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forward.","language":"en","educationLevel":["06","07","08"],"lastChangeDateTime":"2023-06-07T19:07:15+00:00"},{"identifier":"3aeb0599-7429-419e-83b7-59a6a04d60e8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3aeb0599-7429-419e-83b7-59a6a04d60e8","fullStatement":"High School (9-12)","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-06-07T19:07:15+00:00"},{"identifier":"3f9beb00-51fe-4afc-b3e0-f7c6843f48f8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3f9beb00-51fe-4afc-b3e0-f7c6843f48f8","fullStatement":"Science and engineering complement each other in the cycle known as research and development (R&D).","listEnumeration":"\u2022","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-06-07T19:07:15+00:00"},{"identifier":"66b0cde1-20c5-49e3-9dd4-9e4dfdd424d0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/66b0cde1-20c5-49e3-9dd4-9e4dfdd424d0","fullStatement":"Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.","listEnumeration":"\u2022","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-06-07T19:07:15+00:00"},{"identifier":"79c7bc93-e2cc-46da-bb4a-58347f705eae","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/79c7bc93-e2cc-46da-bb4a-58347f705eae","fullStatement":"Content Standards","language":"en","lastChangeDateTime":"2023-07-13T15:41:02+00:00"},{"identifier":"a0bfcc12-6af9-47ff-bcae-e3d3817731ed","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a0bfcc12-6af9-47ff-bcae-e3d3817731ed","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","educationLevel":["03","04","05"],"lastChangeDateTime":"2023-09-19T20:29:31+00:00"},{"identifier":"2050e983-dde7-4222-8e6d-7406636d4895","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2050e983-dde7-4222-8e6d-7406636d4895","fullStatement":"Kindergarten","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"351e3f46-68c4-4256-ad7b-9587ba04ac8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/351e3f46-68c4-4256-ad7b-9587ba04ac8c"},"language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"d2c7d7bc-048e-4930-bea7-7713d8f92dcf","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d2c7d7bc-048e-4930-bea7-7713d8f92dcf","fullStatement":"Matter and Stability of Forces","humanCodingScheme":"K.PS2","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"b019a871-3c1a-4322-9db9-7ffcfee8caa1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b019a871-3c1a-4322-9db9-7ffcfee8caa1","fullStatement":"Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.","humanCodingScheme":"K.PS2.1","notes":"**Clarification Statement:** Example investigations include observing the movement of different objects being pulled by a string, observing different objects pushed on a surface and up and down a ramp, or observing how two objects (e.g., toy cars, balls) interact when they collide. Observations should be collected directly through exploratory play with opportunities to work with peers to share ideas for investigations and observations.\n\n**Assessment Boundary:** Assessment is limited to different relative strengths or different directions, but not both at the same time.","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"8f7044d8-87d7-45bf-8f65-ebdf8367d62e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8f7044d8-87d7-45bf-8f65-ebdf8367d62e","fullStatement":"Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or pull.*","humanCodingScheme":"K.PS2.2","notes":"**Clarification Statement:** Data should be limited to observational data collected through exploration-based play of simple design solutions to address problems. Example problems include having an object (e.g., toy car or ball) move a certain distance, follow a particular path, or knock down other objects. Designed solutions could include using or building a ramp to increase the speed of the object, using objects that would cause an object like a toy car or ball to follow a particular path. Emphasis is on basic play as a means to develop a designed solution and test that design.\n\n**Assessment Boundary:** Assessment does not include friction as a mechanism for change in speed.","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"b6e140bb-a30b-4956-84cc-4aafc631751a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b6e140bb-a30b-4956-84cc-4aafc631751a","fullStatement":"Energy","humanCodingScheme":"K.PS3","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"40a23b33-e0dd-4d78-a57b-86f8c9aa30e5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/40a23b33-e0dd-4d78-a57b-86f8c9aa30e5","fullStatement":"Make observations to determine the effect of sunlight on Earth\u2019s surface.","humanCodingScheme":"K.PS3.1","notes":"**Clarification Statement:** Making observations should include opportunities to directly observe surfaces (e.g. sand, soil, rocks, or playground equipment) in direct sunlight, partial sunlight and shade with opportunities to explore and discuss observed patterns of the Sun\u2019s impact on those surfaces. Opportunities to share noticings and wonderings should be encouraged.\n\n**Assessment Boundary:** Assessment of temperature is limited to relative measures such as warmer/cooler.","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"ccdf77ba-fa72-4214-a366-11bcb06acef0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ccdf77ba-fa72-4214-a366-11bcb06acef0","fullStatement":"Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.*","humanCodingScheme":"K.PS3.2","notes":"**Clarification Statement:** Examples of structures could include forms of umbrellas, canopies, and tents developed through exploratory play with a variety of materials allowing opportunities to build and test how designed structures might minimize the warming effect of the Sun. Effectiveness can be determined by placing rocks or sand under the structure and observing the warmth or coolness of the object.\n\n**Assessment Boundary:** Assessment of temperature is limited to relative measures such as warmer/cooler.","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"f4234c7a-652c-41bb-b897-977d83a19707","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f4234c7a-652c-41bb-b897-977d83a19707","fullStatement":"From Molecules to Organisms: Structure and Function","humanCodingScheme":"K.LS1","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"ad3156ac-9af4-4f11-a004-968d701f4224","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ad3156ac-9af4-4f11-a004-968d701f4224","fullStatement":"Use observations to describe patterns of what plants and animals (including humans) need to survive.","humanCodingScheme":"K.LS1.1","notes":"**Clarification Statement:** Examples of observable patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and that all living things need water. Observations could be collected through nature walks around the playground and videos. Patterns of similarities and differences among different animals or between plants and animals should be discussed.\n\n**Assessment Boundary:** Assessment is limited to observations and not how plants use light (photosynthesis).","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"356dc995-aae8-40bc-9a21-91a46f5e562f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/356dc995-aae8-40bc-9a21-91a46f5e562f","fullStatement":"Earth Systems","humanCodingScheme":"K.ESS2","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"3838a0d9-90a2-48f2-ad90-de1d8281352e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3838a0d9-90a2-48f2-ad90-de1d8281352e","fullStatement":"Use and share observations of local weather conditions to describe patterns over time.","humanCodingScheme":"K.ESS2.1","notes":"**Clarification Statement:** Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.\n\n**Assessment Boundary:** Assessment of temperature is limited to whole numbers for patterns, and relative measures such as warmer/cooler for temperatures.","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"c1dcd8e8-6096-4a76-be96-d0be914d6225","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c1dcd8e8-6096-4a76-be96-d0be914d6225","fullStatement":"Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.","humanCodingScheme":"K.ESS2.2","notes":"**Clarification Statement:** Arguments center on sharing examples of how plants and animals change their environments and discussing ideas as to why those changes meet a need of plants and animals (e.g., shelter, food, room to grow). Examples of arguments could include squirrels digging in the ground to hide food, tree roots breaking sidewalks, birds building a nest to protect their young.\n\n**Assessment Boundary:** Arguments should be based on qualitative not quantitative evidence.","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"42212628-d954-4d7e-bfa8-ea16ae7a7d3f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/42212628-d954-4d7e-bfa8-ea16ae7a7d3f","fullStatement":"Earth and Human Activity","humanCodingScheme":"K.ESS3","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"7e84e75c-4acb-4b76-930d-1fa0528611ff","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7e84e75c-4acb-4b76-930d-1fa0528611ff","fullStatement":"Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.","humanCodingScheme":"K.ESS3.1","notes":"**Clarification Statement:** Models could include drawings, physical replicas, or dramatizations that show relationships between plants or animals and their surroundings. Examples of relationships could include that squirrels eat nuts and seeds, and therefore, they usually live near trees; and grasses need sunlight, so they often grow in meadows with no or few trees. Opportunities to share noticings and wondering should be encouraged.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"e60712a8-d3b8-499c-8377-8bd630b9b2d2","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e60712a8-d3b8-499c-8377-8bd630b9b2d2","fullStatement":"Ask questions to understand the purpose of weather forecasting to prepare for and respond to severe weather.*","humanCodingScheme":"K.ESS3.2","notes":"**Clarification Statement:** Questions may arise or be encouraged through observations, interests, text, or media. Emphasis is on weather forecasting of local weather and how weather forecasting can help people plan for, and respond to, specific types of local weather (e.g., staying indoors during severe weather, going to cool places during heat waves).\n\n**Assessment Boundary:** Assessment does not include causes for severe weather.","language":"en","educationLevel":["KG"],"lastChangeDateTime":"2023-09-19T20:27:06+00:00"},{"identifier":"7166822f-d444-407a-8321-ea973e27e472","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7166822f-d444-407a-8321-ea973e27e472","fullStatement":"Grade 1","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"351e3f46-68c4-4256-ad7b-9587ba04ac8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/351e3f46-68c4-4256-ad7b-9587ba04ac8c"},"language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"39c5f858-f084-4f3a-a918-1e1696ca5a67","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/39c5f858-f084-4f3a-a918-1e1696ca5a67","fullStatement":"Waves and Their Applications in Technologies for Information Transfer","humanCodingScheme":"1.PS4","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"ed73ee43-7013-41f1-b10c-c28b8d9f1ebc","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ed73ee43-7013-41f1-b10c-c28b8d9f1ebc","fullStatement":"Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.","humanCodingScheme":"1.PS4.1","notes":"**Clarification Statement:** Examples of vibrating materials that make sound could include tuning forks, kazoos, plucking a stretched string or rubber band, and stringed instruments. Examples of sound making matter vibrate could include holding a piece of paper near a speaker making sound, placing hand on personal larynx or mouth while humming, and holding an object near a vibrating tuning fork.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"96baa098-b3d7-4c94-95a2-4c465050f7fa","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/96baa098-b3d7-4c94-95a2-4c465050f7fa","fullStatement":"Make observations to construct an evidence-based account that objects can be seen only when illuminated.","humanCodingScheme":"1.PS4.2","notes":"**Clarification Statement:** Examples of observations could include those made in a completely dark room or those made in a dark room with the door opened slightly. Illumination could be from an external light source or an object giving off its own light. This can be explored with string lights, mirrors, projectors, and flashlights.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"45623867-b1df-4030-aeea-905875c2cae4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/45623867-b1df-4030-aeea-905875c2cae4","fullStatement":"Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.","humanCodingScheme":"1.PS4.3","notes":"**Clarification Statement:** Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).\n\n**Assessment Boundary:** Assessment does not include the speed of light or assessment of descriptive words like transparent, translucent, opaque, or reflective.","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"6e4aba46-15fe-4a93-8112-86f41f1c0f68","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6e4aba46-15fe-4a93-8112-86f41f1c0f68","fullStatement":"Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.*","humanCodingScheme":"1.PS4.4","notes":"**Clarification Statement:** Examples of devices could include a light source to send signals, paper cup and string \u201ctelephones,\u201d and a pattern of drum beats.\n\n**Assessment Boundary:** Assessment does not include technological details for how communication devices work.","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"2a37349b-e1bb-463e-ae2e-3992d45c2dc6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2a37349b-e1bb-463e-ae2e-3992d45c2dc6","fullStatement":"From Molecules to Organisms: Structure and Function","humanCodingScheme":"1.LS1","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"7799abf6-d0f2-4b06-b019-c608ff3d23f1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7799abf6-d0f2-4b06-b019-c608ff3d23f1","fullStatement":"Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*","humanCodingScheme":"1.LS1.1","notes":"**Clarification Statement:** Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and detecting intruders by mimicking eyes and ears.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"05b0ec5a-b7be-456e-a322-f9663422c012","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/05b0ec5a-b7be-456e-a322-f9663422c012","fullStatement":"Obtain information from media and/or text to determine patterns in the behavior of parents and offspring that help offspring survive.","humanCodingScheme":"1.LS1.2","notes":"**Clarification Statement:** Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring). Information may be obtained through observations, media, and/or text.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"6a4fb3de-1789-4b5e-9276-16a9295a09e2","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6a4fb3de-1789-4b5e-9276-16a9295a09e2","fullStatement":"Heredity: Inheritance and Variation of Traits","humanCodingScheme":"1.LS3","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"0e370358-ea20-4232-9052-7942ac6c2b26","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0e370358-ea20-4232-9052-7942ac6c2b26","fullStatement":"Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.","humanCodingScheme":"1.LS3.1","notes":"**Clarification Statement:** Examples of patterns could include features plants or animals share. Examples of observations could include that leaves from the same kind of plant are the same shape but can differ in size; and that particular breed of dog looks like its parents but is not exactly the same.\n\n**Assessment Boundary:** Assessment does not include inheritance, animals that undergo metamorphosis or hybrids.","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"46a46dd9-4ba9-479b-b2c1-f3db0581fbc3","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/46a46dd9-4ba9-479b-b2c1-f3db0581fbc3","fullStatement":"Earth\u2019s Place in the Universe","humanCodingScheme":"1.ESS1","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"1d491692-cdeb-4853-9539-a5b2034d3614","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1d491692-cdeb-4853-9539-a5b2034d3614","fullStatement":"Use observations of the Sun, Moon, and stars to describe patterns that can be predicted.","humanCodingScheme":"1.ESS1.1","notes":"**Clarification Statement:** Examples of patterns could include that the Sun and Moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our Sun are visible at night but not during the day.\n\n**Assessment Boundary:** Assessment of star patterns is limited to stars being seen at night and not during the day.","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"c8dc3997-84f1-4b9f-866e-2e4b82b02795","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c8dc3997-84f1-4b9f-866e-2e4b82b02795","fullStatement":"Make observations at different times of year to relate the amount of daylight and relative temperature to the time of year.","humanCodingScheme":"1.ESS1.2","notes":"**Clarification Statement:** Emphasis is on relative comparisons of the amount of daylight and temperature in the winter to the amount in the spring, fall, or summer.\n\n**Assessment Boundary:** Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"f08dc6fe-519b-4a31-b537-4a3556aa3c2f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f08dc6fe-519b-4a31-b537-4a3556aa3c2f","fullStatement":"Earth and Human Activity","humanCodingScheme":"1.ESS3","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"e1d8118d-bf51-46de-a364-da0283e3331d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e1d8118d-bf51-46de-a364-da0283e3331d","fullStatement":"Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*","humanCodingScheme":"1.ESS3.1","notes":"**Clarification Statement:** Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["01"],"lastChangeDateTime":"2023-09-19T20:27:12+00:00"},{"identifier":"cfa59b5d-3c9c-475b-abb0-57532cb1299e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/cfa59b5d-3c9c-475b-abb0-57532cb1299e","fullStatement":"Grade 2","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"351e3f46-68c4-4256-ad7b-9587ba04ac8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/351e3f46-68c4-4256-ad7b-9587ba04ac8c"},"language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"821f1b2a-627f-4577-92bc-8f540c7d33a5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/821f1b2a-627f-4577-92bc-8f540c7d33a5","fullStatement":"Matter and Its Interactions","humanCodingScheme":"2.PS1","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"057466f1-3275-4b45-ae7d-b3633ee58bb9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/057466f1-3275-4b45-ae7d-b3633ee58bb9","fullStatement":"Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.","humanCodingScheme":"2.PS1.1","notes":"**Clarification Statement:** Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share. Investigations could include ice and snow melting or frozen objects thawing.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"ac7321fa-4ae5-4098-9b95-768f2ca55681","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ac7321fa-4ae5-4098-9b95-768f2ca55681","fullStatement":"Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for the intended purpose.*","humanCodingScheme":"2.PS1.2","notes":"**Clarification Statement:** Examples of properties could include strength, flexibility, hardness, texture, and absorbency (e.g. paper towels could be utilized to measure absorbency and strength).\n\n**Assessment Boundary:** Assessment of quantitative measurements is limited to length.","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"f10da7c8-0b6d-4787-9499-f4c07fd385b5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f10da7c8-0b6d-4787-9499-f4c07fd385b5","fullStatement":"Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.","humanCodingScheme":"2.PS1.3","notes":"**Clarification Statement:** Examples of pieces could include building blocks, or other assorted small objects. Provide students with the same number of pieces to create a different object.\n\n**Assessment Boundary:** Do not introduce terminology associated with the Law of Conservation of Matter just concepts. Chemical change is outside of this performance expectation.","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"21e6dfbb-f01a-4883-95f3-8bb31da4423e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/21e6dfbb-f01a-4883-95f3-8bb31da4423e","fullStatement":"Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.","humanCodingScheme":"2.PS1.4","notes":"**Clarification Statement:** Demonstrations of reversible changes could include materials such as water, butter, or crayons at different temperatures. Demonstrations of irreversible changes could include cooking an egg, freezing a plant leaf, or heating paper. Arguments center on using first-hand observations as evidence to support a claim that a material can change and go back to its original form through heating and cooling.\n\n**Assessment Boundary:** Students should not be expected to identify or explain physical and chemical changes.","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"46079805-6cf9-4c70-aaf7-5dc0d0c08cd8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/46079805-6cf9-4c70-aaf7-5dc0d0c08cd8","fullStatement":"Ecosystems: Interactions, Energy and Dynamics","humanCodingScheme":"2.LS2","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"d0ab7a3f-2f28-4318-b1ef-b89ebb33ad5b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d0ab7a3f-2f28-4318-b1ef-b89ebb33ad5b","fullStatement":"Plan and conduct an investigation to determine if plants need sunlight and water to grow.","humanCodingScheme":"2.LS2.1","notes":"**Clarification Statement:** Investigations should be limited to testing one variable at a time.\n\n**Assessment Boundary:** Assessment is limited to testing one variable at a time, although students are not expected to understand the term variable at this time.","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"3edaec55-9710-439c-bf0f-4e360e93d82d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3edaec55-9710-439c-bf0f-4e360e93d82d","fullStatement":"Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*","humanCodingScheme":"2.LS2.2","notes":"**Clarification Statement:** Examples include: placing socks on the outside of students\u2019 shoes and walking outside allows socks to gather seeds, plant sock(s) to see what grows, use a pipe cleaner to move powder (like flour) from one place to another emulating flowers being pollinated by bees or other insects.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"eafd4f1f-67c7-4cac-a693-51209cd98442","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/eafd4f1f-67c7-4cac-a693-51209cd98442","fullStatement":"Biological Unity and Diversity","humanCodingScheme":"2.LS4","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"567ecf81-78b2-443d-97ed-f0509a77b3a0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/567ecf81-78b2-443d-97ed-f0509a77b3a0","fullStatement":"Make observations of plants and animals to compare the diversity of life in different habitats.","humanCodingScheme":"2.LS4.1","notes":"**Clarification Statement:** Emphasis is on the diversity of living things in each of a variety of different habitats. Students could explore different habitats such as a neighborhood park, ponds, and the school playground.