NM STEM Ready!

Science Standards
New Mexico
Specific Standards

May 4, 2018
 1.Science and Society

1.Science and Society

PERFORMANCE EXPECTATIONS
Students who demonstrate understanding can:

1-SS-1 NM. Obtain information about how men and women of all ethnic and social backgrounds in New Mexico have worked together to advance science
and technology. [Clarification Statement: Introduce the concept that regardless of ethnicity, gender, or social background, any person can contribute to advances in science and technology.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Obtaining, Evaluating and Communicating Information ETS1.A Defining and Delimiting Engineering Problems Patterns
Obtaining, evaluating, and communicating information in K–2 builds on prior  A situation that people want to change or create can be approached • Patterns in the natural and human designed world can be observed,
experiences and uses observations and texts to communicate new as a problem to be solved through engineering. used to describe phenomena, and used as evidence.
information.  Asking questions, making observations, and gathering information
 Obtain information using various tests, text features (e.g. headings, are helpful in thinking about problems. ---------------------------------------------
tables of contents, glossaries, electronic menus, icons), and other Connections to Nature of Science
media that will be useful in answering a scientific question and/or
supporting a scientific claim. Science Addresses Questions about the Natural and Material
 Read grade-appropriate texts and/or use media to obtain scientific
World
and/or technical information to determine patterns in and/or  Scientists study the natural and material world
evidence about the natural and designed world(s).

Science is a Human Endeavor

 People have practiced science for a long time.
 Men and women of diverse backgrounds are scientists and
engineers.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands: 3 –5.ETS1.A
Common Core State Standards Connections:
ELA/Literacy –
RI.1.1 Ask and answer questions about key details in the text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions.)

Mathematics -
 5.Science and Society

5.Science and Society

PERFORMANCE EXPECTATIONS
Students who demonstrate understanding can:

5-SS-1 NM. Communicate information gathered from books, reliable media, or outside sources, that describes how a variety of scientists and engineers
across New Mexico have improved existing technologies, developed new ones, or improved society through applications of science.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Obtaining, Evaluating and Communicating Information ETS2.A: Interdependence of Science, Engineering, and Science is a Human Endeavor
Obtaining, evaluating, and communicating information in 3–5 builds on K–2 Technology  Men and women from all cultures and backgrounds choose careers
experiences and progresses to evaluating the merit and accuracy of ideas  Advances in science offer new capabilities, new materials, or new as scientists and engineers.
and methods. understanding of processes that can be applied through engineering  Most scientists and engineers work in teams.
 Read and comprehend grade-appropriate complex texts and/or other to produce advances in technology.  Science affects everyday life.
reliable media to summarize and obtain scientific and technical ideas  Advances in technology, in turn, provide scientists with new  Creativity and imagination are important to science.
and describe how they are supported by evidence. capabilities to probe the natural world at larger or smaller scales; to
record, manage, and analyze data; and to model ever more complex Science is a Way of Knowing
systems with greater precision. • Science is both a body of knowledge and processes that add new
 In addition, engineers’ efforts to develop or improve technologies knowledge.
often raise new questions for scientists’ investigation. • Science is a way of knowing that is used by many people

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands: N/A
Common Core State Standards Connections:
ELA/Literacy –
RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.5.5 Include multimedia components (e.g., graphics, sounds) and visual displays in presentations when appropriate to enhance the development of main ideas or themes
Mathematics –
 MS. Human Impacts

MS.Human Impacts
PERFORMANCE EXPECTATIONS
Students who demonstrate understanding can:

MS-ESS3-3 NM. Describe the advantages and disadvantages associated with technologies related to local industries and energy production. [Clarification
Statement: Examples may include examining short- and long-term impacts of related technologies on water usage (such as the withdrawal of water from streams and aquifers, the construction of
dams and levees, or sewage treatment plants), land usage (such as urban development, agriculture, the removal of wetlands, or solar panel installation), pollution (such as of the air, water, or land),
local employment, and economic stimulus.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Engaging in Argumentation from Evidence ESS3.A Natural Resources Cause and Effect
Engaging in argument from evidence in 6–8 builds on K-5 experiences and  Humans depend on Earth’s land, ocean, atmosphere, and biosphere  Cause and effect relationships may be used to predict phenomena in
progresses to constructing a convincing argument that supports or refutes for many different resources. Minerals, fresh water, and biosphere natural or designed systems.
claims for either explanations or solutions about the natural and designed resources are limited, and many are not renewable or replaceable
world(s). over human lifetimes. These resources are distributed unevenly Systems and System Models
 Compare and critique two arguments on the same topic and analyze around the planet as a result of past geologic processes.  Models can be used to represent systems and their interactions—
whether they emphasize similar or different evidence and/or
such as inputs, processes, and outputs—and energy, matter, and
interpretations of facts.
ESS3.C Human Impacts on Earth Systems information flows within systems.
 The sustainability of human societies and the biodiversity that
Obtaining, Evaluating and Communicating Information
supports them requires responsible management of natural
Obtaining, evaluating, and communicating information in 6–8 builds on K-5
resources.
experiences and progresses to evaluating the merit and validity of ideas and
methods.
 Gather, read, and synthesize information from multiple appropriate ETS2.B Influence of Engineering, Technology, and Science on
sources and assess the credibility, accuracy, and possible bias of each Society and the Natural World
publication and methods used, and describe how they are supported or  The uses of technologies and any limitations on their use are driven
not supported by evidence. by individual or societal needs, desires, and values; by the findings
of scientific research; and by differences in such factors as climate,
natural resources, and economic conditions.

Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS2.C; MS.LS4.D

Articulation of DCIs across grade-bands: 3.LS2.C; 3.LS4.D; 5.ESS3.c; HS.LS2.C; HS.LS4.C; HS.LS4.D; HS.ESS2.C; HS.ESS2.D; HS.ESS2.3; HS.ESS3.C; HS.ESS3.D
Common Core State Standards Connections:
ELA/Literacy –
EP 3 They respond to the varying demands of audience, task, purpose, and discipline.
RST 6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
RST 6-8.9 Compare and contrast the information gain from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
WHST 6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively,; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.
WHST 6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
Mathematics –
MP 3 Construct viable arguments and critique the reasoning of others.
 HS.Interdependent Relationships in Ecosystems

HS.Interdependent Relationships in Ecosystems

PERFORMANCE EXPECTATIONS
Students who demonstrate understanding can:

HS-LS2-7 NM. Using a local issue in your solution design, describe and analyze the advantages and disadvantages of human activities that support the
local population such as reclamation projects, building dams, and habitat restoration.*

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and Designing Solutions LS2.C: Ecosystem Dynamics, Functioning, and Resilience
Stability and Change
Constructing explanations and designing solutions in 9–12 builds on K–8  Moreover, anthropogenic changes (induced by human activity) in the
• Much of science deals with constructing explanations of how
experiences and progresses to explanations and designs that are supported by environment—including habitat destruction, pollution, introduction of
things change and how they remain stable.
multiple and independent student-generated sources of evidence consistent with invasive species, overexploitation, and climate change—can disrupt an
scientific ideas, principles, and theories. ecosystem and threaten the survival of some species.
• Design, evaluate, and refine a solution to a complex real-world problem,
based on scientific knowledge, student-generated sources of evidence, LS4.D: Biodiversity and Humans
prioritized criteria, and tradeoff considerations. • Humans depend on the living world for the resources and other benefits
provided by biodiversity. But human activity is also having adverse
impacts on biodiversity through overpopulation, overexploitation, habitat
destruction, pollution, introduction of invasive species, and climate
change. Thus sustaining biodiversity so that ecosystem functioning and
productivity are maintained is essential to supporting and enhancing life
on Earth. Sustaining biodiversity also aids humanity by preserving
landscapes of recreational or inspirational value. (secondary) (Note: This
Disciplinary Core Idea is also addressed by HS-LS4-6.)

ETS1.B: Developing Possible Solutions

• When evaluating solutions it is important to take into account a range of
constraints including cost, safety, reliability and aesthetics and to consider
social, cultural and environmental impacts. (secondary)
Connections to other DCIs in this grade-band: HS.ESS2.D ; HS.ESS2.E ; HS.ESS3.A ; HS.ESS3.C
Articulation of DCIs across grade-bands: MS.LS2.C; MS.ESS3.C; M S.ESS3.D
Common Core State Standards Connections:
ELA/Literacy –
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
Mathematics –
MP.2 Reason abstractly and quantitatively.
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data
displays.
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
*The performance expectation marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
 HS.Science and Society

HS.Science and Society

PERFORMANCE EXPECTATIONS
Students who demonstrate understanding can:

