS.1.3:
Students who demonstrate understanding can communicate scientific ideas about the way stars, over their life cycle, produce elements.
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Performance Expectation - S.HS.ESS.1.4:
Students who demonstrate understanding can use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
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Performance Expectation - S.HS.ESS.1.4:
Students who demonstrate understanding can use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
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Performance Expectation - S.HS.ESS.1.7:
Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.
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Performance Expectation - S.HS.ESS.1.7:
Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.
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Domain - S.HS.ESS: History of Earth
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Domain - S.HS.ESS: History of Earth
Performance Expectation - S.HS.ESS.1.5:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.1.5:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.1.6:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.1.6:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.2.1:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.2.1:
Students who demonstrate understanding can 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.
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Domain - S.HS.ESS: Earth’s Systems
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Domain - S.HS.ESS: Earth’s Systems
Performance Expectation - S.HS.ESS.2.2:
Students who demonstrate understanding can analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth's systems.
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Performance Expectation - S.HS.ESS.2.2:
Students who demonstrate understanding can analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to Earth's systems.
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Performance Expectation - S.HS.ESS.2.3:
Students who demonstrate understanding can develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
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Performance Expectation - S.HS.ESS.2.3:
Students who demonstrate understanding can develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
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Performance Expectation - S.HS.ESS.2.5:
Students who demonstrate understanding can plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
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Performance Expectation - S.HS.ESS.2.5:
Students who demonstrate understanding can plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
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Performance Expectation - S.HS.ESS.2.6:
Students who demonstrate understanding can develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
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Performance Expectation - S.HS.ESS.2.6:
Students who demonstrate understanding can develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
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Performance Expectation - S.HS.ESS.2.7:
Students who demonstrate understanding can construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
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Performance Expectation - S.HS.ESS.2.7:
Students who demonstrate understanding can construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
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Assessments
Domain - S.HS.ESS: Weather and Climate
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Domain - S.HS.ESS: Weather and Climate
Performance Expectation - S.HS.ESS.2.4:
Students who demonstrate understanding can use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
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Performance Expectation - S.HS.ESS.2.4:
Students who demonstrate understanding can use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
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Assessments
Performance Expectation - S.HS.ESS.2.8:
Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.
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Performance Expectation - S.HS.ESS.2.8:
Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.
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Performance Expectation - S.HS.ESS.3.5:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.3.5:
Students who demonstrate understanding can 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.
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Domain - S.HS.ESS: Human Sustainability
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Domain - S.HS.ESS: Human Sustainability
Performance Expectation - S.HS.ESS.3.1:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.3.1:
Students who demonstrate understanding can 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.
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Performance Expectation - S.HS.ESS.3.2:
Students who demonstrate understanding can evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
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Performance Expectation - S.HS.ESS.3.2:
Students who demonstrate understanding can evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
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Performance Expectation - S.HS.ESS.3.3:
Students who demonstrate understanding can create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
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Performance Expectation - S.HS.ESS.3.3:
Students who demonstrate understanding can create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
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Performance Expectation - S.HS.ESS.3.4:
Students who demonstrate understanding can evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
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Performance Expectation - S.HS.ESS.3.4:
Students who demonstrate understanding can evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
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Performance Expectation - S.HS.ESS.3.6:
Students who demonstrate understanding can use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
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Performance Expectation - S.HS.ESS.3.6:
Students who demonstrate understanding can use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
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Domain - S.HS.ETS: Engineering Design
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Domain - S.HS.ETS: Engineering Design
Performance Expectation - S.HS.ETS.1.1:
Students who demonstrate understanding can analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
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Performance Expectation - S.HS.ETS.1.1:
Students who demonstrate understanding can analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
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Performance Expectation - S.HS.ETS.1.2:
Students who demonstrate understanding can design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
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Performance Expectation - S.HS.ETS.1.2:
Students who demonstrate understanding can design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
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Performance Expectation - S.HS.ETS.1.3:
Students who demonstrate understanding can 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 possibl
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Performance Expectation - S.HS.ETS.1.3:
Students who demonstrate understanding can 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 possibl
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Performance Expectation - S.HS.ETS.1.4:
Students who demonstrate understanding can use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
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Performance Expectation - S.HS.ETS.1.4:
Students who demonstrate understanding can use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
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Standard Area - SEL: NYS Social Emotional Learning Benchmarks
Standard Area - SEL: NYS Social Emotional Learning Benchmarks
Standard Area - SS: NYS Social Studies Framework
Standard Area - SS: NYS Social Studies Framework
Standard Area - TECH: Learning Standards for Technology
(see MST standards under Previous Standard Versions)
Standard Area - TECH: Learning Standards for Technology
(see MST standards under Previous Standard Versions)
Standard Area - WL: World Languages
Standard Area - WL: World Languages
Standard Area - Previous Standards Versions
Standard Area - Previous Standards Versions
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