\n\n**Assessment Boundary:** Assessment does not include specific animal and plant names in specific habitats.","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"7f0e50dd-c3e6-49d6-90b4-2f03b73aff8e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7f0e50dd-c3e6-49d6-90b4-2f03b73aff8e","fullStatement":"Earth\u2019s Place in the Universe","humanCodingScheme":"2.ESS1","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"12f8673f-0bb3-4c27-9c58-7b244d9e14b2","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/12f8673f-0bb3-4c27-9c58-7b244d9e14b2","fullStatement":"Use information from several sources to provide evidence that Earth events can occur quickly or slowly.","humanCodingScheme":"2.ESS1.1","notes":"**Clarification Statement:** Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly, and erosion of rocks, which occurs slowly.\n\n**Assessment Boundary:** Assessment does not include quantitative measurements of timescales.","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"0889263d-bae9-4135-a9f9-00fd5bee28e6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0889263d-bae9-4135-a9f9-00fd5bee28e6","fullStatement":"Earth Systems","humanCodingScheme":"2.ESS2","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"99d23d2d-46cc-4b54-a5a9-afaa9cec79b0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/99d23d2d-46cc-4b54-a5a9-afaa9cec79b0","fullStatement":"Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*","humanCodingScheme":"2.ESS2.1","notes":"**Clarification Statement:** Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land. Students could explore these ideas with sand tables or soil and water in large containers.\n\n**Assessment Boundary:** N/A.","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"d37c6c7a-2762-4a79-9075-82cb24124da0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d37c6c7a-2762-4a79-9075-82cb24124da0","fullStatement":"Develop a model to represent the shapes and kind of land and bodies of water in an area.","humanCodingScheme":"2.ESS2.2","notes":"**Clarification Statement:** Examples could include a diagram, drawing, physical replica, or three-dimensional diorama. Models can be based on photographs, virtual images, or in-person observations.\n\n**Assessment Boundary:** Assessment does not include quantitative scaling in models.","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"629e9c6e-8f0f-4fb8-9560-bcbdaef0a252","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/629e9c6e-8f0f-4fb8-9560-bcbdaef0a252","fullStatement":"Obtain information to identify where water is found on Earth and that it can be solid or liquid.","humanCodingScheme":"2.ESS2.3","notes":"**Clarification Statement:** Information can be obtained through text, media, or in-person observations. Patterns can be observed through identifying where solid water (ice) is found and where liquid water can be located.\n\n**Assessment Boundary:** N/A.","language":"en","educationLevel":["02"],"lastChangeDateTime":"2023-09-19T20:27:18+00:00"},{"identifier":"840845ad-cb8d-4e27-96b1-cf41211507f7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/840845ad-cb8d-4e27-96b1-cf41211507f7","fullStatement":"Grade 3","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"351e3f46-68c4-4256-ad7b-9587ba04ac8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/351e3f46-68c4-4256-ad7b-9587ba04ac8c"},"language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"347888f1-0465-4aeb-874f-83de60dccb05","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/347888f1-0465-4aeb-874f-83de60dccb05","fullStatement":"Matter and Stability of Forces","humanCodingScheme":"3.PS2","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"eae8d3ca-ab05-4b08-af2d-6f758a51c7b8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/eae8d3ca-ab05-4b08-af2d-6f758a51c7b8","fullStatement":"Plan and conduct investigations on the effects of balanced and unbalanced forces on the motion of an object.","humanCodingScheme":"3.PS2.1","notes":"**Clarification Statement:** Examples could include that an unbalanced force on one side of a ball can make it start moving and balanced forces pushing on a box from opposite sides will not produce any motion at all.\n\n**Assessment Boundary:** Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"9815d2c0-e594-46ca-be60-6440f26ed257","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9815d2c0-e594-46ca-be60-6440f26ed257","fullStatement":"Make observations and/or measurements of an object\u2019s motion to provide evidence that a pattern can be used to predict future motion.","humanCodingScheme":"3.PS2.2","notes":"**Clarification Statement:** Examples of motion with a predictable pattern could include a child swinging in a swing (pendulum), object rolling down a ramp from different heights, a ball rolling back and forth in a bowl, and two children on a see-saw.\n\n**Assessment Boundary:** Assessment does not include technical terms such as period and frequency.","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"6a659dbe-8e1c-4084-a997-3faf078c2428","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6a659dbe-8e1c-4084-a997-3faf078c2428","fullStatement":"Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.","humanCodingScheme":"3.PS2.3","notes":"**Clarification Statement:** Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.\n\n**Assessment Boundary:** Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"6cd53ce2-017b-49a9-bc33-a5d5163c1877","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6cd53ce2-017b-49a9-bc33-a5d5163c1877","fullStatement":"Define a simple design problem that can be solved by applying scientific ideas about magnets.*","humanCodingScheme":"3.PS2.4","notes":"**Clarification Statement:** Examples of problems could include a door that will not stay closed or two objects that keep colliding.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"1ff99f72-8f73-47f3-8607-b862f7e214ed","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1ff99f72-8f73-47f3-8607-b862f7e214ed","fullStatement":"From Molecules to Organisms: Structure and Function","humanCodingScheme":"3.LS1","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"a4d9208e-1195-4efb-9df8-6e7ac7052e65","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a4d9208e-1195-4efb-9df8-6e7ac7052e65","fullStatement":"Develop and use models to describe that organisms have unique and diverse life cycles but all have a common pattern of birth, growth, reproduction, and death.","humanCodingScheme":"3.LS1.1","notes":"**Clarification Statement:** Changes different organisms go through during their life form a pattern. Organism life cycles that can be studied include mealworms, dandelions, lima beans, dogs, and butterflies.\n\n**Assessment Boundary:** Assessment includes animal and plant life cycles. Plant life cycles are limited to those of flowering plants. Assessment does not include details of human reproduction or microscopic organisms.","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"e22ba2c0-d819-46ec-9246-4005bddf0437","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e22ba2c0-d819-46ec-9246-4005bddf0437","fullStatement":"Ecosystems: Interactions, Energy and Dynamics","humanCodingScheme":"3.LS2","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"19488b22-271a-4500-b00b-a5baf9663ac7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/19488b22-271a-4500-b00b-a5baf9663ac7","fullStatement":"Construct an argument that some animals form groups that help members survive.","humanCodingScheme":"3.LS2.1","notes":"**Clarification Statement:** Arguments could include examples of group behavior such as division of labor in a bee colony, flocks of birds staying together to confuse or intimidate predators, or wolves hunting in packs to more efficiently catch and kill prey. When animals are no longer part of their group, they may not survive as well.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"923bedd8-bc9d-4e87-8286-cd1ee5bd916a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/923bedd8-bc9d-4e87-8286-cd1ee5bd916a","fullStatement":"Heredity: Inheritance and Variation of Traits","humanCodingScheme":"3.LS3","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"896c57bb-81f0-43b1-863c-082d2a3c0d37","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/896c57bb-81f0-43b1-863c-082d2a3c0d37","fullStatement":"Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.","humanCodingScheme":"3.LS3.1","notes":"**Clarification Statement:** Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.\n\n**Assessment Boundary:** Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"0e1bd230-93f7-4ac6-978c-affad3d63f55","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0e1bd230-93f7-4ac6-978c-affad3d63f55","fullStatement":"Use evidence to support the explanation that traits can be influenced by the environment.","humanCodingScheme":"3.LS3.2","notes":"**Clarification Statement:** Examples of the environment affecting a trait could include that normally tall plants grown with insufficient water are stunted; a pet dog that is given too much food and little exercise may become overweight; and animals who teach their offspring skills like hunting.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"de78ca67-06d6-416d-91be-0202ec735199","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/de78ca67-06d6-416d-91be-0202ec735199","fullStatement":"Biological Unity and Diversity","humanCodingScheme":"3.LS4","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"4f845fb9-71d4-4733-b653-4f7117e22249","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4f845fb9-71d4-4733-b653-4f7117e22249","fullStatement":"Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.","humanCodingScheme":"3.LS4.1","notes":"**Clarification Statement:** Examples of data could include type, size, and distribution of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.\n\n**Assessment Boundary:** Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"eb4fc319-043e-42c0-af75-0c0e0347f64f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/eb4fc319-043e-42c0-af75-0c0e0347f64f","fullStatement":"Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and reproducing.","humanCodingScheme":"3.LS4.2","notes":"**Clarification Statement:** Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"8672d372-1664-4c5e-92af-e8e572ef1c02","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8672d372-1664-4c5e-92af-e8e572ef1c02","fullStatement":"Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.","humanCodingScheme":"3.LS4.3","notes":"**Clarification Statement:** Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other. At no time should animals be put in danger to collect evidence.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"9596b20f-f68e-47b5-b20b-5063529043ff","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9596b20f-f68e-47b5-b20b-5063529043ff","fullStatement":"Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*","humanCodingScheme":"3.LS4.4","notes":"**Clarification Statement:** Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.\n\n**Assessment Boundary:** Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"78c77495-810a-4077-8f29-af653bea1c0f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/78c77495-810a-4077-8f29-af653bea1c0f","fullStatement":"Earth Systems","humanCodingScheme":"3.ESS2","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"b9551411-91a2-496e-ae12-504e408da841","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b9551411-91a2-496e-ae12-504e408da841","fullStatement":"Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.","humanCodingScheme":"3.ESS2.1","notes":"**Clarification Statement:** Examples of data at this grade level could include average temperature, precipitation, and wind direction.\n\n**Assessment Boundary:** Assessment of graphical displays is limited to frequency tables, line plots, pictographs, and single bar graphs. Students are not expected to calculate averages but simply to represent them in graphical form.","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"aa720058-ac77-4496-b937-725283c53e05","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/aa720058-ac77-4496-b937-725283c53e05","fullStatement":"Obtain and combine information to describe climates in different regions of the world.","humanCodingScheme":"3.ESS2.2","notes":"**Clarification Statement:** Information could include hours of daylight, amount of precipitation, temperature, seasons, and wind. Descriptions could include the use of frequency tables, line plots, pictographs, and single bar graphs. Climate data should include weather conditions over multiple years.\n\n**Assessment Boundary:** Assessments do not include causes of seasons.","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"442cb345-bca8-4643-9378-1c2f403bbccc","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/442cb345-bca8-4643-9378-1c2f403bbccc","fullStatement":"Earth and Human Activity","humanCodingScheme":"3.ESS3","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"72810703-60d5-444a-be19-6cd6b5bb9947","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/72810703-60d5-444a-be19-6cd6b5bb9947","fullStatement":"Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*","humanCodingScheme":"3.ESS3.1","notes":"**Clarification Statement:** Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind/hail resistant roofs/windows, textured walking surfaces for ice, tornado shelters, and lighting rods. While earthquakes, volcanoes, and tsunamis are natural hazards they are not caused by weather phenomenon.\n\n**Assessment Boundary:** Assessments are limited to weather-related hazards only.","language":"en","educationLevel":["03"],"lastChangeDateTime":"2023-09-19T20:28:17+00:00"},{"identifier":"823ae79d-fdbc-4ca8-83e6-c614f718aec7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/823ae79d-fdbc-4ca8-83e6-c614f718aec7","fullStatement":"Grade 4","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"351e3f46-68c4-4256-ad7b-9587ba04ac8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/351e3f46-68c4-4256-ad7b-9587ba04ac8c"},"language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"e9d1f2ce-e3cb-4426-805b-ed08e28f77df","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e9d1f2ce-e3cb-4426-805b-ed08e28f77df","fullStatement":"Energy","humanCodingScheme":"4.PS3","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"578916ae-8ab1-40f1-919c-9d3751735c6e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/578916ae-8ab1-40f1-919c-9d3751735c6e","fullStatement":"Use evidence to construct an explanation relating the speed of an object to the energy of that object.","humanCodingScheme":"4.PS3.1","notes":"**Clarification Statement:** Energy can be moved from place to place by moving objects (e.g. wind moving a sail then moving a boat, throwing a ball, or paddling a boat). As objects increase in speed they possess more energy (e.g. ball rolling down a ramp).\n\n**Assessment Boundary:** Assessment does not include quantitative measures of changes in the speed of an object (acceleration) or on any precise, quantitative, or complete definition of energy.","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"5c41b34d-b222-4e14-8f8d-8dd11229f84c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5c41b34d-b222-4e14-8f8d-8dd11229f84c","fullStatement":"Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.","humanCodingScheme":"4.PS3.2","notes":"**Clarification Statement:** Light, heat, sound, and electric currents transfer energy. Examples of this can include sound from a radio, light from a flashlight, the Sun heating a window pane, and currents to electronic devices. When energy is transferred it can stay in the same form or change forms.\n\n**Assessment Boundary:** Assessment does not include quantitative measurements of energy or the difference between transferring and transforming energy.","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"b825ab41-3960-420f-9dff-df56058ef28e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b825ab41-3960-420f-9dff-df56058ef28e","fullStatement":"Ask questions and predict outcomes about the changes in energy that occur when objects collide.","humanCodingScheme":"4.PS3.3","notes":"**Clarification Statement:** Collisions include any interactions between objects when they come in contact with one another and transfer energy. Emphasis is on the change in energy due to the change in speed, not forces, as objects interact.\n\n**Assessment Boundary:** Assessment does not include quantitative measures of changes in the speed of an object (acceleration) or quantitative measurements of energy.","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"9e843ab5-9d59-4453-924f-7c4fc3a9fefe","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9e843ab5-9d59-4453-924f-7c4fc3a9fefe","fullStatement":"Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*","humanCodingScheme":"4.PS3.4","notes":"**Clarification Statement:** Examples of devices could include mousetrap cars; rubber band-powered vehicles; electric circuits that convert electrical energy into light, sound, or motion energy of a vehicle; and a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"1fd5f728-e29f-41a0-9010-11e0d9c72dad","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1fd5f728-e29f-41a0-9010-11e0d9c72dad","fullStatement":"Waves and Their Applications in Technologies for Information Transfer","humanCodingScheme":"4.PS4","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"dd45b2d9-8016-4c00-a3dd-86084f42d42f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/dd45b2d9-8016-4c00-a3dd-86084f42d42f","fullStatement":"Develop and use a model of waves to describe patterns in terms of amplitude and wavelength, and to show that waves can cause objects to move.","humanCodingScheme":"4.PS4.1","notes":"**Clarification Statement:** Examples of models could include diagrams, analogies, and physical models using items like stringed beads, rubber bands, or yarn to illustrate wavelength and amplitude of waves. Examples of wave patterns that cause objects to move up and down or side to side could include the vibrating patterns associated with sound, the vibrating patterns of seismic waves produced by earthquakes.\n\n**Assessment Boundary:** Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"84088b54-8ae6-4726-a242-d443eb530690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/84088b54-8ae6-4726-a242-d443eb530690","fullStatement":"Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.","humanCodingScheme":"4.PS4.2","notes":"**Clarification Statement:** Models would identify components such as the source of the light, objects that are seen, the path of the light, and the eye. Models could be used to investigate what happens when one of the components changes (Example: Close the eyes, block the light, or change the light path).\n\n**Assessment Boundary:** Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"baf17113-eba7-422c-b316-9066ae6bb59d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/baf17113-eba7-422c-b316-9066ae6bb59d","fullStatement":"Generate and compare multiple solutions that use patterns to transfer information.*","humanCodingScheme":"4.PS4.3","notes":"**Clarification Statement:** Examples of solutions could include drums sending coded information through sound waves, using a grid of 1\u2019s and 0\u2019s representing black and white to send information about a picture, QR codes, barcodes, and using Morse code to send text.\n\n**Assessment Boundary:** Assessment does not include creating or writing digital code.","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"fea2befd-f60c-484e-a6c4-4c809c02ab80","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/fea2befd-f60c-484e-a6c4-4c809c02ab80","fullStatement":"From Molecules to Organisms: Structure and Function","humanCodingScheme":"4.LS1","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"ff7c9680-0c8b-410f-922b-0866b3e8f930","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ff7c9680-0c8b-410f-922b-0866b3e8f930","fullStatement":"Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.","humanCodingScheme":"4.LS1.1","notes":"**Clarification Statement:** Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.\n\n**Assessment Boundary:** Assessment is limited to macroscopic structures within plant and animal systems.","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"31c34ff6-9ed8-42af-9101-42ccd31400eb","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/31c34ff6-9ed8-42af-9101-42ccd31400eb","fullStatement":"Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.","humanCodingScheme":"4.LS1.2","notes":"**Clarification Statement:** Emphasis is on systems of information transfer. Examples of response to stimuli include a dog is hot and lies in the shade, a rabbit hears a noise and runs away, and a person is cold so they put on a jacket.\n\n**Assessment Boundary:** Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"e429aeec-401f-48fa-91ee-b21eb37a78be","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e429aeec-401f-48fa-91ee-b21eb37a78be","fullStatement":"Earth\u2019s Place in the Universe","humanCodingScheme":"4.ESS1","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"206d3c45-929d-4b41-a38c-2476e8e89543","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/206d3c45-929d-4b41-a38c-2476e8e89543","fullStatement":"Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.","humanCodingScheme":"4.ESS1.1","notes":"**Clarification Statement:** Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.\n\n**Assessment Boundary:** Assessment does not include specific knowledge or memorization of specific rock formation and layers. Assessment is limited to relative time.","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"b0c330fb-4621-4a3c-89f0-fb828d3221f9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b0c330fb-4621-4a3c-89f0-fb828d3221f9","fullStatement":"Earth Systems","humanCodingScheme":"4.ESS2","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"62a02ad7-e4fa-4c14-8af8-c2a60ce23cb4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/62a02ad7-e4fa-4c14-8af8-c2a60ce23cb4","fullStatement":"Plan and conduct investigations on the effects of water, ice, wind, and vegetation on the relative rate of weathering and erosion.","humanCodingScheme":"4.ESS2.1","notes":"**Clarification Statement:** Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.