Fluence Learning NGSS Formative Assessments - California High School - Chemistry in the Earth System Supporting Documents This document includes the following supporting documentation to accompany the NGSS Formative Assessments for Chemistry in the Earth System: Schedule of Instruction Segments (Pacing) Summary Blueprint Detailed Blueprints for each Assessment and Performance Task www.fluence.net
NGSS HS-Chemistry in the Earth System Course Summary This course explains how chemical processes help drive the Earth system [CCC-4]. Earth and space scientists require a strong background in the fundamentals of matter [CCC-5] and chemistry in order to interpret processes that shape the Earth system. The sequence of this example course is based on a specific storyline about climate change [CCC-7] (figure 7.19). It begins with a tangible example of combustion and food calorimetry, and indeed the combustion of fossil fuels and release of heat, carbon dioxide, and water is a fundamental thread that ties together most of the sections of the course and ensures that chemistry concepts are able to be placed in the context of Earth s systems. While many chemistry courses begin with the study of the atom, this course begins with macroscopic observations of a familiar phenomenon (combustion). The next Instructional Segment (IS) zooms into the microscopic, but begins with simple interactions between particles to explain thermal energy [CCC-5] and how it is exchanged within systems. Students then apply their understanding of heat flow to see its role in driving plate tectonics within the Earth system. Only after students are firmly thinking about matter as particles do they zoom in and look at the nature of the particles themselves by studying atoms and how their behaviors are categorized into the periodic table. Students are now equipped to model simple chemical reactions. They return to the combustion chemical reaction and consider the impact its reaction product, carbon dioxide, has on the global climate system. Students consider more advanced chemical reactions and then apply their understanding of chemical equilibrium to a very real problem of ocean acidification, which is also due to changes in carbon-dioxide concentrations in the atmosphere. In the end, students will have explored the fundamentals of chemistry and essential roles that these processes play in Earth s solid geosphere, its liquid hydrosphere, and its gaseous atmosphere. Instructional Segment 1: Combustion (not assessed until later ISs) HS-PS1-3: 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. HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends on the changes in total bond energy. HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-PS3-1: 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. Schedule of Instructional Segments Instructional Segment 2: Heat and Energy in the Earth System HS-PS3-1: 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. HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects). HS-PS3-4: 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). HS-ESS2-3: Develop a model based on evidence of Earth s interior to describe the cycling of matter by thermal convection. Instructional Segment 3: Atoms, Elements, and Molecules HS-PS1-1: 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. HS-PS1-2: 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. HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Instructional Segment 4: Chemical Reactions HS-PS1-3: 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. HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends on the changes in total bond energy. HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-PS2-4: Use mathematical representations of Newton s Law of Gravitation and Coulomb s Law to describe and predict the gravitational and electrostatic forces between objects. HS-PS3-5: Develop and use a model of two objects interacting through electrical or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. Instructional Segment 5: Chemistry of Climate HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth s surface can create feedbacks that cause changes to other Earth systems. HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth s systems result in changes in climate. HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. Instructional Segment 6: Dynamics of Chemical Reactions & Ocean Acidification HS-PS1-5: 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. HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium. HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth s surface can create feedbacks that cause changes to other Earth systems. HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. California Department of Education. 2016 Science Framework for California Public Schools Kindergarten through Grade 12, Chapter 7, High School Three Course Model. Sacramento, 2016. Last updated March 7, 2017. (123-128) http://www.cde.ca.gov/ci/sc/cf/scifwprepubversion.asp
