Middle School
Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
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MS-LS2-5
Middle School
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
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MS-LS2-4
Middle School
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
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MS-LS2-2
Middle School
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
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MS-LS2-1
Middle School
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
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MS-LS1-4
Middle School
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
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MS-ETS1-1
Middle School
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
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HS-LS2-8
High School
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
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HS-LS2-7
High School
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
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HS-LS2-6
High School
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.