\n\n**Assessment Boundary:** Assessment is limited to a single form of weathering or erosion.","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"c7caaa8f-5f6d-4de2-ab2e-0a3b30cde241","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c7caaa8f-5f6d-4de2-ab2e-0a3b30cde241","fullStatement":"Analyze and interpret data from maps to describe patterns of Earth\u2019s features.","humanCodingScheme":"4.ESS2.2","notes":"**Clarification Statement:** Maps can include topographic maps of Earth\u2019s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"0fbd812e-8e90-4603-ad2b-31fa1fbaa2e9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0fbd812e-8e90-4603-ad2b-31fa1fbaa2e9","fullStatement":"Earth and Human Activity","humanCodingScheme":"4.ESS3","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"a39a2bba-95c3-4d39-9ca9-162d73c4002d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a39a2bba-95c3-4d39-9ca9-162d73c4002d","fullStatement":"Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment.","humanCodingScheme":"4.ESS3.1","notes":"**Clarification Statement:** Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"3b40d402-288c-4dda-96a7-1112949c964e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3b40d402-288c-4dda-96a7-1112949c964e","fullStatement":"Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.*","humanCodingScheme":"4.ESS3.2","notes":"**Clarification Statement:** Examples of solutions could include designing an earthquake resistant building, improving monitoring of volcanic activity, and constructing waterways for flood waters.\n\n**Assessment Boundary:** Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.","language":"en","educationLevel":["04"],"lastChangeDateTime":"2023-09-19T20:28:24+00:00"},{"identifier":"2eff2518-d15c-4673-ba5b-66f6845c01c7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2eff2518-d15c-4673-ba5b-66f6845c01c7","fullStatement":"Grade 5","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"351e3f46-68c4-4256-ad7b-9587ba04ac8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/351e3f46-68c4-4256-ad7b-9587ba04ac8c"},"language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"f6294e6d-889d-418f-9e0c-11cdcf726325","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f6294e6d-889d-418f-9e0c-11cdcf726325","fullStatement":"Matter and Its Interactions","humanCodingScheme":"5.PS1","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"3a9499ac-09e1-43ba-bbae-942b3dfd230e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3a9499ac-09e1-43ba-bbae-942b3dfd230e","fullStatement":"Develop a model to describe that matter is made of particles too small to be seen.","humanCodingScheme":"5.PS1.1","notes":"**Clarification Statement:** Examples of evidence that could be utilized in building models include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.\n\n**Assessment Boundary:** Assessment does not include atomic scale mechanism of evaporation and condensation or defining the unseen particles.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"bad97b1e-644b-400d-83d8-2332e6ccc04c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bad97b1e-644b-400d-83d8-2332e6ccc04c","fullStatement":"Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.","humanCodingScheme":"5.PS1.2","notes":"**Clarification Statement:** Examples of reactions or changes could include phase changes, dissolving, and mixing that forms new substances. Measurements can be organized in tables, charts, and graphs and can be used as evidence that weight is conserved.\n\n**Assessment Boundary:** Assessment does not include distinguishing between mass and weight.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"28302713-6655-464d-afa7-3fe6233a05b9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/28302713-6655-464d-afa7-3fe6233a05b9","fullStatement":"Make observations and measurements to identify materials based on their properties.","humanCodingScheme":"5.PS1.3","notes":"**Clarification Statement:** Observations can be based on direct experiences with materials and comparisons of materials. Examples of materials to be identified could include powders (e.g. baking soda, cornstarch, sugar), metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.\n\n**Assessment Boundary:** Assessment does not include density or distinguishing mass and weight. At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"86ba70e2-29c8-47b7-a62b-fba68d5762d6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/86ba70e2-29c8-47b7-a62b-fba68d5762d6","fullStatement":"Conduct an investigation to determine whether the mixing of two or more substances results in new substances.","humanCodingScheme":"5.PS1.4","notes":"**Clarification Statement:** Examples of interactions forming new substances can include mixing baking soda and vinegar. Examples of interactions not forming new substances can include mixing baking soda and water.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"c894855d-d748-4173-9fe6-4f21286a3846","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c894855d-d748-4173-9fe6-4f21286a3846","fullStatement":"Matter and Stability of Forces","humanCodingScheme":"5.PS2","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"52430e68-67e2-4d4d-8e65-b106b0b7abf2","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/52430e68-67e2-4d4d-8e65-b106b0b7abf2","fullStatement":"Support an argument, with evidence, that Earth's gravitational force pulls objects downward toward the center of the earth.","humanCodingScheme":"5.PS2.1","notes":"**Clarification Statement:** \u201cDownward\u201d is a local description of the direction that points toward the center of the spherical earth. Earth causes objects to have a force on them that point toward the center of the Earth, \u201cdownward\u201d. Evidence could be drawn from diagrams, models, and data that are provided.\n\n**Assessment Boundary:** Mathematical representation of gravitational force is not assessed.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"95194995-7ad8-4383-b5bd-a3cc329dcdd6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/95194995-7ad8-4383-b5bd-a3cc329dcdd6","fullStatement":"Energy","humanCodingScheme":"5.PS3","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"03053157-e134-4fbf-a43f-c61affc3ff5a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/03053157-e134-4fbf-a43f-c61affc3ff5a","fullStatement":"Use models to describe that energy in animals\u2019 food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the Sun.","humanCodingScheme":"5.PS3.1","notes":"**Clarification Statement:** Examples of models could include diagrams and flow-charts.\n\n**Assessment Boundary:** Assessment does not include cellular mechanisms of digestive absorption.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"1f7227e2-3654-4e27-9efa-a8eaa9e7d618","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1f7227e2-3654-4e27-9efa-a8eaa9e7d618","fullStatement":"From Molecules to Organisms: Structure and Function","humanCodingScheme":"5.LS1","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"0c964790-8987-4fe3-a0b9-daa33a0a835d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0c964790-8987-4fe3-a0b9-daa33a0a835d","fullStatement":"Support an argument that plants get the materials they need for growth chiefly from air and water.","humanCodingScheme":"5.LS1.1","notes":"**Clarification Statement:** While energy for plant growth comes from the Sun, material for plant growth comes chiefly from air and water, not from the soil. Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.\n\n**Assessment Boundary:** Does not include molecular explanations of photosynthesis.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"d98a115a-af5f-46e2-b3db-2921da0a55ae","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d98a115a-af5f-46e2-b3db-2921da0a55ae","fullStatement":"Ecosystems: Interactions, Energy and Dynamics","humanCodingScheme":"5.LS2","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"a903a234-1d7e-4362-ba26-d60b61fc0359","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a903a234-1d7e-4362-ba26-d60b61fc0359","fullStatement":"Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.","humanCodingScheme":"5.LS2.1","notes":"**Clarification Statement:** Emphasis is on the idea that matter in systems cycles among living and nonliving things (air, water, decomposed materials in soil). Examples of systems could include organisms, ecosystems, and the Earth.\n\n**Assessment Boundary:** Assessment does not include photosynthesis or molecular explanations.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"7bc5be94-f71a-407a-845d-d86ccc6d16f0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7bc5be94-f71a-407a-845d-d86ccc6d16f0","fullStatement":"Use models to explain factors that upset the stability to local ecosystems.","humanCodingScheme":"5.LS2.2","notes":"**Clarification Statement:** Explanatory models can include representations of relationships between and among organisms, or simulations can be used to predict how factors might impact an ecosystem. Factors that upset an ecosystem\u2019s stability includes invasive species, drought, human development, and removal of predators.\n\n**Assessment Boundary:** Does not include molecular explanations.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"446696ef-4375-4516-b0c6-112a54be0534","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/446696ef-4375-4516-b0c6-112a54be0534","fullStatement":"Earth\u2019s Place in the Universe","humanCodingScheme":"5.ESS1","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"bdae3195-4e09-4c66-bb3d-4a6eb109bbd1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bdae3195-4e09-4c66-bb3d-4a6eb109bbd1","fullStatement":"Support an argument with evidence that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.","humanCodingScheme":"5.ESS1.1","notes":"**Clarification Statement:** Examples of scale could include relative distance of specific stars to Earth. Evidence to support arguments could come from data or models. Examples of stars include Polaris, Sirius, and Betelgeuse.\n\n**Assessment Boundary:** Assessment is limited to relative distances, not size of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"950d34fa-1e89-4b9c-b969-56dbd33ed82e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/950d34fa-1e89-4b9c-b969-56dbd33ed82e","fullStatement":"Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, in addition to different positions of the Sun, Moon, and stars at different times of the day, month, and year.","humanCodingScheme":"5.ESS1.2","notes":"**Clarification Statement:** Examples of patterns could include the position and motion of Earth with respect to the Sun, and selected stars that are visible only in particular months or the position of the Moon with respect to the Sun and Earth.\n\n**Assessment Boundary:** Assessment does not include causes of seasons or labeling specific phases of the Moon.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"b9f22a55-97e8-4c59-a07b-d5fc4b0b0300","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b9f22a55-97e8-4c59-a07b-d5fc4b0b0300","fullStatement":"Earth Systems","humanCodingScheme":"5.ESS2","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"91e2de04-4753-44da-998e-c2b34b12564c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/91e2de04-4753-44da-998e-c2b34b12564c","fullStatement":"Develop a model to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.","humanCodingScheme":"5.ESS2.1","notes":"**Clarification Statement:** The geosphere, hydrosphere, atmosphere, and biosphere are each a system. Examples of system interactions could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere.\n\n**Assessment Boundary:** Assessment is limited to the interactions of two systems at a time.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"31f121a1-6a52-4f6a-9c2b-1325703f80f7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/31f121a1-6a52-4f6a-9c2b-1325703f80f7","fullStatement":"Earth Systems","humanCodingScheme":"5.ESS2","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"375e6a2d-856e-48f9-9c0f-2f7acfdb1664","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/375e6a2d-856e-48f9-9c0f-2f7acfdb1664","fullStatement":"Describe and graph amounts of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth.","humanCodingScheme":"5.ESS2.2","notes":"**Clarification Statement:** Descriptions could include comparisons using graphs, charts, and tables. Quantities could include percentages, total volume, and amounts. Emphasis is on using amounts or percentages of water to make comparisons. No attempt to calculate percentages should be made.\n\n**Assessment Boundary:** Assessment is limited to oceans, lakes, rivers, glaciers, groundwater, and polar ice caps, and does not include the atmosphere. Only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. Assessment should not include circle charts (pie charts) or calculation of percentages.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"25267fe5-b67f-498c-8789-3ded11e29669","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/25267fe5-b67f-498c-8789-3ded11e29669","fullStatement":"Earth and Human Activity","humanCodingScheme":"5.ESS3","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"4e5c17ad-82c4-422c-aff4-f7f2d5708939","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4e5c17ad-82c4-422c-aff4-f7f2d5708939","fullStatement":"Obtain and combine information about ways individual communities use science ideas to protect the Earth\u2019s resources and environments.","humanCodingScheme":"5.ESS3.1","notes":"**Clarification Statement:** Examples of information might include the use of natural fertilizers or biological pest control by farmers, replanting trees after cutting them by the logging industry, and the institution of recycling programs in cities.\n\n**Assessment Boundary:** Assessment is limited to one human interaction at a time.","language":"en","educationLevel":["05"],"lastChangeDateTime":"2023-09-19T20:28:31+00:00"},{"identifier":"2b01f23b-f53c-4089-9dc6-3dddbec0ab0b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2b01f23b-f53c-4089-9dc6-3dddbec0ab0b","fullStatement":"Middle School (Grades 6-8)","language":"en","educationLevel":["06","07","08"],"lastChangeDateTime":"2023-09-19T20:29:18+00:00"},{"identifier":"4fbe0a34-5cf5-4594-a634-b2f3e074d117","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4fbe0a34-5cf5-4594-a634-b2f3e074d117","fullStatement":"Grade 6","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"351e3f46-68c4-4256-ad7b-9587ba04ac8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/351e3f46-68c4-4256-ad7b-9587ba04ac8c"},"language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"e8ea0158-0db3-41be-8a70-32c3333eb467","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e8ea0158-0db3-41be-8a70-32c3333eb467","fullStatement":"Matter and Its Interactions","humanCodingScheme":"6.PS1","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"ed4ed36e-c5fd-47cc-9fcc-e9d26c7b60a8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ed4ed36e-c5fd-47cc-9fcc-e9d26c7b60a8","fullStatement":"Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.","humanCodingScheme":"6.PS1.4","notes":"**Clarification Statement:** Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.\n\n**Assessment Boundary:** The use of mathematical formulas is not intended","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"0c75830d-3b90-453a-aa71-6f8201161db8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0c75830d-3b90-453a-aa71-6f8201161db8","fullStatement":"Energy","humanCodingScheme":"6.PS3","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"74f05cd6-4ba7-4076-9efa-2daf082251dd","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/74f05cd6-4ba7-4076-9efa-2daf082251dd","fullStatement":"Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*","humanCodingScheme":"6.PS3.3","notes":"**Clarification Statement:** Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup. Care should be taken with devices that concentrate significant amounts of energy, e.g. conduction, convection, and/or radiation.\n\n**Assessment Boundary:** Assessment does not include calculating the total amount of thermal energy.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"08f2add2-7fd8-4e33-86a8-a382531b9918","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/08f2add2-7fd8-4e33-86a8-a382531b9918","fullStatement":"Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.","humanCodingScheme":"6.PS3.4","notes":"**Clarification Statement:** Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.\n\n**Assessment Boundary:** Assessment does not include calculating the total amount of thermal energy transferred.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"62b87c66-2ba4-4d34-9276-0b4fb23c746c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/62b87c66-2ba4-4d34-9276-0b4fb23c746c","fullStatement":"Waves and Their Applications in Technologies for Information Transfer","humanCodingScheme":"6.PS4","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"0a6fd309-3abb-4ff1-a7cc-94ece6637dee","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0a6fd309-3abb-4ff1-a7cc-94ece6637dee","fullStatement":"Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.","humanCodingScheme":"6.PS4.2","notes":"**Clarification Statement:** Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions of light waves through a prism, mechanical waves through gas vs. liquids vs. solids, or sound waves through different mediums.\n\n**Assessment Boundary:** Assessment is limited to qualitative applications pertaining to electromagnetic and mechanical waves.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"de8c00e4-571c-472d-b992-e4b5c71dc87c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/de8c00e4-571c-472d-b992-e4b5c71dc87c","fullStatement":"From Molecules to Organisms: Structure and Function","humanCodingScheme":"6.LS1","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"32dc3060-05f3-40a0-a82c-47d48207ffb5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/32dc3060-05f3-40a0-a82c-47d48207ffb5","fullStatement":"Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.","humanCodingScheme":"6.LS1.1","notes":"**Clarification Statement:** Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.\n\n**Assessment Boundary:** Assessment does not include identification of specific cell types and should emphasize the use of evidence from investigations.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"ac3019cb-5f36-4f33-94e1-3f5246981142","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ac3019cb-5f36-4f33-94e1-3f5246981142","fullStatement":"Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.","humanCodingScheme":"6.LS1.2","notes":"**Clarification Statement:** Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Other organelles can be introduced while covering this concept.\n\n**Assessment Boundary:** Assessment of organelle structure/function relationships limited to cell wall and cell membrane. Assessment of other organelles is limited to their relationship to the whole cell. Assessment does not include biochemical functions of cell or cell parts.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"3ce83d25-e9a6-4c1e-bba9-91c57715c660","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3ce83d25-e9a6-4c1e-bba9-91c57715c660","fullStatement":"Use an argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.","humanCodingScheme":"6.LS1.3","notes":"**Clarification Statement:** Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.\n\n**Assessment Boundary:** Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"9242456e-aa56-46aa-874f-91073a23c530","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9242456e-aa56-46aa-874f-91073a23c530","fullStatement":"Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.","humanCodingScheme":"6.LS1.8","notes":"**Clarification Statement:** Examples include receptors in the eye that respond to light intensity and color; receptors in hair cells of the inner ear that detect vibrations conducted from the eardrum; taste buds that detect chemical qualities of foods including sweetness, bitterness, sourness, saltiness, and umami (savory taste); and receptors in the skin that respond to variations in pressure.\n\n**Assessment Boundary:** The assessment should provide evidence of students\u2019 abilities to provide a basic and conceptual explanation of the process. Assessment does not include mechanisms for the transmission of this information.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"3dae977c-bbf2-4d66-88e2-6e1e1e48be77","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3dae977c-bbf2-4d66-88e2-6e1e1e48be77","fullStatement":"Earth\u2019s Place in the Universe","humanCodingScheme":"6.ESS1","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"3084904a-f717-4ea0-9b72-6734c58ff037","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3084904a-f717-4ea0-9b72-6734c58ff037","fullStatement":"Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth\u2019s geologic history.","humanCodingScheme":"6.ESS1.4","notes":"**Clarification Statement:** Emphasis is on analyses of rock formations and fossils they contain to establish relative ages of major events in Earth\u2019s history. Scientific explanations can include models to study the geologic time scale.\n\n**Assessment Boundary:** Assessment does not include recalling the names of specific periods or epochs and events within them.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"d64eeb39-7af7-4f7e-a170-cf5627b6ef3c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d64eeb39-7af7-4f7e-a170-cf5627b6ef3c","fullStatement":"Earth Systems","humanCodingScheme":"6.ESS2","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"4e5ce049-ae23-4590-abf9-800cf1afa064","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4e5ce049-ae23-4590-abf9-800cf1afa064","fullStatement":"Develop a model to describe the cycling of Earth\u2019s materials and the flow of energy that drives these processes within and among Earth\u2019s systems.","humanCodingScheme":"6.ESS2.1","notes":"**Clarification Statement:** Emphasis is on how energy from the Sun and Earth\u2019s hot interior drive processes that cause physical and chemical changes to materials within and between the geosphere, hydrosphere, atmosphere, and biosphere. Examples of processes could include melting, crystallization, weathering, deformation, and sedimentation, which act together to form and change rocks and minerals through the rock cycle.\n\n**Assessment Boundary:** Assessment does not include the identification or naming of minerals.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"a4e9bddf-ecc8-4491-b0c4-ca76e5dc1c94","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a4e9bddf-ecc8-4491-b0c4-ca76e5dc1c94","fullStatement":"Construct an explanation based on evidence for how geoscience processes have changed Earth\u2019s surface at varying time and spatial scales.","humanCodingScheme":"6.ESS2.2","notes":"**Clarification Statement:** Emphasis is on how processes change Earth\u2019s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes usually behave gradually but are punctuated by catastrophic events (such as earthquakes, volcanoes, and meteor impacts). Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.\n\n**Assessment Boundary:** Assessment does not include identification or naming of specific events.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"5022350a-4901-40a2-8f1e-49c09f9d7eb2","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5022350a-4901-40a2-8f1e-49c09f9d7eb2","fullStatement":"Analyze and interpret data on the patterns of distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.","humanCodingScheme":"6.ESS2.3","notes":"**Clarification Statement:** Examples could include identifying patterns on maps of earthquakes and volcanoes relative to plate boundaries, the shapes of the continents, the locations of ocean structures (including mountains, volcanoes, faults, and trenches), or similarities of rock and fossil types on different continents.