HS - Chemistry NGSS Summary Blueprint - California PE HS-PS1 HS-PS1-1 HS-PS1-2 HS-PS1-3 HS-PS1-4 HS-PS1-5 HS-PS1-6 HS-PS1-7 # Standards Assessed IS 2 4 15 100% # % # % # % # % # % # % Total 84 100% 12 100% 15 100% 18 100% 16 100% 19 100% 4 100% Description and Its Interactions Use the periodic table as a model to predict the relative properties of elements based on the patterns of 5 6.0% 5 33.3% electrons in the outermost energy level of 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 5 6.0% 5 33.3% 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 4 4.8% 4 22.2% 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 4 4.8% 4 22.2% the changes in total bond energy. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or 3 3.6% 3 15.8% 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 6 7.1% 6 31.6% products at equilibrium. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. 11 13.1% 5 33.3% 4 22.2% 2 10.5% IS 3 3 IS 4 5 IS 5 4 IS 6 5 PT 3 www.fluence.net
HS-PS2 HS-PS2-4 HS-PS3 HS-PS3-1 HS-PS3-2 HS-PS3-4 HS-PS3-5 HS-ESS2 HS-ESS2-2 HS-ESS2-3 IS 2 IS 3 IS 4 IS 5 IS 6 PT Motion and Stability: Forces and Interactions Use mathematical representations of Newton s Law of Gravitation and Coulomb s Law to describe and predict 3 3.6% 3 16.7% the gravitational and electrostatic forces between objects. Energy 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 5 6.0% 3 25.0% 2 50.0% 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 3 3.6% 3 25.0% particles (objects) and energy associated with the relative position of particles ( Plan bj 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 4 4.8% 3 25.0% 1 25.0% 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 3 3.6% 3 16.7% objects and the changes in energy of the objects due to the interaction. Earth s Systems Analyze geoscience data to make the claim that one change to Earth s surface can create feedbacks that cause 8 9.5% 4 25.0% 4 21.1% changes to other Earth systems. Develop a model based on evidence of Earth s interior to describe the cycling of matter by thermal convection. 4 4.8% 3 25.0% 1 25.0% www.fluence.net
HS-ESS2 HS-ESS2-4 HS-ESS2-5 HS-ESS2-6 HS-ESS3 HS-ESS3-2 Earth s Systems (cont'd.) Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Earth and Human Activity Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. IS 2 IS 3 IS 4 IS 5 IS 6 PT 4 4.8% 4 25.0% 0 8 9.5% 4 25.0% 4 21.1% 4 4.8% 4 25.0% www.fluence.net
NGSS HS-Chemistry: Heat and Energy in the Earth System (CA IS2) Item Number Context: Newton's First Law Item Type DOK Pts Performance Expectation 1 Multiple Choice 2 1 HS-PS3-1 2 Short Constructed Response 3 2 HS-PS3-1 3 TEI: Cloze Drop-down 2 1 HS-PS3-1 Context: Thermal Energy 4 TEI: Sort List 2 1 HS-PS3-2 5 Multiple Choice 2 1 HS-PS3-2 6 Extended Response 3 4 HS-PS3-2 Context: Heating and Cooling 7 Multiple Choice 2 1 HS-PS3-4 8 Short Constructed Response 2 2 HS-PS3-4 9 TEI: Cloze Drop-down 2 1 HS-PS3-4 Context: Earth's Structures 10 TEI: Sort List 2 1 HS-ESS2-3 11 Short Constructed Response 2 2 HS-ESS2-3 12 Multiple Choice 2 1 HS-ESS2-3 Science and Engineering Practices Planning and Carrying Out Investigations Planning and Carrying Out Investigations Planning and Carrying Out Investigations Crosscutting Concepts : Flow, : Flow, : Flow, Disciplinary Core Ideas PS3.A PS3.A PS3.A CCSS ELA CCSS Math HSN-Q.A.1,, MP4 HSN-Q.A.1, PS3.A PS3.A PS3.A RST.9-10.7, RST.11-12.7, RST.9-10.8, RST.11-12.8 Systems and System PS3.B Systems and System PS3.B WHST.9-12.7, MP4 Systems and System PS3.B : Flow, : Flow, : Flow, ESS2.D ESS2.D ESS2.D RST.11-12.2 WHST.9-12.2
NGSS HS Chemistry: Atoms, Elements, and Molecules (CA IS3) Item Number Item Type DOK Pts Context: Periodic Table Trends Performance Expectation 1 Multiple Choice 2 1 HS PS1 1 2 TEI: Cloze Drop down 2 1 HS PS1 1 3 Extended Response 3 4 HS PS1 1 4 TEI: Classification 3 1 HS PS1 1 Context: Reactions with Hydrogen 5 TEI: Cloze Drop down 2 1 HS PS1 2 Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas CCSS ELA CCSS Math Patterns PS1.A none NA Patterns PS1.A none NA Patterns PS1.A none NA Patterns PS1.A none NA Patterns PS1.A & PS1.B none HSN Q.A.3 6 Short Constructed Response 2 2 HS PS1 2 Patterns PS1.A & PS1.B WHST.9 10.2 WHST.11 12.2 HSN Q.A.3 7 Multiple Choice 2 1 HS PS1 2 Patterns PS1.A & PS1.B none HSN Q.A.3 8 TEI: Cloze Association 2 1 HS PS1 2 Patterns PS1.A & PS1.B none HSN Q.A.3 Context: Chemical Equations 9 Multiple Choice 2 1 HS PS1 7 10 TEI: Cloze Drop down 2 1 HS PS1 7 PS1.B.3 none PS1.B.3 none HSN Q.A.2. HSN Q.A.2.