HS-SS-1 NM. Obtain and communicate information about the role of New Mexico in nuclear science and 21st century innovations including how the national
laboratories have contributed to theoretical, experimental, and applied science; have illustrated the interdependence of science, engineering,
and technology; and have used systems involving hardware, software, production, simulation, and information flow. [Clarification Statement: Sandia National
Laboratory, Los Alamos National Laboratory, Very Large Array, White Sands, Air Force Research Laboratory, Genome Research, New Mexico Tech, New Mexico State University, University of New Mexico, New
Mexico Highlands University, etc.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Obtaining, Evaluating, and Communicating Information ETS1.A Defining and Delimiting Engineering Problems
Obtaining, evaluating, and communicating information in 9–12 builds on • Criteria and constraints also include satisfying any requirements set Cause and Effect
K–8 experiences and progresses to evaluating the validity and reliability of by society, such as taking issues of risk mitigation into account, and  Empirical evidence is required to differentiate between cause and
the claims, methods, and designs. they should be quantified to the extent possible and stated in such a correlation and make claims about specific causes and effects.
• Gather, read, and evaluate scientific and/or technical information from way that one can tell if a given design meets them.
multiple authoritative sources, assessing the evidence and usefulness of • Humanity faces major global challenges today, such as the need for -----------------------------------
each source. supplies of clean water and food or for energy sources that minimize Connections to Nature of Science
pollution, which can be addressed through engineering. These
global challenges may also have manifestations in local communities. Science is a Way of Knowing
• Science is both a body of knowledge that represents a current
ETS1.B Developing Possible Solutions understanding of natural systems and the processes used to refine,
 When evaluating solutions, it is important to take into account a elaborate, revise, and extend this knowledge.
range of constraints, including cost, safety, reliability, and aesthetics, • Science is a unique way of knowing and there are other ways of
and to consider social, cultural, and environmental impacts. knowing.
• Science distinguishes itself from other ways of knowing through use
ETS2.B Influence of Engineering, Technology, and Science on of empirical standards, logical arguments, and skeptical review.
Society and the Natural World • Science knowledge has a history that includes the refinement of, and
• New technologies can have deep impacts on society and the changes to, theories, ideas, and beliefs over time.
environment, including some that were not anticipated.
Connections to other DCIs in this grade-band: PS 1.A; PS1.B; PS 1.C
Articulation of DCIs across grade-bands: N/A
Common Core State Standards Connections:
ELA/Literacy –
RST HS.1 They demonstrate independence
SL 9-12.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
SL 9-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL 9-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
WHST 9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
Mathematics –
 HS.Science and Society

HS.Science and Society

PERFORMANCE EXPECTATIONS
Students who demonstrate understanding can:

HS-SS-2 NM. Construct an argument using claims, scientific evidence, and reasoning that helps decision makers with a New Mexico challenge or
opportunity as it relates to science. [Clarification Statement: Examples may include, but are not limited to, the Waste Isolation Pilot Plant (WIPP), mining, oil and gas production, solar energy
production, environmental remediation, urbanization, water scarcity, forest fires, or flash floods.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Engaging in Argument from Evidence ETS 1.A Defining and Delimiting Engineering Problems
Engaging in argument from evidence in 9–12 builds on K–8 experiences and  Criteria and constraints also include satisfying any requirements set Cause and Effect
progresses to using appropriate and sufficient evidence and scientific by society such as taking issues of risk mitigation into account, and  Empirical evidence is required to differentiate between cause and
reasoning to defend and critique claims and explanations about the natural they should be quantified to the extent possible and stated in such a correlation and make claims about specific causes and effects.
and designed world(s). Arguments may also come from current scientific or way that one can tell if a given design meets them.
historical episodes in science.  Humanity faces major global challenges today, such as the need for Systems and System Models
• Compare and evaluate competing arguments or design solutions in light supplies of clean water and food or for energy sources that minimize  Model can be used to predict the behavior of a systems, but these
of currently accepted explanations, new evidence, limitations (e.g., pollution, which can be addressed through engineering. These predictions have limited precision and reliability due to the
trade-offs), constraints, and ethical issues. global challenges also may have manifestations in local communities. assumptions and approximations inherent in models.
• Evaluate the claims, evidence, and/or reasoning behind currently
accepted explanations or solutions to determine the merits of ETS 1.B Developing Possible Solutions -----------------------------------
arguments.  When evaluating solutions, it is important to take into account a
• Construct, use, and/or present an oral and written argument or
Connections to Nature of Science
range of constraints, including cost, safety, reliability, and aesthetics,
counter-arguments based on data and evidence and to consider social, cultural, and environmental impacts.
Scientific Knowledge is Open to Revision in Light of New Evidence
 Most scientific knowledge is quite durable but is, in principle, subject
to change based on new evidence and/or reinterpretation of existing
evidence.
 Scientific argumentation is a mode of logical discourse used to
clarify the strength of relationships between ideas and evidence that
may result in revision of an explanation.
Science Addresses Questions about the Natural and Material
World
 Science and technology may raise ethical issues for which science, by
itself, does not provide answers and solutions.
 Science knowledge indicates what can happen in natural systems—
not what should happen. The latter involves ethics, values, and
human decisions about the use of knowledge.

Connections to other DCIs in this grade-band: ETS 1.B Bullet 2

Articulation of DCIs across grade-bands: N/A
Common Core State Standards Connections:
ELA/Literacy –
RST 9-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
RST 9-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
RI 9-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
W 9-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
SL 9-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL 9-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Mathematics -
MP2 Reason abstractly and quantitatively
MP3 Construct viable arguments and critique the reasoning of others
MP4 Model with mathematics
HSS.IC.B.6 Evaluate reports based on data