\n\n**Assessment Boundary:** Paleomagnetic anomalies in oceanic and continental crust are not assessed.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"dcac98ec-8a69-46d8-9bea-4119acef2317","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/dcac98ec-8a69-46d8-9bea-4119acef2317","fullStatement":"Develop a model to describe the cycling of water through Earth\u2019s systems driven by energy from the sun and the force of gravity.","humanCodingScheme":"6.ESS2.4","notes":"**Clarification Statement:** Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.\n\n**Assessment Boundary:** A quantitative understanding of the latent heats of vaporization and fusion is not assessed.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"a99da690-ee52-45aa-b291-e5c3f7bade12","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a99da690-ee52-45aa-b291-e5c3f7bade12","fullStatement":"Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.","humanCodingScheme":"6.ESS2.5","notes":"**Clarification Statement:** Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses interact. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).\n\n**Assessment Boundary:** Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"a888dbaa-485e-4cf5-a777-efcbaf51dbe6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a888dbaa-485e-4cf5-a777-efcbaf51dbe6","fullStatement":"Develop and use a model to describe how unequal heating and rotation of the Earth causes patterns of atmospheric and oceanic circulation that determine regional climates.","humanCodingScheme":"6.ESS2.6","notes":"**Clarification Statement:** Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation (e.g., Gulf Stream, North Pacific Drift, California Current) is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Interactions between the atmosphere and oceans can affect the ocean\u2019s surface temperature (El Nino/La Nina). Examples of models can be diagrams, maps and globes, or digital representations.\n\n**Assessment Boundary:** Assessment should not be focused on specific weather events, but on the patterns that drive Earth\u2019s climate systems.","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"6a7e1e1c-be93-4b7a-a2f5-eb4977d1d82d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6a7e1e1c-be93-4b7a-a2f5-eb4977d1d82d","fullStatement":"Earth and Human Activity","humanCodingScheme":"6.ESS3","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"0ca37c30-5ff8-41ce-ab31-876b58c1ff09","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0ca37c30-5ff8-41ce-ab31-876b58c1ff09","fullStatement":"Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.","humanCodingScheme":"6.ESS3.2","notes":"**Clarification Statement:** Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires), or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["06"],"lastChangeDateTime":"2023-09-19T20:28:39+00:00"},{"identifier":"81361050-bd10-4f1d-b3ce-3a14ca3576ec","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/81361050-bd10-4f1d-b3ce-3a14ca3576ec","fullStatement":"Grade 7","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"351e3f46-68c4-4256-ad7b-9587ba04ac8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/351e3f46-68c4-4256-ad7b-9587ba04ac8c"},"language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"d62f11c0-6c06-4e9f-a0fc-7c0f2b5a6e86","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d62f11c0-6c06-4e9f-a0fc-7c0f2b5a6e86","fullStatement":"Matter and Its Interactions","humanCodingScheme":"7.PS1","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"b3452b93-5ec2-4f49-8452-daf862581080","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b3452b93-5ec2-4f49-8452-daf862581080","fullStatement":"Develop models to describe the atomic composition of simple molecules and extended structures.","humanCodingScheme":"7.PS1.1","notes":"**Clarification Statement:** Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and/or methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.\n\n**Assessment Boundary:** Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"603f0ab6-8142-4a27-9c48-1dfffbd11f25","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/603f0ab6-8142-4a27-9c48-1dfffbd11f25","fullStatement":"Analyze and interpret patterns of data related to the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.","humanCodingScheme":"7.PS1.2","notes":"**Clarification Statement:** Analyze characteristic chemical and physical properties of pure substances. Examples of chemical reactions could include burning sugar or steel wool, baking a cake, milk curdling, or metal rusting.\n\n**Assessment Boundary:** Assessment is limited to analysis of the following properties: color change, formation of a gas, temperature change, density, melting point, boiling point, solubility, flammability, and odor.","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"a8d88f33-b5d9-46ec-aa7e-b98ac1cf9686","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a8d88f33-b5d9-46ec-aa7e-b98ac1cf9686","fullStatement":"Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.*","humanCodingScheme":"7.PS1.3","notes":"**Clarification Statement:** Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"f3874122-381f-4302-a52f-8df3dace549c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f3874122-381f-4302-a52f-8df3dace549c","fullStatement":"Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.","humanCodingScheme":"7.PS1.5","notes":"**Clarification Statement:** Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.\n\n**Assessment Boundary:** Assessment does not include the use of atomic masses or intermolecular forces.","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"80b427f9-6a5d-44e0-8b85-f5f0c2f672d1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/80b427f9-6a5d-44e0-8b85-f5f0c2f672d1","fullStatement":"Construct, test, and modify a device that releases or absorbs thermal energy by chemical processes to solve a problem.*","humanCodingScheme":"7.PS1.6","notes":"**Clarification Statement:** Examples of device modification could include changing factors such as type and concentration of a substance. Examples of problems could be keeping a chemical ice pack cold longer or chemical heat pack warm longer. Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.\n\n**Assessment Boundary:** Assessment is limited to the criteria of amount, time, and temperature of substances in testing the device.","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"0d499f42-fc40-4161-a703-fbd71ef9fa39","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0d499f42-fc40-4161-a703-fbd71ef9fa39","fullStatement":"Energy","humanCodingScheme":"7.PS3","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"628b7595-a742-4b92-b56f-19fcf0ebf496","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/628b7595-a742-4b92-b56f-19fcf0ebf496","fullStatement":"Construct and interpret graphical displays of data to describe the proportional relationships of kinetic energy to the mass of an object and to the speed of an object.","humanCodingScheme":"7.PS3.1","notes":"**Clarification Statement:** Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.\n\n**Assessment Boundary:** Does not include mathematical calculations of kinetic energy.","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"75187ed1-56bd-46da-a660-7758972d4449","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/75187ed1-56bd-46da-a660-7758972d4449","fullStatement":"Develop a model to describe that when objects interacting at a distance change their arrangement, different amounts of potential energy are stored in the system.","humanCodingScheme":"7.PS3.2","notes":"**Clarification Statement:** Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate\u2019s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.\n\n**Assessment Boundary:** Assessment is limited to two objects and electric, magnetic, and gravitational interactions.","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"9ab314d3-60b6-4130-9077-466b27e992c8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9ab314d3-60b6-4130-9077-466b27e992c8","fullStatement":"Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.","humanCodingScheme":"7.PS3.5","notes":"**Clarification Statement:** Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.\n\n**Assessment Boundary:** Assessment does not include calculations of energy.","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"52fbfda1-598f-44d3-b300-5c0befc98d2f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/52fbfda1-598f-44d3-b300-5c0befc98d2f","fullStatement":"From Molecules to Organisms: Structure and Function","humanCodingScheme":"7.LS1","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"910efb2f-0169-4562-a59b-369eb1bb6e24","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/910efb2f-0169-4562-a59b-369eb1bb6e24","fullStatement":"Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.","humanCodingScheme":"7.LS1.6","notes":"**Clarification Statement:** Emphasis is on tracing movement of matter and flow of energy.\n\n**Assessment Boundary:** Assessment does not include the biochemical mechanisms of photosynthesis.","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"3a96585c-9149-4783-9d7a-67d14cb17cf4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3a96585c-9149-4783-9d7a-67d14cb17cf4","fullStatement":"Develop a model to describe how food molecules in plants and animals are broken down and rearranged through chemical reactions to form new molecules that support growth and/or release energy as matter moves through an organism.","humanCodingScheme":"7.LS1.7","notes":"**Clarification Statement:** Emphasis is on describing how energy stored within food molecules is released as they are broken apart and rearranged into new molecules.\n\n**Assessment Boundary:** Assessment does not include details of the chemical reactions for photosynthesis or respiration.","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"bb831627-a672-41df-bd0e-155d64f072f7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bb831627-a672-41df-bd0e-155d64f072f7","fullStatement":"Ecosystems: Interactions, Energy and Dynamics","humanCodingScheme":"7.LS2","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"4e50bb07-67b7-4778-aaab-648a43711153","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4e50bb07-67b7-4778-aaab-648a43711153","fullStatement":"Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.","humanCodingScheme":"7.LS2.1","notes":"**Clarification Statement:** Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.\n\n**Assessment Boundary:** Determining the carrying capacity of ecosystems is beyond the intent.","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"6d70820b-05be-48ed-aaaf-4b5385d7337d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6d70820b-05be-48ed-aaaf-4b5385d7337d","fullStatement":"Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.","humanCodingScheme":"7.LS2.2","notes":"**Clarification Statement:** Emphasis is on constructing explanations that predict consistent patterns of interactions in different ecosystems in terms of the relationships among and between living organisms and nonliving components of ecosystems. Examples of types of interactions could include competition, predation, parasitism, commensalism, mutualism.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"97f6ee72-7b70-4c0e-b967-d8e1fb5a9691","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/97f6ee72-7b70-4c0e-b967-d8e1fb5a9691","fullStatement":"Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.","humanCodingScheme":"7.LS2.3","notes":"**Clarification Statement:** Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.\n\n**Assessment Boundary:** Assessment does not include the use of chemical reactions to describe the processes.","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"7c54daff-e44f-4724-a251-450a77540915","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7c54daff-e44f-4724-a251-450a77540915","fullStatement":"Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.","humanCodingScheme":"7.LS2.4","notes":"**Clarification Statement:** Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"0d59671c-167c-438c-bd10-08cf7623f5f8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0d59671c-167c-438c-bd10-08cf7623f5f8","fullStatement":"Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*","humanCodingScheme":"7.LS2.5","notes":"**Clarification Statement:** Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"9431d65c-d1d5-4a59-9641-c3ae2cd660e1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9431d65c-d1d5-4a59-9641-c3ae2cd660e1","fullStatement":"Earth and Human Activity","humanCodingScheme":"7.ESS3","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"b8552127-e81d-4b40-b041-4edf62e7492e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b8552127-e81d-4b40-b041-4edf62e7492e","fullStatement":"Construct a scientific explanation based on evidence for how the uneven distributions of Earth\u2019s mineral, energy, and groundwater resources are the result of past and current geoscience processes.","humanCodingScheme":"7.ESS3.1","notes":"**Clarification Statement:** Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geological traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"e230ac76-8524-4540-9d66-b58e32aa1136","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e230ac76-8524-4540-9d66-b58e32aa1136","fullStatement":"Apply scientific principles to design a method for monitoring and minimizing human impact on the environment.*","humanCodingScheme":"7.ESS3.3","notes":"**Clarification Statement:** Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"371c3f6d-02c9-40f8-9fd8-1ae5850b3fde","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/371c3f6d-02c9-40f8-9fd8-1ae5850b3fde","fullStatement":"Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth\u2019s systems.","humanCodingScheme":"7.ESS3.4","notes":"**Clarification Statement:** Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth\u2019s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"8f9ba2ca-000c-4218-8da9-3175f5197497","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8f9ba2ca-000c-4218-8da9-3175f5197497","fullStatement":"Obtain, evaluate, and communicate evidence of the factors that have caused changes in global temperatures over the past century.","humanCodingScheme":"7.ESS3.5","notes":"**Clarification Statement:** Examples of evidence can include tables, graphs, and maps of global and regional temperatures; atmospheric levels of gases such as carbon dioxide and methane; and the impact humans have on the environment.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["07"],"lastChangeDateTime":"2023-09-19T20:28:46+00:00"},{"identifier":"30458326-a06a-4562-a4e5-8fd654fafd9e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/30458326-a06a-4562-a4e5-8fd654fafd9e","fullStatement":"Grade 8","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"351e3f46-68c4-4256-ad7b-9587ba04ac8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/351e3f46-68c4-4256-ad7b-9587ba04ac8c"},"language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"594c1b0d-e352-458b-908f-844e8b348983","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/594c1b0d-e352-458b-908f-844e8b348983","fullStatement":"Matter and Stability of Forces","humanCodingScheme":"8.PS2","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"8af9fa4f-0642-4d23-ad4e-095a0af4727c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8af9fa4f-0642-4d23-ad4e-095a0af4727c","fullStatement":"Apply Newton\u2019s Third Law to design a solution to a problem involving the motion of two colliding objects in a system.*","humanCodingScheme":"8.PS2.1","notes":"**Clarification Statement:** Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.\n\n**Assessment Boundary:** Assessment is limited to vertical or horizontal interactions in one dimension.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"56700e3b-8e39-47cb-ab70-1886da5f86a0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/56700e3b-8e39-47cb-ab70-1886da5f86a0","fullStatement":"Plan an investigation to provide evidence that the change in an object\u2019s motion depends on the sum of the forces on the object and the mass of the object.","humanCodingScheme":"8.PS2.2","notes":"**Clarification Statement:** Emphasis is on balanced (Newton\u2019s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton\u2019s Second Law); frame of reference; and specification of units. An increase in force can be caused by increasing the mass, the acceleration, or both the mass and acceleration of an object. An example of evidence could include reasoning from mathematical expressions (F=ma).\n\n**Assessment Boundary:** Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and a change in one variable at a time. Assessment does not include the use of trigonometry.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"b11d92ee-19e6-4cb7-9de5-ddd6479f2ec2","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b11d92ee-19e6-4cb7-9de5-ddd6479f2ec2","fullStatement":"Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.","humanCodingScheme":"8.PS2.3","notes":"**Clarification Statement:** Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.\n\n**Assessment Boundary:** Assessment about questions that require quantitative answers is limited to proportional reasoning. Assessment of Coulomb\u2019s Law is not intended.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"a961b8da-8d92-4998-9bac-e774939f4024","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a961b8da-8d92-4998-9bac-e774939f4024","fullStatement":"Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.","humanCodingScheme":"8.PS2.4","notes":"**Clarification Statement:** Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.\n\n**Assessment Boundary:** Assessment does not include Newton\u2019s Law of Gravitation or Kepler\u2019s Laws. Assessment should be focused on qualitative observations and data, or other quantitative data that does not require mathematical computations beyond basic central tendencies.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"52fc46e8-9623-4ad9-9174-fb58fddf9b7f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/52fc46e8-9623-4ad9-9174-fb58fddf9b7f","fullStatement":"Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.","humanCodingScheme":"8.PS2.5","notes":"**Clarification Statement:** Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically charged balloons. Examples of investigations could include first-hand experiences or simulations.\n\n**Assessment Boundary:** Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"e98f4213-9dc6-4e5e-b5b3-48d6ea51ce7d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e98f4213-9dc6-4e5e-b5b3-48d6ea51ce7d","fullStatement":"Waves and Their Applications in Technologies for Information Transfer","humanCodingScheme":"8.PS4","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"ea92155f-f28a-4c11-9c58-5100a053dac1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ea92155f-f28a-4c11-9c58-5100a053dac1","fullStatement":"Use mathematical representations to describe patterns in a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.","humanCodingScheme":"8.PS4.1","notes":"**Clarification Statement:** Emphasis is on describing waves with both qualitative and quantitative thinking.\n\n**Assessment Boundary:** Assessment does not include electromagnetic waves and is limited to standard repeating waves.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"f1b89bc8-b760-4c28-b630-9abb48b87fb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f1b89bc8-b760-4c28-b630-9abb48b87fb7","fullStatement":"Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.*","humanCodingScheme":"8.PS4.3","notes":"**Clarification Statement:** Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in WIFI devices, and conversion of stored binary patterns to make sound or text on a computer screen. Examples of reliability in encoding could include transmitting digital information at a higher quality than analog signals (digital vs. analog photographs or videos, or digital vs. analog thermometer). Examples of reliability in transmission could include the degradation of an analog signal compared to a digital signal.\n\n**Assessment Boundary:** Assessment does not include binary counting or the specific mechanism of any given device.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"0de07b55-9369-4e52-aad9-c0f213b6ecaa","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0de07b55-9369-4e52-aad9-c0f213b6ecaa","fullStatement":"From Molecules to Organisms: Structure and Function","humanCodingScheme":"8.LS1","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"d917e514-1590-49c4-98f4-cafc6516ac0a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d917e514-1590-49c4-98f4-cafc6516ac0a","fullStatement":"Use arguments 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.","humanCodingScheme":"8.LS1.4","notes":"**Clarification Statement:** Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.\n\n**Assessment Boundary:** Assessment should not focus on the identification of the reproductive plant structures.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"3d214a74-a4bc-4132-88a7-4e823ec07faf","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3d214a74-a4bc-4132-88a7-4e823ec07faf","fullStatement":"Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.","humanCodingScheme":"8.LS1.5","notes":"**Clarification Statement:** Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.\n\n**Assessment Boundary:** Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"47504c60-85e2-46a1-b27a-19b962943072","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/47504c60-85e2-46a1-b27a-19b962943072","fullStatement":"Heredity: Inheritance and Variation of Traits","humanCodingScheme":"8.LS3","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"6b2ec311-8f3c-4a0f-9967-e2d36c426aea","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6b2ec311-8f3c-4a0f-9967-e2d36c426aea","fullStatement":"Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.","humanCodingScheme":"8.LS3.1","notes":"**Clarification Statement:** Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins. Examples: Radiation treated plants, genetically modified organisms (e.g. roundup resistant crops, bioluminescence), mutations both harmful and beneficial.\n\n**Assessment Boundary:** Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"2a5cd994-8b30-4640-b699-9b6f342597b5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2a5cd994-8b30-4640-b699-9b6f342597b5","fullStatement":"Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.","humanCodingScheme":"8.LS3.2","notes":"**Clarification Statement:** Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.\n\n**Assessment Boundary:** The assessment should measure the students\u2019 abilities to explain the general outcomes of sexual versus asexual reproduction in terms of variation seen in the offspring.