11 Short Constructed Response 2 2 HS PS1 7 12 TEI: Cloze Association 2 1 HS PS1 7 PS1.B.3 none PS1.B.3 none HSN Q.A.2. HSN Q.A.2.
NGSS HS-Chemistry: Chemical Reactions (CA IS4) Item Number Context: Liquid Investigation Item Type DOK Pts Performance Expectation 1 Multiple Choice 2 1 HS-PS1-3 2 Short Constructed Response 3 2 HS-PS1-3 3 Extended Response 3 4 HS-PS1-3 4 TEI: Cloze Drop-down 2 1 HS-PS1-3 Context: Flow of Heat Energy 5 Multiple Choice 2 1 HS-PS1-4 6 Short Constructed Response 3 2 HS-PS1-4 7 TEI: Image Cloze Association 2 1 HS-PS1-4 8 Multiple Correct Answer 2 1 HS-PS1-4 Context: Methane Gas 9 TEI: Cloze Drop Down 2 1 HS-PS1-7 10 TEI: Math Formula 2 1 HS-PS1-7 11 Short Constructed Response 2 2 HS-PS1-7 12 TEI: Cloze Association 2 1 HS-PS1-7 Context: Periodic Trends 13 Multiple Correct Answer 2 1 HS-PS2-4 14 TEI: Cloze Drop Down 2 1 HS-PS2-4 15 TEI: Cloze Drop-down 2 1 HS-PS2-4 Science and Engineering Practices Planning and Carrying Out Investigations Planning and Carrying Out Investigations Planning and Carrying Out Investigations Planning and Carrying Out Investigations Crosscutting Concepts Disciplinary Core Ideas CCSS ELA CCSS Math Patterns PS1.A.3 Patterns PS1.A.3 WHST.9-12.7 Patterns PS1.A.3 WHST.9-12.7 Patterns Patterns Patterns Patterns PS1.A.3 PS1.A.4 & PS1.B.1 PS1.A.4 & PS1.B.1 PS1.A.4 & PS1.B.1 PS1.A.4 & PS1.B.1 RST.9-10.2, RST.11-12.2 RST.9-10.7, WHST.9-12.2 PS1.B.3 PS1.B.3 PS1.B.3 PS1.B.3 PS2.B.1 & PS2.B.2 PS2.B.1 & PS2.B.2 PS2.B.1 & PS2.B.2 WHST.9-12.2 RST.9-10.7 RST.9-10.7 HSN.Q.A.1, HSN.Q.A.1, HSN.Q.A.1, HSA.SSE.A.1, HSA.SSE.A.1, HSA.SSE.A.1,
Context: Diego's Model 16 TEI: Cloze Association 2 1 HS-PS3-5 17 Short Constructed Response 2 2 HS-PS3-5 18 TEI: Cloze Drop-down 2 1 HS-PS3-5 Cause and Effect Cause and Effect Cause and Effect PS3.C.1 PS3.C.1 WHST.9-12.7 PS3.C.1 RST.9-10.7
NGSS HS Chemistry: Chemistry of Climate (CA IS5) Item Number Item Type DOK Pts Performance Expectation Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas CCSS ELA CCSS Math Context: Investigating Loss of Glaciers and Global Temperature Rises 1 TEI: Cloze Association 1 1 HS ESS2 2 2 Multiple Correct Answer 3 2 HS ESS2 2 3 TEI: Cloze Association 1 1 HS ESS2 2 4 TEI: Classification 2 1 HS ESS2 2 Context: Average Temperature on Earth 5 Multiple Choice 2 1 HS ESS2 4 6 Extended Response 3 2 HS ESS2 4 7 TEI: Cloze Association 2 1 HS ESS2 4 8 TEI: Cloze Drop down 2 1 HS ESS2 4 Context: Climate and the Carbon Cycle 9 Multiple Choice 1 1 HS ESS2 6 Analyzing and Interpreting Data Analyzing and Interpreting Data Analyzing and Interpreting Data Analyzing and Interpreting Data ESS2.A ESS2.A ESS2.A ESS2.A none none RST.11 12.7 RST.11 12.7 Cause and Effect ESS2.A & ESS2.D none Cause and Effect ESS2.A & ESS2.D none Cause and Effect ESS2.A & ESS2.D none Cause and Effect ESS2.A & ESS2.D none ESS2.D none HSN Q.A.2,, MP.4 HSN Q.A.2,, MP.4 HSN Q.A.2,, MP.4 HSN Q.A.2,, MP.4 HSN Q.A.2,, MP.4
