High School Science Iowa Standards

Develop and use models to evaluate the relationship between the relative positions of the Earth, Sun, and Moon and the phenomena caused by the relationship as observed from Earth.

Plan and carry out an investigation using the celestial sphere to explain how latitude and time of year affect the visibility of constellations, planets, and other celestial objects.

Obtain, evaluate, and communicate information about how patterns in ancient structures, instruments, philosophies, and civilizations influenced the study of astronomy.

Plan and carry out an investigation to analyze patterns in telescopic data of various electromagnetic spectra to explain astronomical phenomena.

Construct an argument based on evidence for the significance of historical and future space exploration as they relate to affecting leaps in technology, cultural cooperation, knowledge, and inspiration.

Ask questions to investigate and communicate the structure and properties of objects in our solar system and the zones they inhabit. Emphasize grouping the objects found in the solar system into different categories based on their major properties.

Develop and use models, based on evidence, to explain the formation of the solar system and the different proportions of matter and energy within regions of the system.

Use computational thinking to model gravitational force at varying scale and proportion that explain motion and interaction of objects in the solar system.

Design a solution for a functioning human colony on an object in the solar system other than Earth.

Develop and use models to explain stability and change during the process of stellar evolution from birth to death of a star.

Construct an argument on the constructive and destructive lifecycle of a star based on evidence.

Ask questions to evaluate evidence that predicts the stability and change of a star during its lifespan and its final stage of stellar evolution based on mass.

Construct an argument from evidence to explain the patterns that describe the formation of the universe.

Use models to describe the conditions of the early universe that led to the formation and evolution of matter including the birth of the first stars and galaxies.

Construct an explanation using evidence to support the existence of dark matter and dark energy.

Develop and use models to relate the cause for how galactic evolution occurs.

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, supplying Earth with energy.

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.

Communicate scientific ideas about the way stars, over their life cycle, produce elements.

Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

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.

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.

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.

Analyze geoscience data to make the claim that one change to Earth’s surface can create feedback that causes changes to other Earth systems.

Develop a model based on evidence of Earth’s interior to describe and explain the cycling of matter by thermal convection.

Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in climate changes and trends.

Plan and conduct an investigation of the properties of fluids (i.e. wind and water) and their effects on Earth materials and surface processes.

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Construct an argument based on evidence about the simultaneous coevolution in Earth’s systems and life on Earth.

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and climate changes and trends have influenced human civilizations.

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Evaluate or refine a technological solution that reduces society’s influence on natural systems.

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 changes and trends and associated future impacts to Earth systems.

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified over time.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

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.

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.

Earth and Space

Life

Physical

Initial Level: Identify characteristics of the seasons.

Precursor Level: Use a model of Earth and Sun to show how Earth’s positions in its orbit around the Sun correspond with the four seasons.

Target Level: Use a model of Earth and the Sun to show how Earth's tilt and orbit around the Sun cause changes in seasons.

Initial Level: Recognize changes (e.g., mountain formation, erosion, and glacial changes) that occurred on Earth's surface.

Precursor Level: Recognize if processes that change Earth's surface are constructive or destructive.

Target Level: Use a model to show how constructive forces (e.g., volcanoes) and destructive mechanisms (e.g., weathering, coastal erosions) change Earth's surface.

Initial Level: Recognize the differences between geographical climates (e.g., Minnesota versus Florida, desert versus rainforest).

Precursor Level: Recognize climate changes have occurred (e.g., a change in average temperature, precipitation patterns, glacial ice volumes, sea levels).

Target Level: Using a model, recognize how the effects of changes in climate can impact human lives.

Initial Level: Recognize characteristics of natural hazards (e.g., floods, earthquakes, tornadoes).

Precursor Level: Recognize how natural hazards (e.g., floods, earthquakes, tornadoes) influence human activity.

Target Level: Construct an explanation based on evidence for how natural hazards have influenced human activity.

Initial Level: Recognize characteristics of natural hazards.

Precursor Level: Recognize how natural hazards (e.g., floods, earthquakes, tornadoes) influence human activity.

Target Level: Construct an explanation based on evidence for how natural hazards have influenced human activity.

Initial Level: Recognize strategies to manage objects (e.g., dispose, repurpose, or recycle).

Precursor Level: Describe the factors that would favor one strategy to conserve, recycle, or reuse resources over another.

Target Level: Construct an argument for a strategy to conserve, recycle, or reuse resources.

Initial Level: Gather data on the effects of a local (e.g., class or school-wide) conservation strategy.

Precursor Level: Organize data on the effects of conservation strategies (e.g., using less energy, using rechargeable batteries, recycling or repurposing materials).

Target Level: Analyze data to determine the effects of a conservation strategy on the level of a natural resource.

Initial Level: Recognize that different organs have different functions.

Precursor Level: Identify which organs work for a specific function.

Target Level: Use a model to illustrate the organization and interaction of major organs into systems in the body to provide specific functions.

Initial Level: Recognize that organisms are composed of cells.

Precursor Level: Use a model to relate the number of cells to the size of a body.

Target Level: Use a model to illustrate how growth occurs when cells multiply.

Initial Level: Identify food and shelter needs for familiar wildlife.