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"51f4beeb-945a-494e-9d05-b60b6890f871","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/51f4beeb-945a-494e-9d05-b60b6890f871","fullStatement":"Biological Unity and Diversity","humanCodingScheme":"8.LS4","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"177d5182-5e83-4b56-b27e-f0ad602f924b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/177d5182-5e83-4b56-b27e-f0ad602f924b","fullStatement":"Analyze and interpret data to identify patterns within the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth.","humanCodingScheme":"8.LS4.1","notes":"**Clarification Statement:** Emphasis is on finding patterns of change in the complexity of anatomical structures in organisms and the chronological order of fossils\u2019 appearance in the rock layers. The natural laws that operate today are assumed to operate as they have in the past.\n\n**Assessment Boundary:** Assessment does not include the names of individual species or geological time scales in the fossil record.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"34048b54-bfcd-43ad-bfea-d6b96a10a321","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/34048b54-bfcd-43ad-bfea-d6b96a10a321","fullStatement":"Apply scientific ideas to construct an explanation for the patterns of anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer ancestral relationships.","humanCodingScheme":"8.LS4.2","notes":"**Clarification Statement:** Emphasis is on explanations of the ancestral relationships among organisms in terms of similarities or differences of anatomical features or structures. Examples could include how structural similarities/differences could determine relationships between two modern organisms (e.g., wings of birds vs. bats vs. insects) or modern and fossil organisms (e.g., fossilized horses compared to modern horses, trilobites compared to horseshoe crabs).\n\n**Assessment Boundary:** Assessment does not include the names of individual species or geological eras in the fossil record.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"b695163d-9faa-4b10-83a7-828c45dd443e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b695163d-9faa-4b10-83a7-828c45dd443e","fullStatement":"Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.","humanCodingScheme":"8.LS4.3","notes":"**Clarification Statement:** Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance in diagrams or pictures.\n\n**Assessment Boundary:** Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"def64889-cae7-463b-8d7c-e0d5f4c03b94","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/def64889-cae7-463b-8d7c-e0d5f4c03b94","fullStatement":"Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals\u2019 probability of surviving and reproducing in a specific environment.","humanCodingScheme":"8.LS4.4","notes":"**Clarification Statement:** Emphasis is on using simple probability statements and proportional reasoning to construct explanations for why in a specific environment impacted by different factors (e.g., limited food availability, predators, nesting site availability, light availability), some traits confer advantages that make it more probable that an organism will be able to survive and reproduce there.\n\n**Assessment Boundary:** N/A","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"6b638d83-15e5-409a-84f4-7fa615290028","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6b638d83-15e5-409a-84f4-7fa615290028","fullStatement":"Gather and synthesize information about the practices that have changed the way humans influence the inheritance of desired traits in organisms.*","humanCodingScheme":"8.LS4.5","notes":"**Clarification Statement:** Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and on the impacts these practices have on society, as well as the technologies leading to these scientific discoveries.\n\n**Assessment Boundary:** The assessment should provide evidence of students\u2019 abilities to understand and communicate how technology affects both individuals and society.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"6f6acc71-9bc8-4806-9d66-ca194ad0633a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6f6acc71-9bc8-4806-9d66-ca194ad0633a","fullStatement":"Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.","humanCodingScheme":"8.LS4.6","notes":"**Clarification Statement:** Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.\n\n**Assessment Boundary:** The assessment should provide evidence of students\u2019 abilities to explain trends in data for the number of individuals with specific traits changing over time. Assessment does not include Hardy Weinberg calculations.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"042b0680-5e01-4976-8dbe-bdb0dcac63a8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/042b0680-5e01-4976-8dbe-bdb0dcac63a8","fullStatement":"Earth\u2019s Place in the Universe","humanCodingScheme":"8.ESS1","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"71d1f732-c64a-4a69-bcbb-d6a5a7c9f21f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/71d1f732-c64a-4a69-bcbb-d6a5a7c9f21f","fullStatement":"Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.","humanCodingScheme":"8.ESS1.1","notes":"**Clarification Statement:** Earth\u2019s rotation relative to the positions of the Moon and Sun describes the occurrence of tides; the revolution of Earth around the Sun explains the annual cycle of the apparent movement of the constellations in the night sky; the Moon\u2019s revolution around Earth explains the cycle of spring/neap tides and the occurrence of eclipses; and the Moon\u2019s elliptical orbit mostly explains the occurrence of total and annular eclipses. The position and tilt of Earth, as it revolves around the Sun, explain why seasons occur. Examples of models can be physical, graphical, or conceptual.\n\n**Assessment Boundary:** Definitions of spring or neap tides should not be included.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"bc183e1c-0a54-4680-a543-390ff9c7e073","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bc183e1c-0a54-4680-a543-390ff9c7e073","fullStatement":"Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.","humanCodingScheme":"8.ESS1.2","notes":"**Clarification Statement:** Emphasis for the model is on effects of gravity and inertia as the forces that hold together the solar system and Milky Way Galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as a school or state).\n\n**Assessment Boundary:** Assessment does not include Kepler\u2019s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"6d90fbf6-1530-4c10-a468-80b4944cedee","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6d90fbf6-1530-4c10-a468-80b4944cedee","fullStatement":"Analyze and interpret data to determine scale properties of objects in the solar system.*","humanCodingScheme":"8.ESS1.3","notes":"**Clarification Statement:** Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object\u2019s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.\n\n**Assessment Boundary:** Assessment emphasis is on data analysis of properties of the planets and should not include recalling facts about the planets and other solar system bodies.","language":"en","educationLevel":["08"],"lastChangeDateTime":"2023-09-19T20:28:52+00:00"},{"identifier":"b32bfa69-956c-44f3-a90d-170e0edf397a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b32bfa69-956c-44f3-a90d-170e0edf397a","fullStatement":"High School","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"38740645-2fbd-439a-a53a-b6ec759fcccc","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/38740645-2fbd-439a-a53a-b6ec759fcccc","fullStatement":"Physical Science","humanCodingScheme":"PS","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"6906e003-78c2-488b-88b0-048c9c912bc9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6906e003-78c2-488b-88b0-048c9c912bc9","fullStatement":"Matter and Its Interactions","humanCodingScheme":"PS.PS1","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"2c2c0a12-5035-42e8-bf5b-b445e88dc459","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2c2c0a12-5035-42e8-bf5b-b445e88dc459","fullStatement":"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.","humanCodingScheme":"PS.PS1.1","notes":"Clarification Statement: Examples of properties that could be predicted from trends and patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.\n\nAssessment Boundary: Assessment is limited to main group elements. Assessment does not include understanding of ionization energy and electronegativity.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"e5f80340-13c8-433b-be84-2424570975b3","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e5f80340-13c8-433b-be84-2424570975b3","fullStatement":"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, knowledge of the patterns of chemical properties, and formation of compounds.","humanCodingScheme":"PS.PS1.2","notes":"Clarification Statement: Identifying patterns in reactions allows the emphasis to be on student explanation of observed reaction outcomes. Reactions that students could be exposed to are synthesis (limited to elements forming a compound), decomposition (limited to a compound producing two or more elements), combustion, single displacement, or double displacement.\n\nAssessment Boundary: Assessment is limited to chemical reactions involving main group elements.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"6bb27a55-b0e3-4758-9e9e-5402f748df21","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6bb27a55-b0e3-4758-9e9e-5402f748df21","fullStatement":"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.","humanCodingScheme":"PS.PS1.5","notes":"Clarification Statement: Emphasis is on student reasoning that focuses on the qualitative evidence for number and energy of collisions (Collison Theory) and relationships between rate and temperature.\n\nAssessment Boundary: Assessment is limited to explaining the result of changing one condition at a time in a simple reaction in which there are only two reactants.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"8129b173-57ec-4ac4-9557-e61dd4154a33","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8129b173-57ec-4ac4-9557-e61dd4154a33","fullStatement":"Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.","humanCodingScheme":"PS.PS1.7","notes":"Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale. Mathematical representation can include balancing chemical equations to represent the laws of conservation of mass, constant composition (definite proportions) and understanding the ratio of the coefficients between reactants and products.\n\nAssessment Boundary: Assessment does not include complex chemical reactions or stoichiometry. Emphasis is on assessing students\u2019 use of mathematical reasoning and not on memorization and rote application of problem-solving techniques.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"64fa8102-ee6f-44ab-a304-81bbf7fbf4ec","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/64fa8102-ee6f-44ab-a304-81bbf7fbf4ec","fullStatement":"Matter and Stability of Forces","humanCodingScheme":"PS.PS2","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"d0df831a-17a9-4fad-b878-cfcbd2e9a38f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d0df831a-17a9-4fad-b878-cfcbd2e9a38f","fullStatement":"Analyze and interpret data to support the claim of a causal relationship between the net force on an object and its change in motion, as described in Newton\u2019s second law of motion.","humanCodingScheme":"PS.PS2.1","notes":"Clarification Statement: Examples of data could include tables or graphs of position or velocity of an object as a function of time. Examples of objects subjected to a net force can include objects in free-fall, objects sliding down a ramp, or moving objects pulled by a constant force.\n\nAssessment Boundary: Assessment is limited to macroscopic objects moving in one-dimensional motion, at non-relativistic speeds. Air- resistance is ignored.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"9a6c1929-5601-4ea3-96e7-5021c5d21fe1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9a6c1929-5601-4ea3-96e7-5021c5d21fe1","fullStatement":"Use mathematical representations to support the explanation that the total momentum of a system of objects is conserved when there is no net force on the system.","humanCodingScheme":"PS.PS2.2","notes":"Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.\n\nAssessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension and does not include naming the types of collisions. Assessment should provide evidence of students\u2019 abilities to explain the mathematical relationships between momentum, mass, and velocity.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"013b5b24-8e3d-4793-a3e7-5d0639dede88","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/013b5b24-8e3d-4793-a3e7-5d0639dede88","fullStatement":"Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*","humanCodingScheme":"PS.PS2.3","notes":"Clarification Statement: An example of evaluation could include determining the success of the device at protecting an object from damage. Examples of devices could include football helmets, parachutes, and car restraint systems, such as seatbelts and airbags. Refinement of the device may include modifying one or more parts or all of the device to improve performance of the device.\n\nAssessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"678151f5-e91b-4ba4-a8b3-51852de740b6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/678151f5-e91b-4ba4-a8b3-51852de740b6","fullStatement":"Plan and conduct an investigation to provide evidence that an electric current can cause a magnetic field and that a changing magnetic field can cause an electric current.","humanCodingScheme":"PS.PS2.5","notes":"Clarification Statement: Students\u2019 investigations should describe the data that will be collected and the evidence to be derived from that data. Examples could include electromagnets/solenoids, motors, current carrying wires, and compasses.\n\nAssessment Boundary: Assessment is limited to planning and conducting investigations with provided materials and tools.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"503c3360-3187-4f38-9e6e-1457c73e2e0c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/503c3360-3187-4f38-9e6e-1457c73e2e0c","fullStatement":"Energy","humanCodingScheme":"PS.PS3","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"a6010a05-f7ef-4d3c-9e56-aa36d3088e63","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a6010a05-f7ef-4d3c-9e56-aa36d3088e63","fullStatement":"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.","humanCodingScheme":"PS.PS3.1","notes":"Clarification Statement: Emphasis is on utilizing calculations to understand that energy is transferred in and out of systems and conserved, as well as explaining the meaning of mathematical expressions used in the model.\n\nAssessment Boundary: Assessment is limited to two or three components and the transfer of thermal energy, kinetic energy, potential energy, and/or the energies in gravitational, magnetic, or electric fields.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"92f8c360-d17f-4f09-9905-1ee4d5a31007","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/92f8c360-d17f-4f09-9905-1ee4d5a31007","fullStatement":"Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.","humanCodingScheme":"PS.PS3.2","notes":"Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to the position of an object above the earth (considered as stored in fields), and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.\n\nAssessment Boundary: Assessment does not include quantitative calculations, chemical energy, or effects of air resistance/friction.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"c726f248-c489-4546-a7ca-7e3d7c87acc5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c726f248-c489-4546-a7ca-7e3d7c87acc5","fullStatement":"Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*","humanCodingScheme":"PS.PS3.3","notes":"Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints placed on a device could include the cost of materials, types of materials available, having to use renewable energy, an efficiency threshold, and time to build and/or operate the device.\n\nAssessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"c11b26f3-a0b9-44da-a80a-987deaf3ed52","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c11b26f3-a0b9-44da-a80a-987deaf3ed52","fullStatement":"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).","humanCodingScheme":"PS.PS3.4","notes":"Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the thermal energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.\n\nAssessment Boundary: Assessment is limited to devices constructed with materials provided to students. Assessment includes both quantitative and conceptual descriptions of energy change.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"740c2722-3c0c-4ab3-b5ff-344bb4338922","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/740c2722-3c0c-4ab3-b5ff-344bb4338922","fullStatement":"Waves and Their Applications in Technologies for Information Transfer","humanCodingScheme":"PS.PS4","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"0f276a29-fc3a-4216-8070-931f0f19ed8e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0f276a29-fc3a-4216-8070-931f0f19ed8e","fullStatement":"Use mathematical representations to explain both qualitative and quantitative relationships among frequency, wavelength, and speed of waves traveling in various media.","humanCodingScheme":"PS.PS4.1","notes":"Clarification Statement: Emphasis is on using mathematical representations to understand how various media change the speed of waves. Examples of waves moving through various media could include electromagnetic radiation traveling in a vacuum or glass, sound waves traveling through air or water, or seismic waves traveling through Earth.\n\nAssessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"308fa579-01dd-4f12-8944-e30f60cff7ad","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/308fa579-01dd-4f12-8944-e30f60cff7ad","fullStatement":"Evaluate questions about the advantages and disadvantages of using a digital transmission and storage of information.*","humanCodingScheme":"PS.PS4.2","notes":"Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"6d3659a6-0e12-4627-afeb-f179571ca875","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6d3659a6-0e12-4627-afeb-f179571ca875","fullStatement":"Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.","humanCodingScheme":"PS.PS4.4","notes":"Clarification Statement: Emphasis is on the idea that different frequencies of electromagnetic radiation have different energies, and the damage to living tissue depends on the energy of the radiation. Examples of published materials could include peer-reviewed scientific articles, or trade books, magazines, web resources, videos, and other passages that may reflect bias.\n\nAssessment Boundary: Assessment is limited to qualitative descriptions.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"a0262f9a-3bc8-4a62-b5fe-bba2d3570c29","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a0262f9a-3bc8-4a62-b5fe-bba2d3570c29","fullStatement":"Chemistry","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"351e3f46-68c4-4256-ad7b-9587ba04ac8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/351e3f46-68c4-4256-ad7b-9587ba04ac8c"},"humanCodingScheme":"CH","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"600cd9d2-26f2-41e8-aec7-118d12157dec","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/600cd9d2-26f2-41e8-aec7-118d12157dec","fullStatement":"Matter and Its Interactions","humanCodingScheme":"CH.PS1","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"6f5db31c-c1c4-4a88-a04e-b7a4398165b1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6f5db31c-c1c4-4a88-a04e-b7a4398165b1","fullStatement":"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.","humanCodingScheme":"CH.PS1.1","notes":"Clarification Statement: Examples could include trends in ionization energy, atomic radius, or electronegativity. Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and ion formation.\n\nAssessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends or exception explanations (e.g. Be to B or N to O).","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"3e8d6ba2-d1db-4dea-904b-0ac01f9f0ba5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3e8d6ba2-d1db-4dea-904b-0ac01f9f0ba5","fullStatement":"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, knowledge of the patterns of chemical properties, and formation of compounds.","humanCodingScheme":"CH.PS1.2","notes":"Clarification Statement: Periodic trends (ionization energy, electronegativity, reactivity), patterns of valence electrons, and classifying reaction types should be utilized when constructing and revising explanations for the prediction of products (e.g. synthesis/combination, decomposition, combustion, single displacement, double displacement, oxidation/reduction, and/or acid/base).\n\nAssessment Boundary: Assessment is limited to chemical reactions involving main group elements and polyatomic ions (e.g. Nitrate, Nitrite, Sulfate, Hydroxide, Carbonate, and Phosphate).","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"0b8c5463-ae2e-4c07-ab43-56d25fc07be5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0b8c5463-ae2e-4c07-ab43-56d25fc07be5","fullStatement":"Plan and conduct an investigation to compare the structure of substances at the bulk scale level to infer the strength of electrical forces between particles.","humanCodingScheme":"CH.PS1.3","notes":"Clarification Statement: Emphasis is on understanding the relative strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension. The intent of the performance expectation is limited to evaluation of bulk-scale properties and not microscale properties.\n\nAssessment Boundary: Assessment does not include calculations related to any bulk-scale property.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"d2964fcd-dff9-4f3d-8e0c-c0f70e0066cd","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d2964fcd-dff9-4f3d-8e0c-c0f70e0066cd","fullStatement":"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.","humanCodingScheme":"CH.PS1.4","notes":"Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that involves an overall change in energy that is due to the absorption of energy when bonds are broken and the release of energy when new bonds are formed. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.\n\nAssessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"60f1ac7c-58c5-476f-8237-f6f2fdd8bee3","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/60f1ac7c-58c5-476f-8237-f6f2fdd8bee3","fullStatement":"Apply scientific principles and evidence to provide an explanation about the effects of changing the conditions of the reacting particles on the rate at which a reaction occurs.","humanCodingScheme":"CH.PS1.5","notes":"Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules (Collision Theory). Examples of reaction conditions that affect rate could include temperature, concentration, surface area/particle size, pressure, or the addition of a catalyst.