10 CR 3 4 HS ESS2 6 11 TEI: Sort List 2 1 HS ESS2 6 12 TEI: Simple Chart 3 1 HS ESS2 6 Context: Topsoil Erosion and Cover Crops 13 TEI: Cloze Association 1 1 HS ESS3 2 14 MCA 3 1 HS ESS3 2 15 CR 3 4 HS ESS3 2 16 CR 3 4 HS ESS3 2 Engaging in Argument from Evidence Engaging in Argument from Evidence Engaging in Argument from Evidence Engaging in Argument from Evidence ESS2.D none ESS2.D none ESS2.D none HSN Q.A.2,, MP.4 HSN Q.A.2,, MP.4 HSN Q.A.2,, MP.4 NA ESS3.A none NA ESS3.A none NA ESS3.A WHST.9 10.7 NA ESS3.A none
NGSS HS-Chemistry: Dynamics of Chemical Reactions & Ocean Acidification (CA IS6) Item Number Context: Jon and Chemical Reactions Item Type DOK Pts Performance Expectation 1 TEI: Cloze Drop-down 2 1 HS-PS1-7 2 Multiple Choice 2 1 HS-PS1-7 3 Linked Multiple Choice 3 1 HS-PS1-5 4 TEI: Cloze Drop-down 2 1 HS-PS1-5 Context: The Application of Le Chatelier s Principle 5 TEI: Classification 2 1 HS-PS1-6 6 Multiple Choice 3 1 HS-PS1-6 & PS1-5 7 TEI: Classification 2 1 HS-PS1-6 8 Short Constructed Response 2 2 HS-PS1-6 9 TEI: Cloze Drop-down 2 1 HS-PS1-6 10 Multiple Choice 2 1 HS-PS1-6 Context: Cycling of Carbon 11 TEI: Cloze Drop-down 2 1 ESS2-2 12 TEI: Cloze Drop-down 2 1 ESS2-2 Science and Engineering Practices Analyzing and Interpreting Data Analyzing and Interpreting Data Crosscutting Concepts Disciplinary Core Ideas PS1.B PS1.B CCSS ELA RST.9-10.8, RST.11-12.8 CCSS Math HSN-Q.A.1, HSN-Q.A.1, Patterns PS1.B Patterns PS1.B PS1.B PS1.B PS1.B PS1.B WHST.9-12.2 PS1.B PS1.B ESS2.A RST.9-10.2, RST.9-10.7, RST.11-12.2, RST.11-12.7 ESS2.A
13 Multiple Choice 2 1 ESS2-2 14 Short Constructed Response 3 2 ESS2-2 Context: Carbon Resovoirs and Fast and Slow Carbon Cycles 15 TEI: Image Cloze Association 2 1 ESS2-6 16 Short Constructed Response 2 2 ESS2-6 17 TEI: Cloze Association 2 1 ESS2-6 18 Extended Response 3 4 ESS2-6 Analyzing and Interpreting Data Analyzing and Interpreting Data ESS2.A ESS2.A ESS2.D RST.9-10.7, RST.11-12.7 RST.9-10.1, RST.11-12.1 RST.9-10.7, RST.11-12.7 HSN-Q.A.2, HSN-Q.A.3, MP4 ESS2.D WHST.9-12.2 ESS2.D ESS2.D WHST.9-12.1
NGSS HS-Chemistry: Performance Task (PS and ESS) Item Number Item Type DOK Pts Performance Expectation Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas CCSS ELA CCSS Math Context: Tectonic Movement 1 Multiple Correct Answer 2 1 HS-ESS2-3 : Flow, ESS2.D RST.9-10.8, RST.11-12.8 2 TEI: Math Formula 2 1 HS-PS3-1 : Flow, PS3.A HSN-Q.A.1, 3 Extended Response 3 4 HS-PS3-4 Planning and Carrying Out Investigations Systems and System PS3.B RST.9-10.3, RST.11-12.3, WHST.9-12.7, WHST.11-12.8, WHST.9-12.9 4 Linked Multiple Choice 3 1 HS-PS3-1 : Flow, PS3.A RST.9-10.8, RST.11-12.8