Precursor Level: Recognize the relationship between population size and available resources for food and shelter from a graphical representation.

Target Level: Use a graphical representation to explain the dependence of an animal population on other organisms for food and their environment for shelter.

Initial Level: Compare traits of parents and offspring.

Precursor Level: Make a claim supported by evidence that parents and offspring may have different traits.

Target Level: Defend why reproduction may or may not result in offspring with different traits.

Initial Level: Match particular species to their various environments.

Precursor Level: Identify factors in an environment that require special traits to survive.

Target Level: Explain how the traits of particular species that allow them to survive in their specific environments.

Initial Level: Recognize that a change has occurred during a chemical reaction.

Precursor Level: Identify the changes that have occurred during a chemical reaction.

Target Level: Make a claim supported by evidence to explain patterns of chemical properties that occur in a substance during a common chemical reaction.

Initial Level: Identify safety equipment devices that minimize force of a collision.

Precursor Level: Use data to compare the effectiveness of safety devices to determine which best minimizes the force of a collision.

Target Level: Evaluate the effectiveness of safety devices and design a solution that could minimize the force of a collision.

Initial Level: Compare relative difference in temperature (warmth, coldness) of two liquids.

Precursor Level: Compare the temperatures of two liquids of different temperatures before and after combining.

Target Level: Investigate and predict the temperatures of two liquids before and after combining to show uniform energy distribution.

Initial Level: Identify how common technological devices are used for different purposes.

Precursor Level: Identify common devices which use light or sound waves to transmit information.

Target Level: Make a claim supported by evidence that shows how some devices use light and sound waves to transmit and capture information.

ESS1: Earth's Place in the Universe

Earth and the Solar System

Earth's Systems

Earth's Materials and Systems

Weather and Climate

Earth and Human Activity

ESS3: Earth and Human Activity

Natural Resources

Natural Resources

Human Impacts on Earth Systems

LS1: From Molecules to Organisms: Structures and Processes

Growth and Development of Organisms

Structure and Function

Ecosystems: Interactions, Energy, and Dynamics

Interdependent Relationships in Ecosystems

LS3: Heredity: Inheritance and Variation of Traits

Variation of Traits

Biological Evolution: Unity and Diversity

Adaptation

PS1: Matter and Its Interactions

Structure and Properties of Matter

PS2: Motion and Stability: Forces and Interactions

Forces and Motion

PS3: Energy

Conservation of Energy and Energy Transfer

Waves and Their Applications in Technologies for Information Transfer

Wave Properties

Develop and use models to demonstrate the orientation of anatomical structures and regions of the human body.

Obtain, evaluate, and communicate information about how the scale, proportion, and quantity of different body structures affect their functions within the human body.

Construct an explanation about the relationship between the structures and functions of the integumentary system

Develop and use models to relate the structure and functions of the skeletal system.

Develop and use a model to investigate the cause and effect relationship between structure and functions of the muscular system and their role in movement and support.

Engage in argument from evidence about how the integumentary, skeletal, and muscular systems make support, protection, and movement possible.

Plan and carry out an investigation to determine how the structures of the nervous system support the function of information processing (detection, interpretation, and response) within the body.

Develop and use a model to investigate the cause and effect relationship between the hormones of the endocrine system and the homeostatic processes they regulate to maintain a stable internal environment, support health, and promote growth and development.

Construct an explanation about how the cause and effect relationship of the endocrine and nervous systems makes information processing (detection, interpretation and response) possible.

Develop and use a model to investigate the cause and effect relationship that explains how the cardiovascular and respiratory systems obtain oxygen, transport nutrients, and remove waste.

Obtain, evaluate, and communicate information about the relationship between the structure and function of the digestive and urinary systems as they utilize matter to derive energy and eliminate waste.

Ask questions to construct an explanation about the interdependence of the cardiovascular, respiratory, immunity, lymphatic urinary, and digestive systems.

Use mathematics and computational thinking to design a device which measures the exchange of matter and energy used by the cardiovascular, respiratory, immunity, lymphatic, digestive, and urinary systems to determine health of those systems and to prevent potential health issues.

Develop and use a model to investigate the cause and effect relationship between the structures of the male and female reproductive system environments allowing for the production of egg and sperm, fertilization, implantation, and the development of the human fetus.

Ask questions about how the reproductive system uses matter and energy to make growth and development possible.

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.

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

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.

Use a model to illustrate that 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.

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

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.

Design, evaluate, and refine a solution for increasing environmental sustainability and biodiversity.

Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

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 caused by environmental factors.

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

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 individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

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.

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

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) the extinction of other species.

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

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 properties.

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.

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.

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

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.

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.

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.

Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

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.

Communicate scientific and technical information about why the molecularlevel structure is important in the functioning of designed materials.

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.

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 position of particles (objects).

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

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 distribution among the components in the system (second law of thermodynamics).

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.

Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

Evaluate questions about the advantages of using a digital transmission and storage of information.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

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.

Student Sensemaking of phenomena

Asking questions and defining problems.

Planning and carrying out investigations.

Analyzing and interpreting data.

Using mathematical and computational thinking.

Engaging in argument from evidence.

Obtaining, evaluating and communicating information.

Constructing explanations and designing solutions.

Developing and using models.