\n\nAssessment Boundary: Assessment is limited to explaining the result of changing one condition at a time in a simple reaction in which there are only two reactants.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"459f16c9-60c5-4f44-9ea1-90228ad7d2a3","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/459f16c9-60c5-4f44-9ea1-90228ad7d2a3","fullStatement":"Refine the design of a chemical system by specifying a change in conditions that would produce a change in the amounts of products at equilibrium.*","humanCodingScheme":"CH.PS1.6","notes":"Clarification Statement: Emphasis is on the qualitative application of Le Ch\u00e2telier\u2019s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Designs may include ways to achieve the desired effect on a system at equilibrium by changing temperature, pressure, and/or adding or removing reactants or products.\n\nAssessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"7c3ffeac-8470-4327-8d58-bcac734673b2","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7c3ffeac-8470-4327-8d58-bcac734673b2","fullStatement":"Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.","humanCodingScheme":"CH.PS1.7","notes":"Clarification Statement: Mathematical representations could include balanced chemical equations that represent the laws of conservation of mass and constant composition (definite proportions) and mass-to-mass stoichiometry. The mole concept and stoichiometry are used to show proportional relationships between masses of reactants and products.\n\nAssessment Boundary: Assessment does not include complex chemical reactions. Emphasis is on assessing students\u2019 use of mathematical reasoning and does not include recall of mathematical equations and rote application of problem-solving techniques.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"3f48ca4b-5c42-436d-a019-bfb60a9cbdde","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3f48ca4b-5c42-436d-a019-bfb60a9cbdde","fullStatement":"Develop models to illustrate the changes in composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.","humanCodingScheme":"CH.PS1.8","notes":"Clarification Statement: Emphasis is on qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations. Examples of nuclear processes could include the formation of elements through fusion in stars, generation of electricity in a nuclear power plant, or the use of radioisotopes in nuclear medicine.\n\nAssessment Boundary: Assessment does not include quantitative calculation of energy released (i.e., binding energy). Assessment is limited to alpha, beta, and gamma radioactive decay.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"58ddd8ec-f7f0-45eb-8041-49e795597dc7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/58ddd8ec-f7f0-45eb-8041-49e795597dc7","fullStatement":"Matter and Stability of Forces","humanCodingScheme":"CH.PS2","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"32a3bfc1-adda-4904-8503-44270a39e9a6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/32a3bfc1-adda-4904-8503-44270a39e9a6","fullStatement":"Communicate scientific and technical information about why the molecular level structure of designed materials determines how the material functions.*","humanCodingScheme":"CH.PS2.6","notes":"Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors. Scientific and technical information should include molecular structures of specific designed materials and limit comparison to two substances of the same type.\n\nAssessment Boundary: Assessment is limited to provided molecular structures or specific designed materials.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"f277ce91-7c7c-4445-af2b-e16ca7eb28fa","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f277ce91-7c7c-4445-af2b-e16ca7eb28fa","fullStatement":"Energy","humanCodingScheme":"CH.PS3","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"457a1884-607e-4c03-8519-ed44a0340117","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/457a1884-607e-4c03-8519-ed44a0340117","fullStatement":"Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*","humanCodingScheme":"CH.PS3.3","notes":"Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Sources of energy could include those from chemical or nuclear reactions. Examples of devices could include lemon or potato clock, a voltaic cell (batteries), hand warmers, solar panels/solar ovens, and nuclear power generation through simulations. Examples of constraints placed on a device could include the cost of materials, types of materials available, having to use renewable energy, an efficiency threshold, and time to build and/or operate the device.\n\nAssessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"45184093-0dad-4f97-a3f1-a996d1702868","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/45184093-0dad-4f97-a3f1-a996d1702868","fullStatement":"Plan and conduct an investigation to provide evidence that the transfer of thermal energy between components in a closed system involves changes in energy dispersal and heat content and results in a more uniform energy distribution among the components in the system (second law of thermodynamics).","humanCodingScheme":"CH.PS3.4","notes":"Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the thermal energy changes both quantitatively and conceptually. Examples of investigations could include calorimetry (i.e., dissolving a substance in water, mixing two solutions, and combining two components) where students measure temperatures and calculate heat.\n\nAssessment Boundary: Assessment is limited to conceptual understanding of energy and investigations based on materials and tools provided to students. Assessment includes both quantitative and conceptual descriptions of energy change.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"012dc094-6193-412b-bb1c-1da1a73cdade","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/012dc094-6193-412b-bb1c-1da1a73cdade","fullStatement":"Waves and Their Applications in Technologies for Information Transfer","humanCodingScheme":"CH.PS4","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"8d0119a2-69df-416a-bdc4-4fb7e1f7902d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8d0119a2-69df-416a-bdc4-4fb7e1f7902d","fullStatement":"Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.","humanCodingScheme":"CH.PS4.1","notes":"Clarification Statement: Emphasis is on using mathematical relationships to understand how various media change the speed of waves. Examples of different media that could be explored include electromagnetic radiation traveling in a vacuum or glass, sound waves traveling through air or water, or seismic waves traveling through Earth.\n\nAssessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"02f075fa-badd-4c4d-b420-4dedface28dd","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/02f075fa-badd-4c4d-b420-4dedface28dd","fullStatement":"Develop an argument for how scientific evidence supports the explanation that electromagnetic radiation can be described either by the wave model or the particle model, and in some situations one model is more useful than the other.","humanCodingScheme":"CH.PS4.3","notes":"Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and the photoelectric effect.\n\nAssessment Boundary: Assessment does not include using quantum theory.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"fe975cbd-5314-4494-ad67-6ddee2da1d3b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/fe975cbd-5314-4494-ad67-6ddee2da1d3b","fullStatement":"Physics","humanCodingScheme":"PH","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"22110cf7-4f11-4a07-b0c5-3048a3f6f91e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/22110cf7-4f11-4a07-b0c5-3048a3f6f91e","fullStatement":"Matter and Its Interactions","humanCodingScheme":"PH.PS1","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"112df4a3-c4d7-468b-a09c-f258feb11f2c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/112df4a3-c4d7-468b-a09c-f258feb11f2c","fullStatement":"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.","humanCodingScheme":"PH.PS1.8","notes":"Clarification Statement: Emphasis is on qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations. Examples of nuclear processes could include, the formation of elements through fusion in stars, generation of electricity in a nuclear power plant, or the use of radioisotopes in nuclear medicine.\n\nAssessment Boundary: Assessment does not include quantitative calculation of energy released (i.e., binding energy). Assessment is limited to alpha, beta, and gamma radioactive decay.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"bb6dd1b7-6d43-4d27-b2b5-8a694212016f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bb6dd1b7-6d43-4d27-b2b5-8a694212016f","fullStatement":"Matter and Stability of Forces","humanCodingScheme":"PH.PS2","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"1b3858b0-d6b4-436f-b59f-2725c6ada8a9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1b3858b0-d6b4-436f-b59f-2725c6ada8a9","fullStatement":"Analyze and interpret data to support the claim that Newton\u2019s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.","humanCodingScheme":"PH.PS2.1","notes":"Clarification Statement: Examples of data could include tables or graphs of position or velocity of an object as a function of time. Examples of objects subjected to a net force can include objects in free-fall, objects sliding down a ramp, or moving objects pulled by a constant force. The relationship Fnet = ma should be explored qualitatively and quantitatively.\n\nAssessment Boundary: Assessment is limited to macroscopic objects moving in one-dimensional motion, at non-relativistic speeds.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"83649e07-f317-45d8-a0ab-7f6f958047fc","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/83649e07-f317-45d8-a0ab-7f6f958047fc","fullStatement":"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.","humanCodingScheme":"PH.PS2.2","notes":"Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Examples could include one-dimensional elastic or inelastic collisions between objects within the system.\n\nAssessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension and does not include naming the types of collisions.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"60c5aed6-dcfb-4534-ae39-af356e7539b6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/60c5aed6-dcfb-4534-ae39-af356e7539b6","fullStatement":"Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*","humanCodingScheme":"PH.PS2.3","notes":"Clarification Statement: An example of evaluation could include determining the success of the device at protecting an object from damage. Examples of devices could include football helmets, parachutes, and car restraint systems, such as seatbelts and airbags. Refinement of the device may include modifying one or more parts or all of the device to improve performance of the device.\n\nAssessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"0c7da128-36f1-423e-b6b4-9d4d5a6554de","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0c7da128-36f1-423e-b6b4-9d4d5a6554de","fullStatement":"Use mathematical representations of Newton\u2019s Law of Gravitation and Coulomb\u2019s Law to describe and predict the gravitational and electrostatic forces between object.","humanCodingScheme":"PH.PS2.4","notes":"Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of interactions between masses in gravitational fields and electrical charges in electric fields.\n\nAssessment Boundary: Assessment is limited to systems with two objects.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"e6ac8e4b-2f38-4d0c-9cb6-8c29a63b30f6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e6ac8e4b-2f38-4d0c-9cb6-8c29a63b30f6","fullStatement":"Plan and conduct an investigation to provide evidence that an electric current can cause a magnetic field and that a changing magnetic field can cause an electric current.","humanCodingScheme":"PH.PS2.5","notes":"Clarification Statement: Students\u2019 investigations should describe the data that will be collected and the evidence to be derived from that data. Examples could include electromagnets/solenoids, motors, current carrying wires, and compasses.\n\nAssessment Boundary: Assessment is limited to planning and conducting investigations with provided materials and tools.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"fa95015e-3f72-4f74-90fd-b6e2430ac2b4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/fa95015e-3f72-4f74-90fd-b6e2430ac2b4","fullStatement":"Energy","humanCodingScheme":"PH.PS3","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"68dd70a2-cb13-4568-bf73-6ccada81764f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/68dd70a2-cb13-4568-bf73-6ccada81764f","fullStatement":"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.","humanCodingScheme":"PH.PS3.1","notes":"Clarification Statement: Emphasis is on utilizing calculations to understand that energy is transferred in and out of systems and conserved, as well as explaining the meaning of mathematical expressions used in the model.\n\nAssessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, potential energy, and/or the energies in gravitational, magnetic, or electric fields.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"112f9a1e-8b38-448c-8905-a5163f31b805","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/112f9a1e-8b38-448c-8905-a5163f31b805","fullStatement":"Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.","humanCodingScheme":"PH.PS3.2","notes":"Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to the position of an object above the earth (considered as stored in fields), and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.\n\nAssessment Boundary: Assessment does not include quantitative calculations.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"e0fba9d1-367a-45c0-83ee-0f1048ab3a74","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e0fba9d1-367a-45c0-83ee-0f1048ab3a74","fullStatement":"Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*","humanCodingScheme":"PH.PS3.3","notes":"Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints placed on a device could include the cost of materials, types of materials available, having to use renewable energy, an efficiency threshold, and time to build and/or operate the device.\n\nAssessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"6973d1ff-e5cf-466d-a645-6c01cfba160b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6973d1ff-e5cf-466d-a645-6c01cfba160b","fullStatement":"Plan and conduct an investigation to provide evidence that the transfer of thermal energy between components in a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).","humanCodingScheme":"PH.PS3.4","notes":"Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the thermal energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.\n\nAssessment Boundary: Assessment is limited to investigations based on materials and tools provided to students. Assessment includes both quantitative and conceptual descriptions of energy change.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"dadb3aed-b1ce-4da8-ad68-45138e3f857c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/dadb3aed-b1ce-4da8-ad68-45138e3f857c","fullStatement":"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.","humanCodingScheme":"PH.PS3.5","notes":"Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other, including an explanation of how the change in energy of the objects is related to the change in energy of the field. Examples of electric field phenomena may include volcanic lightning or laser printing and examples of magnetic field phenomena may include a mag-lev or magnetic braking.\n\nAssessment Boundary: Assessment is limited to systems containing two objects.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"82cd45e7-8453-41bf-9cd6-d9561a3b6f64","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/82cd45e7-8453-41bf-9cd6-d9561a3b6f64","fullStatement":"Waves and Their Applications in Technologies for Information Transfer","humanCodingScheme":"PH.PS4","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"45489592-1bc5-4ac3-acdd-ebc770b926bc","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/45489592-1bc5-4ac3-acdd-ebc770b926bc","fullStatement":"Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.","humanCodingScheme":"PH.PS4.1","notes":"Clarification Statement: Emphasis is on using mathematical relationships to understand how various media change the speed of waves. Examples of different media that could be explored include electromagnetic radiation traveling in a vacuum or glass, sound waves traveling through air or water, or seismic waves traveling through Earth.\n\nAssessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"689e1461-fc02-4aac-bf7c-ee4da16a1fb0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/689e1461-fc02-4aac-bf7c-ee4da16a1fb0","fullStatement":"Evaluate questions about the advantages and disadvantages of using digital transmission and storage of information.*","humanCodingScheme":"PH.PS4.2","notes":"Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security and theft.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"500be483-06bf-4698-8a47-cdde58983b6a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/500be483-06bf-4698-8a47-cdde58983b6a","fullStatement":"Develop an argument for how scientific evidence supports the explanation that electromagnetic radiation can be described either by the wave model or the particle model, and in some situations one model is more useful than the other.","humanCodingScheme":"PH.PS4.3","notes":"Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and the photoelectric effect.\n\nAssessment Boundary: Assessment does not include using quantum theory.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"50f2f801-2094-427b-81bd-0c9a33241efb","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/50f2f801-2094-427b-81bd-0c9a33241efb","fullStatement":"Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.","humanCodingScheme":"PH.PS4.4","notes":"Clarification Statement: Emphasis is on the idea that different frequencies of electromagnetic radiation have different energies, and the damage to living tissue depends on the energy of the radiation. Examples of published materials could include peer-reviewed scientific articles, or trade books, magazines, web resources, videos, and other passages that may reflect bias.\n\nAssessment Boundary: Assessment is limited to qualitative descriptions.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"408d4930-3707-4b99-9f99-364624ba61cd","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/408d4930-3707-4b99-9f99-364624ba61cd","fullStatement":"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.*","humanCodingScheme":"PH.PS4.5","notes":"Clarification Statement: Examples could include solar cells capturing light and converting it to electricity and transmitting an audio file through a modulated laser signal. Other examples can be found in medical imaging and communication technology.\n\nAssessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"12a1b0b9-621f-4ac0-8f89-a2d1d9ed8efc","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/12a1b0b9-621f-4ac0-8f89-a2d1d9ed8efc","fullStatement":"Biology","humanCodingScheme":"B","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"7e1fd142-4df2-48cc-aea0-36f9bf96ef6a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7e1fd142-4df2-48cc-aea0-36f9bf96ef6a","fullStatement":"From Molecules to Organisms: Structure and Function","humanCodingScheme":"B.LS1","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"7b918104-8ca6-4f1f-94bb-35f1864a8aad","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7b918104-8ca6-4f1f-94bb-35f1864a8aad","fullStatement":"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.","humanCodingScheme":"B.LS1.1","notes":"Clarification Statement: Emphasis is on the conceptual understanding that the sequence of nucleotides in DNA determines the amino acid sequence of proteins through the processes of transcription and translation.\n\nAssessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"31c9e325-8526-4558-b758-ac665e40aa11","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/31c9e325-8526-4558-b758-ac665e40aa11","fullStatement":"Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.","humanCodingScheme":"B.LS1.2","notes":"Clarification Statement: Emphasis is on developing a model in which relevant parts (e.g., an organ system, organs, and their component tissues) and processes (e.g., transport of fluids, motion) of body systems in multicellular organisms are identified and described. Models should then be used to illustrate how relevant parts within a system interact and how systems interact with one another to provide specific functions in multicellular organisms.\n\nAssessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level and is limited to two systems interacting at a time.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"f8734188-23ea-4c69-ab90-05943effc062","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f8734188-23ea-4c69-ab90-05943effc062","fullStatement":"Plan and conduct an investigation to provide evidence of the importance of maintaining homeostasis in living organisms.","humanCodingScheme":"B.LS1.3","notes":"Clarification Statement: A state of homeostasis (stability) must be maintained for organisms to remain alive and functional even as external conditions change within some range. Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, root development in response to water levels, and cell response to hypertonic and hypotonic environments.\n\nAssessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"b53513f4-7338-4a19-9387-47644d56175b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b53513f4-7338-4a19-9387-47644d56175b","fullStatement":"Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.","humanCodingScheme":"B.LS1.4","notes":"Clarification Statement: Emphasis is not on the details of each phase of mitosis but on the conceptual understanding that mitosis produces genetically identical cells via DNA replication and cell division and that immature cells may become specialized through differentiation.\n\nAssessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"1d390762-6be0-434c-adeb-35f918450239","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1d390762-6be0-434c-adeb-35f918450239","fullStatement":"Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.","humanCodingScheme":"B.LS1.5","notes":"Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, or conceptual models developed from investigations.\n\nAssessment Boundary: The assessment should provide evidence of students\u2019 abilities to describe the inputs and outputs of photosynthesis, not the specific biochemical steps (e.g., photosystems, electron transport, and Calvin Cycle).","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"0713afdd-bce6-4fed-8bdb-f5f65cc95ab5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0713afdd-bce6-4fed-8bdb-f5f65cc95ab5","fullStatement":"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.","humanCodingScheme":"B.LS1.6","notes":"Clarification Statement: Emphasis is on using evidence from models and/or simulations to support explanations for how organisms take in matter and rearrange the atoms in chemical reactions to form amino acids and/or other large carbon-based molecules.