H.E.1A: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.
H.E.1A.1: Ask questions to
H.E.1A.1.1: generate hypotheses for scientific investigations,
H.E.1A.1.3: extend the results of investigations or challenge scientific arguments or claims.
H.E.1A.2: Develop, use, and refine models to
H.E.1A.2.2: test devices or solutions, or
H.E.1A.2.3: communicate ideas to others.
H.E.1A.3: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations:
H.E.1A.3.2: identify materials, procedures, and variables,
H.E.1A.3.3: use appropriate laboratory equipment, technology, and techniques to collect qualitative and quantitative data, and
H.E.1A.3.4: record and represent data in an appropriate form. Use appropriate safety procedures.
H.E.1A.4: Analyze and interpret data from informational texts and data collected from investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to
H.E.1A.4.1: reveal patterns and construct meaning,
H.E.1A.4.2: support or refute hypotheses, explanations, claims, or designs, or
H.E.1A.4.3: evaluate the strength of conclusions.
H.E.1A.5: Use mathematical and computational thinking to
H.E.1A.5.2: express relationships between variables for models and investigations, or
H.E.1A.6: Construct explanations of phenomena using
H.E.1A.6.2: conclusions from scientific investigations,
H.E.1A.6.4: data communicated in graphs, tables, or diagrams.
H.E.1A.8: Obtain and evaluate scientific information to
H.E.1A.8.4: evaluate hypotheses, explanations, claims, or designs or
H.E.1A.8.A: Communicate using the conventions and expectations of scientific writing or oral presentations by
H.E.1A.8.A.2: reporting the results of student experimental investigations.
H.E.1B: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.
H.E.1B.1: Construct devices or design solutions using scientific knowledge to solve specific problems or needs:
H.E.1B.1.1: ask questions to identify problems or needs,
H.E.1B.1.4: build and test devices or solutions,
H.E.1B.1.5: determine if the devices or solutions solved the problem and refine the design if needed, and
H.E.2A: Earth is a tiny part of a vast universe that has developed over a huge expanse of time. At the center of Earth's solar system is one local star, the Sun. It is just one of a vast number of stars in the Milky Way Galaxy, which is just one of a vast number of galaxies in the observable universe. The study of the light spectra and brightness of stars is used to identify compositional elements of stars, their movements, and their distances from Earth. Nearly all observable matter in the universe formed and continues to form within the cores of stars. The universe began with a period of extreme and rapid expansion and has been expanding ever since.
H.E.2A.2: Use the Hertzsprung-Russell diagram to classify stars and explain the life cycles of stars (including the Sun).
H.E.2B: The solar system consists of the Sun and a collection of objects of varying sizes and conditions - including planets and their moons - that have predictable patterns of movement. These patterns can be explained by gravitational forces and conservation laws, and in turn explains many large-scale phenomena observed on Earth. Kepler's laws describe common features of the motions of orbiting objects, including their elliptical paths around the Sun. The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.
H.E.2B.3: Use mathematical and computational thinking to explain the motion of an orbiting object in the solar system.
H.E.3A: Evidence indicates Earth's interior is divided into a solid inner core, a liquid outer core, a solid (but flowing) mantle and solid crust. Although the crust is solid, it is in constant motion and is recycled through time. Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth's surface and provides a coherent account of its geological history. Weathering (physical and chemical) and soil formation are a result of the interactions of Earth's geosphere, hydrosphere, and atmosphere. All forms of resource extraction and land use have associated economic, social, environmental, and geopolitical costs, risks, and benefits. Natural hazards and other geological events have shaped the course of human history.
H.E.3A.2: Analyze and interpret data from ocean topography, correlation of rock assemblages, the fossil record, the role of convection current, and the action at plate boundaries to explain the theory of plate tectonics.
H.E.3A.3: Construct explanations of how forces cause crustal changes as evidenced in sea floor spreading, earthquake activity, volcanic eruptions, and mountain building using evidence of tectonic environments (such as mid-ocean ridges and subduction zones).
H.E.3B: The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Human transformation of the natural environment can contribute to the frequency and intensity of some natural hazards.
H.E.3B.1: Obtain and communicate information to explain how the formation, availability, and use of ores and fossil fuels impact the environment.
H.E.4A: Living things have changed the makeup of Earth's geosphere, hydrosphere, and atmosphere over geological time. Organisms ranging from bacteria to human beings may contribute to the global carbon cycle. They may influence the global climate by modifying the chemical makeup of the atmosphere. As Earth changes, life on Earth adapts and evolves to those changes. Just as life influences components of the Earth System, changes in the Earth System influences life.
H.E.4A.7: Develop and use models to predict the effects of an environmental change (such as the changing life forms, tectonic change, or human activity) on global carbon cycling.
H.E.5A: Weather is the condition of the atmosphere at a particular location at a particular time. Weather is primarily determined by the angle and amount (time) of sunlight. Climate is the general weather conditions over a long period of time and is influenced by many factors.
H.E.5A.2: Develop and use models to predict and explain how the angle of solar incidence and Earth's axial tilt impact
H.E.5A.2.1: the length of daylight,
H.E.5A.2.3: the distribution of sunlight in any location, and
H.E.5A.2.4: seasonal changes.
H.E.5A.3: Analyze and interpret data to predict local and national weather conditions on the basis of the relationship among the movement of air masses, pressure systems, and frontal boundaries.
H.E.5A.4: Analyze and interpret data of pressure differences, the direction of winds, and areas of uneven heating to explain how convection determines local wind patterns (including land/sea breezes, mountain/valley breezes, Chinook winds, and monsoons).
H.E.5A.5: Construct explanations for the formation of severe weather conditions (including tornadoes, hurricanes, thunderstorms, and blizzards) using evidence from temperature, pressure and moisture conditions.
H.E.5A.8: Analyze scientific arguments regarding the nature of the relationship between human activities and climate change.
Correlation last revised: 4/4/2018