\n\nAssessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"dc696b0a-9ea6-4b7e-8c0c-bd12032b27ee","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/dc696b0a-9ea6-4b7e-8c0c-bd12032b27ee","fullStatement":"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.","humanCodingScheme":"B.LS1.7","notes":"Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration. Examples of models could include diagrams, chemical equations, or conceptual models developed from investigations.\n\nAssessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration (e.g. glycolysis, Kreb\u2019s Cycle, and electron transport).","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"ad61a91d-3a7e-4af1-8c62-13aa8173df9b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ad61a91d-3a7e-4af1-8c62-13aa8173df9b","fullStatement":"Ecosystems: Interactions, Energy and Dynamics","humanCodingScheme":"B.LS2","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"45f94553-8257-4f9f-9b42-96c2d61c7d36","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/45f94553-8257-4f9f-9b42-96c2d61c7d36","fullStatement":"Use mathematical and/or computational representations to support explanations of factors that affect carrying capacities of ecosystems at different scales.","humanCodingScheme":"B.LS2.1","notes":"Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, or population changes gathered from simulations or historical data sets.\n\nAssessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"6885b0fb-8c5b-43e3-bf62-7b38e2f5242a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6885b0fb-8c5b-43e3-bf62-7b38e2f5242a","fullStatement":"Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.","humanCodingScheme":"B.LS2.2","notes":"Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.\n\nAssessment Boundary: Assessment is limited to provided data.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"ea1dc577-8048-4fca-8cf8-fbbb1b64337f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ea1dc577-8048-4fca-8cf8-fbbb1b64337f","fullStatement":"Construct and revise an explanation based on evidence for the cycling of matter and the flow of energy in aerobic and anaerobic conditions.","humanCodingScheme":"B.LS2.3","notes":"Clarification Statement: Emphasis is on describing the role of aerobic and anaerobic respiration in the conservation of matter and flow of energy into, out of, and within various ecosystems (e.g., chemosynthetic bacteria near deep ocean vents, yeast in various environments, muscle cells during exertion, water-logged plants).\n\nAssessment Boundary: Assessment focuses on the conceptual understanding and does not include the specific chemical processes of either aerobic or anaerobic respiration.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"b2492c20-f173-46fa-a895-880eaf904cac","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b2492c20-f173-46fa-a895-880eaf904cac","fullStatement":"Use a mathematical representation to support claims for the cycling of matter and the flow of energy among organisms in an ecosystem.","humanCodingScheme":"B.LS2.4","notes":"Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen, and nitrogen being conserved as they move through an ecosystem.\n\nAssessment Boundary: The assessment should provide evidence of students\u2019 abilities to develop and use energy pyramids, food chains, food webs, and other models from data sets.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"1b13ea6d-bc41-4f7d-a044-a960f7898ee1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1b13ea6d-bc41-4f7d-a044-a960f7898ee1","fullStatement":"Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.","humanCodingScheme":"B.LS2.5","notes":"Clarification Statement: Examples of models could include simulations and mathematical models. The emphasis is on the movement of carbon.\n\nAssessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"d2e0745c-1e50-4cff-aac6-3cb6f3ff00b3","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d2e0745c-1e50-4cff-aac6-3cb6f3ff00b3","fullStatement":"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.","humanCodingScheme":"B.LS2.6","notes":"Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.\n\nAssessment Boundary: The assessment should provide evidence of students\u2019 abilities to derive trends from graphical representations of population trends. Assessments should focus on describing drivers of ecosystem stability and change, not on the organismal mechanisms of responses and interactions.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"e3a9bcc0-574a-4778-9bfb-4f15fdb4c313","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e3a9bcc0-574a-4778-9bfb-4f15fdb4c313","fullStatement":"Evaluate evidence for the role of group behavior on individual and species\u2019 chances to survive and reproduce.","humanCodingScheme":"B.LS2.8","notes":"Clarification Statement: Emphasis is on advantages of grouping behaviors (e.g., flocking, schooling, herding) and cooperative behaviors (e.g., hunting, migrating, swarming) on survival and reproduction.\n\nAssessment Boundary: The assessment should provide evidence of students\u2019 abilities to: (1) distinguish between group versus individual behavior, (2) identify evidence supporting the outcomes of group behavior, and (3) develop logical and reasonable arguments based on evidence.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"fc0199c7-e06d-4116-b8a2-778dc1dff27b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/fc0199c7-e06d-4116-b8a2-778dc1dff27b","fullStatement":"Heredity: Inheritance and Variation of Traits","humanCodingScheme":"B.LS3","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"45c7fbc8-b12d-4d2f-8cfd-0201f0023b56","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/45c7fbc8-b12d-4d2f-8cfd-0201f0023b56","fullStatement":"Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.","humanCodingScheme":"B.LS3.1","notes":"Clarification Statement: Emphasis is on the use of models of DNA to formulate questions, the answers to which would clarify the cause and effect relationships (including distinguishing between causal and correlational relationships) between DNA, the proteins it codes for, and the resulting traits observed in an organism.\n\nAssessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"85dfbf8f-d51b-4ace-9c62-414fe5658c72","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/85dfbf8f-d51b-4ace-9c62-414fe5658c72","fullStatement":"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.","humanCodingScheme":"B.LS3.2","notes":"Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.\n\nAssessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanisms of specific steps in the process.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"031f3acf-2967-45b4-bf90-8344e72c2583","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/031f3acf-2967-45b4-bf90-8344e72c2583","fullStatement":"Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.","humanCodingScheme":"B.LS3.3","notes":"Clarification Statement: Emphasis is on distribution and variation of traits in a population and the use of mathematics (e.g., calculations of frequencies based on data from Punnett squares, graphical representations) to describe the distribution of traits in a population, not individuals.\n\nAssessment Boundary: Emphasis is on students\u2019 use of genetic models to explain the variation and patterns observed in a population as a combination of genetic and environmental factors. Assessment does not include Hardy-Weinberg calculations.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"01df3991-385e-4d09-8158-11f9bbede02d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/01df3991-385e-4d09-8158-11f9bbede02d","fullStatement":"Biological Unity and Diversity","humanCodingScheme":"B.LS4","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"2d54a0e4-7421-4da4-b015-e8d8dd846513","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2d54a0e4-7421-4da4-b015-e8d8dd846513","fullStatement":"Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.","humanCodingScheme":"B.LS4.1","notes":"Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence should include similarities in DNA and amino acid sequences, but could also include fossil record, anatomical structures, and the order of appearance of structures in embryological development.\n\nAssessment Boundary: Emphasis is on students\u2019 abilities to use evidence such as DNA and amino acid sequences, cladograms, analogous/homologous structures, and fossil records to communicate their understanding of common ancestry and biological evolution.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"b70b4fc4-08e2-47c2-b80d-819a8025f998","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b70b4fc4-08e2-47c2-b80d-819a8025f998","fullStatement":"Construct an explanation based on evidence that biological diversity is influenced by (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.","humanCodingScheme":"B.LS4.2","notes":"Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to survive and reproduce. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.\n\nAssessment Boundary: Assessment does not include genetic drift, gene flow through migration, and co-evolution.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"5f9db614-0d1e-4de8-8be5-2139180b235d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5f9db614-0d1e-4de8-8be5-2139180b235d","fullStatement":"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.","humanCodingScheme":"B.LS4.3","notes":"Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations for adaptations.\n\nAssessment Boundary: Emphasis is on students\u2019 abilities to analyze shifts in numerical distribution of traits as evidence to support explanations. Analysis is limited to basic statistical and graphical analysis, not allele or gene frequency calculations.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"4208ed3b-134c-4690-a230-9a9a69885b3f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4208ed3b-134c-4690-a230-9a9a69885b3f","fullStatement":"Construct an explanation based on evidence for how natural selection leads to adaptation of populations.","humanCodingScheme":"B.LS4.4","notes":"Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or adaptation of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"3b368701-1fef-489f-95d5-aa14fc876475","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3b368701-1fef-489f-95d5-aa14fc876475","fullStatement":"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.","humanCodingScheme":"B.LS4.5","notes":"Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"e126344b-21ad-42c6-b38b-c834406d6552","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e126344b-21ad-42c6-b38b-c834406d6552","fullStatement":"Earth\u2019s Place in the Universe","humanCodingScheme":"ES","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"c745eac9-5dd6-4b4b-930e-84e8a269e972","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c745eac9-5dd6-4b4b-930e-84e8a269e972","fullStatement":"Earth\u2019s Place in the Universe","humanCodingScheme":"ES.ESS1","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"6b4de61f-46ec-4937-9fa6-f0785c171fe1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6b4de61f-46ec-4937-9fa6-f0785c171fe1","fullStatement":"Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion in the Sun\u2019s core to convert matter to energy that eventually reaches Earth in the form of radiation.","humanCodingScheme":"ES.ESS1.1","notes":"Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the Sun\u2019s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the Sun\u2019s radiation varies due to sudden solar flares (\u201cspace weather\u201d), the 11-year sunspot cycle, and non-cyclic variations over centuries.\n\nAssessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the Sun\u2019s nuclear fusion.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"1ecd09f1-80f7-44fb-afee-307d702641be","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1ecd09f1-80f7-44fb-afee-307d702641be","fullStatement":"Construct an explanation of how the universe formed as a single point and continues to expand based on astronomical evidence of light spectra, motion of distant galaxies, and the composition of matter in the universe.","humanCodingScheme":"ES.ESS1.2","notes":"Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the remnant cosmic microwave background radiation, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases.\n\nAssessment Boundary: Details about the mapped distribution of galaxies and clusters are not assessed.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"4b8c4315-5aff-47dd-925d-bf0132872845","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4b8c4315-5aff-47dd-925d-bf0132872845","fullStatement":"Construct an explanation about the process that causes stars to produce elements throughout their life cycle.","humanCodingScheme":"ES.ESS1.3","notes":"Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, depend on the mass of a star and the stage of its lifetime.\n\nAssessment Boundary: Details of the many different nucleosynthesis pathways for stars of different masses are not assessed.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"abb9204d-0dbf-4abe-b37e-22e966ee8064","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/abb9204d-0dbf-4abe-b37e-22e966ee8064","fullStatement":"Use mathematical or computational representations to determine patterns that can be used to predict the motion of orbiting objects in the solar system.","humanCodingScheme":"ES.ESS1.4","notes":"Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons (e.g. graphical representations of orbits).\n\nAssessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler\u2019s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"db166c1d-1ad8-44e3-bbc4-fda04a7be5e6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/db166c1d-1ad8-44e3-bbc4-fda04a7be5e6","fullStatement":"Evaluate evidence in the patterns of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.","humanCodingScheme":"ES.ESS1.5","notes":"Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages of oceanic crust increases with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core (a result of past plate interactions).\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"00461ac7-4074-4c07-88b5-67649e1b10ac","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/00461ac7-4074-4c07-88b5-67649e1b10ac","fullStatement":"Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of changes in Earth\u2019s formation and early history.","humanCodingScheme":"ES.ESS1.6","notes":"Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, Moon rocks, and Earth\u2019s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"4138659a-78da-4d6c-a5e1-c50432bcf771","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4138659a-78da-4d6c-a5e1-c50432bcf771","fullStatement":"Earth Systems","humanCodingScheme":"ES.ESS2","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"6cf59cf8-06b6-42b9-9998-954d25b7f666","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6cf59cf8-06b6-42b9-9998-954d25b7f666","fullStatement":"Develop a model to illustrate how Earth\u2019s internal and surface processes operate at different scales of space and time to form continental and ocean-floor features.","humanCodingScheme":"ES.ESS2.1","notes":"Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and mountain building) and destructive mechanisms (such as weathering, erosion, and landslides or mudslides).\n\nAssessment Boundary: Assessment does not include memorization of formation details of specific geographic features of Earth\u2019s surface.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"94515c7a-4e5f-4f35-a0b2-733fde180f65","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/94515c7a-4e5f-4f35-a0b2-733fde180f65","fullStatement":"Analyze geoscience data to make the claim that one change to Earth\u2019s surface can create feedbacks and interactions that cause changes to other Earth\u2019s systems.","humanCodingScheme":"ES.ESS2.2","notes":"Clarification Statement: Examples could be taken from system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion, which limits additional vegetation patterns; how dammed rivers increase groundwater recharge, decrease sediment transport, and increased coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent. Examples could also include climate feedbacks that increase surface temperatures through geologic time.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"dc87b1cd-acb3-4e4c-86db-1b22358cbc75","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/dc87b1cd-acb3-4e4c-86db-1b22358cbc75","fullStatement":"Develop a model based on evidence of Earth\u2019s interior to describe the cycling of matter by thermal convection.","humanCodingScheme":"ES.ESS2.3","notes":"Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three- dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of the Earth\u2019s surface features as well as three- dimensional structure in the subsurface, obtained from seismic waves; records of the rate of change of Earth\u2019s magnetic field (as constraints on convection in the outer core); and prediction of the composition of Earth\u2019s layers from high pressure laboratory experiments.\n\nAssessment Boundary: Emphasis is on the processes occurring in the layers of the Earth.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"91fe47cb-133a-4d5f-a408-ab86d43f4a33","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/91fe47cb-133a-4d5f-a408-ab86d43f4a33","fullStatement":"Analyze and interpret data to explore how variations in the flow of energy into and out of Earth\u2019s systems causes changes to the atmosphere and climate.","humanCodingScheme":"ES.ESS2.4","notes":"Clarification Statement: Changes differ by timescale, from sudden (large volcanic eruption, ocean circulation), to intermediate (ocean circulation, solar output, human activity), and long-term (Earth\u2019s orbit and the orientation of its axis and changes in atmospheric composition). Examples of human activities could include fossil fuel combustion, cement production, or agricultural activity and natural processes such as changes in incoming solar radiation or volcanic activity. Examples of data can include tables, graphs, maps of global and regional temperatures, and atmospheric levels of gases.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"9b5d8319-d512-4078-be1b-69fe45179124","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9b5d8319-d512-4078-be1b-69fe45179124","fullStatement":"Plan and conduct investigations of how the structure and resulting properties of water interact with the Earth\u2019s materials and surface processes.","humanCodingScheme":"ES.ESS2.5","notes":"Clarification Statement: Emphasis is on how the structure of water affects its physical and chemical properties. These properties can lead to mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"4fd717b3-1102-4035-90fe-6f8ee6d50f48","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4fd717b3-1102-4035-90fe-6f8ee6d50f48","fullStatement":"Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.","humanCodingScheme":"ES.ESS2.6","notes":"Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms. Examples could include more carbon absorbed in the oceans leading to ocean acidification or more carbon present in the atmosphere.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"c32d3202-c5b6-44f5-b5bb-654d64cbc20a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c32d3202-c5b6-44f5-b5bb-654d64cbc20a","fullStatement":"Engage in argument from evidence for how the simultaneous co-evolution of Earth\u2019s systems and life on Earth led to periods of stability and change over geologic time.","humanCodingScheme":"ES.ESS2.7","notes":"Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth\u2019s other systems, whereby geoscience factors influence conditions for life, which in turn continuously alters Earth\u2019s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and affected animal life; how microbial life on land increased the formation of soil, which in turn allowed for the development of land plant species; or how the changes in coral species created reefs that altered patterns of erosion and deposition along coastlines and provided habitats to support biodiversity. Geologic timescale should be considered with the emphasis above.\n\nAssessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth\u2019s other systems.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"b318e975-3287-4821-a6e2-18679245098f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b318e975-3287-4821-a6e2-18679245098f","fullStatement":"Earth and Human Activity","humanCodingScheme":"ES.ESS3","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"e2fda7f9-d07b-45ff-aea8-56315243b567","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e2fda7f9-d07b-45ff-aea8-56315243b567","fullStatement":"Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate affect human activity.","humanCodingScheme":"ES.ESS3.1","notes":"Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils (such as river deltas), and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, landslides, mudslides, and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Natural hazards and other geologic events exhibit some non-random patterns of occurrence. Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"838dc28d-2f55-4cdc-a114-38212c1a9ceb","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/838dc28d-2f55-4cdc-a114-38212c1a9ceb","fullStatement":"Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost- benefit ratios on large and small scales.*","humanCodingScheme":"ES.ESS3.2","notes":"Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples of large-scale solutions include developing best practices for agriculture; soil use; forestry; mining; and production of conventional, unconventional, or renewable energy resources. Examples of small-scale solutions could include mulching lawn clippings or adding biomass to gardens.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"24b51c12-5d4b-4a0d-87ca-201c0d0a0a17","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/24b51c12-5d4b-4a0d-87ca-201c0d0a0a17","fullStatement":"Construct a scientific explanation from evidence for how geological processes cause uneven distribution of natural resources.","humanCodingScheme":"ES.ESS3.5","notes":"Clarification Statement: Emphasis is on how geological processes have led to geological sedimentary basins that provide significant accumulations of crude oil and natural gas in some areas and not others, how geological processes lead to diverse soil profiles that support a diversity and range of agricultural crops, and how plate tectonics lead to concentrations of mineral deposits.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"a79ea145-5044-4b5c-b0b6-0e21c02aed1d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a79ea145-5044-4b5c-b0b6-0e21c02aed1d","fullStatement":"Environmental Science","humanCodingScheme":"EN","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"97813295-a1d3-45cc-b193-e3e0fa2a0f51","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/97813295-a1d3-45cc-b193-e3e0fa2a0f51","fullStatement":"Ecosystems: Interactions, Energy and Dynamics","humanCodingScheme":"EN.LS2","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"f97fdf89-4324-49a0-b958-dc152ddf9123","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f97fdf89-4324-49a0-b958-dc152ddf9123","fullStatement":"Use mathematical and/or computational representations to support explanations of factors that affect carrying capacities of ecosystems at different scales.","humanCodingScheme":"EN.LS2.1","notes":"Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, or population changes gathered from simulations or historical data sets.\n\nAssessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"f2295a1a-e4a4-439f-b6dd-9b7e805f5b21","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f2295a1a-e4a4-439f-b6dd-9b7e805f5b21","fullStatement":"Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.","humanCodingScheme":"EN.LS2.2","notes":"Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.\n\nAssessment Boundary: The assessments should provide evidence of students\u2019 abilities to analyze and interpret the effect new information has on explanations (e.g., DDT effects on raptor populations, effects of water temperature below reservoirs on fish spawning, invasive species effects when spread to larger scale).","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"deb9e301-204b-41bf-a7f0-7caa0d904a13","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/deb9e301-204b-41bf-a7f0-7caa0d904a13","fullStatement":"Use a mathematical representation to support claims for the cycling of matter and the flow of energy among organisms in an ecosystem.","humanCodingScheme":"EN.LS2.4","notes":"Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen, and nitrogen being conserved as they move through an ecosystem.\n\nAssessment Boundary: The assessment should provide evidence of students\u2019 abilities to develop and use energy pyramids, food chains, food webs, and other models from data sets.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"e2ac6d36-a0dc-41a5-95e8-6cf8353d4ec6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e2ac6d36-a0dc-41a5-95e8-6cf8353d4ec6","fullStatement":"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.","humanCodingScheme":"EN.LS2.6","notes":"Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.\n\nAssessment Boundary: The assessment should provide evidence of students\u2019 abilities to derive trends from graphical representations of population trends. Assessments should focus on describing drivers of ecosystem stability and change, not on the organismal mechanisms of responses and interactions.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"c2e4aa67-8172-48a7-a54b-4a125325591f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c2e4aa67-8172-48a7-a54b-4a125325591f","fullStatement":"Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*","humanCodingScheme":"EN.LS2.7","notes":"Clarification Statement: Examples of human activities can include habitat destruction, pollution, introduction of invasive species, overexploitation, climate change, overpopulation, urbanization, and building dams.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"ca8bb7da-eecc-4224-af52-4de6d61446a9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ca8bb7da-eecc-4224-af52-4de6d61446a9","fullStatement":"Earth Systems","humanCodingScheme":"EN.ESS2","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"5fea5223-d22d-4483-ad80-26f7e925a680","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5fea5223-d22d-4483-ad80-26f7e925a680","fullStatement":"Develop a model to illustrate how Earth\u2019s internal and surface processes operate at different scales of space and time to form continental and ocean-floor features.","humanCodingScheme":"EN.ESS2.1","notes":"Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and mountain building) and destructive mechanisms (such as weathering, erosion, and landslides or mudslides).\n\nAssessment Boundary: Assessment does not include memorization of formation details of specific geographic features of Earth\u2019s surface.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"ce224f94-d5d7-4fed-a97d-e78d10534ae8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ce224f94-d5d7-4fed-a97d-e78d10534ae8","fullStatement":"Analyze geoscience data to make the claim that one change to Earth\u2019s surface can create feedbacks and interactions that cause changes to other Earth systems.","humanCodingScheme":"EN.ESS2.2","notes":"Clarification Statement: Examples could be taken from system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion, which limits additional vegetation patterns; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent. Examples could also include climate feedbacks that increase surface temperatures through geologic time.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"9902a2fe-4bca-4d8c-916f-9afb10797aff","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9902a2fe-4bca-4d8c-916f-9afb10797aff","fullStatement":"Develop a model based on evidence of Earth\u2019s interior to describe the cycling of matter by thermal convection.","humanCodingScheme":"EN.ESS2.3","notes":"Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three- dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of the Earth\u2019s surface features as well as three- dimensional structure in the subsurface, obtained from seismic waves; records of the rate of change of Earth\u2019s magnetic field (as constraints on convection in the outer core); and prediction of the composition of Earth\u2019s layers from high pressure laboratory experiments.\n\nAssessment Boundary: Emphasis is on the processes occurring in the layers of the Earth.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"c9924764-1f63-41b0-bbe3-1e6ae2111c2b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c9924764-1f63-41b0-bbe3-1e6ae2111c2b","fullStatement":"Analyze and interpret data to explore how variations in the flow of energy into and out of Earth\u2019s systems causes changes to the atmosphere and climate.","humanCodingScheme":"EN.ESS2.4","notes":"Clarification Statement: Changes differ by timescale, from sudden (large volcanic eruption, ocean circulation), to intermediate (ocean circulation, solar output, human activity), and long-term (Earth\u2019s orbit and the orientation of its axis and changes in atmospheric composition). Examples of human activities could include fossil fuel combustion, cement production, or agricultural activity and natural processes such as changes in incoming solar radiation or volcanic activity. Examples of data can include tables, graphs, maps of global and regional temperatures, and atmospheric levels of gases.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"0ff044bb-7a52-4930-872e-14ef5f3c3bef","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0ff044bb-7a52-4930-872e-14ef5f3c3bef","fullStatement":"Plan and conduct investigations of how the structure and resulting properties of water interact with the Earth\u2019s materials and surface processes.","humanCodingScheme":"EN.ESS2.5","notes":"Clarification Statement: Emphasis is on how the structure of water affects its physical and chemical properties. These properties can lead to mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"053e05b8-c629-4109-9276-57d8f9422bad","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/053e05b8-c629-4109-9276-57d8f9422bad","fullStatement":"Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.","humanCodingScheme":"EN.ESS2.6","notes":"Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms. Examples could include more carbon absorbed in the oceans leading to ocean acidification or more carbon present in the atmosphere.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"32ab8e38-89e6-40a9-b43c-ed8b1fb0562d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/32ab8e38-89e6-40a9-b43c-ed8b1fb0562d","fullStatement":"Engage in argument from evidence for how the simultaneous co-evolution of Earth\u2019s systems and life on Earth led to periods of stability and change over geologic time.","humanCodingScheme":"EN.ESS2.7","notes":"Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth\u2019s other systems, whereby geoscience factors influence conditions for life, which in turn continuously alters Earth\u2019s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and affected animal life; how microbial life on land increased the formation of soil, which in turn allowed for the development of land plant species; or how the changes in coral species created reefs that altered patterns of erosion and deposition along coastlines and provided habitats to support biodiversity. Geologic timescale should be considered with the emphasis above.\n\nAssessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth\u2019s other systems.","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"6a4ba482-0670-42ca-b101-f990a01fca8a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6a4ba482-0670-42ca-b101-f990a01fca8a","fullStatement":"Earth and Human Activity","humanCodingScheme":"EN.ESS3","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"17913318-f700-455d-9ee6-3d2adae6781a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/17913318-f700-455d-9ee6-3d2adae6781a","fullStatement":"Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate affect human activity.","humanCodingScheme":"EN.ESS3.1","notes":"Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, landslides, mudslides, and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Natural hazards and other geologic events exhibit some non-random patterns of occurrence. Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"b1d66ef1-bbf5-46fd-8d1a-8a0bf8221d8a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b1d66ef1-bbf5-46fd-8d1a-8a0bf8221d8a","fullStatement":"Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost- benefit ratios on large and small scales.*","humanCodingScheme":"EN.ESS3.2","notes":"Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples of large-scale solutions include developing best practices for agriculture, soil use, forestry, mining, and production of conventional, unconventional, or renewable energy resources. Examples of small-scale solutions could include mulching lawn clippings or adding biomass to gardens.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"ca0b71b3-3e7b-4772-9ab3-a46cf4809364","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ca0b71b3-3e7b-4772-9ab3-a46cf4809364","fullStatement":"Use computational simulations to illustrate changes between the relationships of natural resources, human populations, and biodiversity and their sustainability within Earth systems.","humanCodingScheme":"EN.ESS3.3","notes":"Clarification Statement: Emphasis is on the importance of responsible stewardship of Earth\u2019s resources. Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of consumption, and urban planning.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"8d3d034a-b997-4ce2-a69e-42dbb670a562","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8d3d034a-b997-4ce2-a69e-42dbb670a562","fullStatement":"Evaluate design solutions for a major global or local environmental problem that reduces or stabilizes the impacts of human activities on natural systems.*","humanCodingScheme":"EN.ESS3.4","notes":"Clarification Statement: Examples of major global or local problems could include water pollution or availability, air pollution, deforestation, or energy production. Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use. Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions.\n\nAssessment Boundary: N/A","language":"en","educationLevel":["09","10","11","12"],"lastChangeDateTime":"2023-09-19T20:29:02+00:00"},{"identifier":"32517ca8-1445-411e-b06e-e46c5e2744ee","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/32517ca8-1445-411e-b06e-e46c5e2744ee","fullStatement":"PreK","CFItemType":"Course","CFItemTypeURI":{"title":"Course","identifier":"351e3f46-68c4-4256-ad7b-9587ba04ac8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/351e3f46-68c4-4256-ad7b-9587ba04ac8c"},"language":"en","educationLevel":["PK"],"lastChangeDateTime":"2023-09-19T20:26:34+00:00"},{"identifier":"82afa34f-6893-4f18-b5c0-546ce8c7e580","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/82afa34f-6893-4f18-b5c0-546ce8c7e580","fullStatement":"Science Exploration","CFItemType":"Performance Expectations Title","CFItemTypeURI":{"title":"Performance Expectations Title","identifier":"6f734570-2d80-4165-9c1b-c29ba24fa02f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/6f734570-2d80-4165-9c1b-c29ba24fa02f"},"humanCodingScheme":"PK.S","language":"en","educationLevel":["PK"],"lastChangeDateTime":"2023-09-19T20:26:34+00:00"},{"identifier":"9a29349d-12dc-403b-9777-3b0d8574ad75","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9a29349d-12dc-403b-9777-3b0d8574ad75","fullStatement":"Engage in play to explore the physical and natural world. Clarification Statement: Exploration-based play should include playing inside the classroom (e.g., building towers with blocks, interacting with a balloon, mixing water colors, placing different objects in water) and outside the classroom (e.g., swinging at different speeds, kicking a ball in different ways, rolling round objects down a hill, digging in the dirt). Emphasis is on basic play as a means of exploration.","humanCodingScheme":"PK.S.1","language":"en","educationLevel":["PK"],"lastChangeDateTime":"2023-09-19T20:26:34+00:00"},{"identifier":"43c7efab-0098-4994-877f-549c6cdc7c3e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/43c7efab-0098-4994-877f-549c6cdc7c3e","fullStatement":"Make observations of the physical and natural world. Clarification Statement: Observations should focus on what things look, feel, hear, or smell like, how they might operate or function, and similarities and differences among things inside classroom (e.g., pencils, markers, and highlighters make different marks on paper) and outside a classroom (e.g., leaves look different at different times of year, sticks in different areas of the school yard are different shapes and sizes, it is cooler in the morning than at lunch). Explanations for why things inside and outside the classroom look, feel, or smell the way they do are not expected.","humanCodingScheme":"PK.S.2","language":"en","educationLevel":["PK"],"lastChangeDateTime":"2023-09-19T20:26:34+00:00"},{"identifier":"9b207983-01ce-40ed-859e-930cfc039f1f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9b207983-01ce-40ed-859e-930cfc039f1f","fullStatement":"Notice and describe similarities and differences among plants, animals, and objects. Clarification Statement: Similarities and differences might include grouping like plants, animals, or objects based on observations. Descriptions of groupings might be based on how plants, animals, or objects look, feel, or smell.","humanCodingScheme":"PK.S.3","language":"en","educationLevel":["PK"],"lastChangeDateTime":"2023-09-19T20:26:34+00:00"},{"identifier":"9ad7cd3a-e859-4886-97f0-fdd009dc3752","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9ad7cd3a-e859-4886-97f0-fdd009dc3752","fullStatement":"Share noticings and wonderings about the physical and natural world. Clarification Statement: Sharing could include drawing, writing, building models, or other creative expressions, such as drama or creative movement. Sharing could include retelling, verbal descriptions, or talking with others. Wonderings might include \u201cwhy,\u201d \u201chow,\u201d and \u201cwhat if\u201d statements. Respect for the noticings and wondering of others should be emphasized, but explanations for noticings and wonderings are not emphasized or expected.","humanCodingScheme":"PK.S.4","language":"en","educationLevel":["PK"],"lastChangeDateTime":"2023-09-19T20:26:34+00:00"},{"identifier":"02ad451e-0121-44d0-b8c6-fbf260ece312","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/02ad451e-0121-44d0-b8c6-fbf260ece312","fullStatement":"Ask questions based on curiosity about the physical and natural world. Clarification Statement: Questions may arise through observations, play, interests, events in the classroom, text, media, or other experiences of the natural and physical world.","humanCodingScheme":"PK.S.5","language":"en","educationLevel":["PK"],"lastChangeDateTime":"2023-09-19T20:26:34+00:00"},{"identifier":"85942a6b-c238-48f6-b49f-eb47e036c2c1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/85942a6b-c238-48f6-b49f-eb47e036c2c1","fullStatement":"Engage in investigations based on curiosity and wondering about the physical and natural world. Clarification Statement: Opportunities for investigation or further investigation could arise from opportunities to engage in play inside and outside the classroom, curiosities and wonderings of the student from school or out of school experiences. Emphasis is on providing opportunities for investigations to arise from student curiosities, wonderings, or questions.","humanCodingScheme":"PK.S.6","language":"en","educationLevel":["PK"],"lastChangeDateTime":"2023-09-19T20:26:34+00:00"},{"identifier":"7db1c032-8472-45ab-9588-9293689b878c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7db1c032-8472-45ab-9588-9293689b878c","fullStatement":"3-Dimensional Science Vertical Learning Progressions","language":"en","lastChangeDateTime":"2023-06-28T01:01:06+00:00"},{"identifier":"8711ed1c-9d04-4853-839a-626efeae6942","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8711ed1c-9d04-4853-839a-626efeae6942","fullStatement":"Science and Engineering Practices","notes":"The Science and Engineering Practices (SEP) describe the major practices scientists employ as they investigate and build models and theories about the world, and a key set of engineering practices that engineers use as they design and build systems. The term \u201cpractice\u201d is used instead of the term \u201cprocess\u201d to emphasize that scientists and engineers use skill and knowledge simultaneously, not in isolation.","language":"en","lastChangeDateTime":"2023-07-07T11:29:00+00:00"},{"identifier":"c8648125-1604-415c-b7a3-cde5cfbeb5d1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c8648125-1604-415c-b7a3-cde5cfbeb5d1","fullStatement":"Analyzing and Interpreting Data","CFItemType":"Science and Engineering Practice","CFItemTypeURI":{"title":"Science and Engineering Practice","identifier":"417c7dcd-4917-4e3a-a035-ae072b5966ab","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/417c7dcd-4917-4e3a-a035-ae072b5966ab"},"notes":"Scientific investigations produce data that must be analyzed in order to derive meaning. Data patterns and trends aren\u2019t always obvious; scientists use a range of tools, including tabulation, graphical interpretation, visualization, and statistical analysis, to identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis.\n\nEngineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how well each meets specific design criteria-that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis of proposed solutions more efficient and effective","language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"39c8a88a-8d1b-42b7-aab6-8508b3f92c66","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/39c8a88a-8d1b-42b7-aab6-8508b3f92c66","fullStatement":"Primary School (Grades K-2)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and sharing observations.","language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"38dbc604-b894-45b2-84df-de14fa21e05b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/38dbc604-b894-45b2-84df-de14fa21e05b","fullStatement":"Record information (thoughts, observations, and ideas).","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"12127c53-56bd-4abf-b909-6350afd55638","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/12127c53-56bd-4abf-b909-6350afd55638","fullStatement":"Use and share pictures, drawings, and/or writing of observations.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"ee28da24-c9eb-465e-89ed-7fbfff1d531e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ee28da24-c9eb-465e-89ed-7fbfff1d531e","fullStatement":"Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems (K.LS1.1, K.ESS2.1, 1.ESS1.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"faa0b9c0-96d9-4bd3-b19a-be4b934226d2","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/faa0b9c0-96d9-4bd3-b19a-be4b934226d2","fullStatement":"Compare predictions (based on prior observable events).","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"01f9bbf3-9bc7-4747-b9b6-42e9838d0a6f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/01f9bbf3-9bc7-4747-b9b6-42e9838d0a6f","fullStatement":"Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"5016d6e2-7a56-4785-a888-0c53cd2dab31","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5016d6e2-7a56-4785-a888-0c53cd2dab31","fullStatement":"Analyze data from tests of an object or tool to determine if it works as intended. (K.PS2.2, 2.PS1.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"89ed3f6d-f719-429b-b781-dc4af66b122a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/89ed3f6d-f719-429b-b781-dc4af66b122a","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Analyzing data in 3-5 builds on K-2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible digital tools should be used.","language":"en","lastChangeDateTime":"2023-07-13T15:46:31+00:00"},{"identifier":"02f69f3c-6c02-4d2f-95af-cab825453705","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/02f69f3c-6c02-4d2f-95af-cab825453705","fullStatement":"Represent data in tables and/or various graphical displays (bar graphs, pictographs, pie charts) to reveal patterns that indicate relationships. (3.ESS2.1, 5.ESS1.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"349a50ca-eb28-4386-8b58-7049050d684d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/349a50ca-eb28-4386-8b58-7049050d684d","fullStatement":"Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"36dae471-db90-4306-9ead-f8d80e2693d9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/36dae471-db90-4306-9ead-f8d80e2693d9","fullStatement":"Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"d2dbceef-71f8-4702-a785-c23e2aa9dea9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d2dbceef-71f8-4702-a785-c23e2aa9dea9","fullStatement":"Analyze data to refine a problem statement or the design of a proposed object, tool, or process.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"79346a01-2795-45c0-a41c-d9d3c3725772","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/79346a01-2795-45c0-a41c-d9d3c3725772","fullStatement":"Use data to evaluate and refine design solutions.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"37bb46de-03f2-414d-a4ea-ba8155f20ee7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/37bb46de-03f2-414d-a4ea-ba8155f20ee7","fullStatement":"Middle School (Grades 6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.","language":"en","lastChangeDateTime":"2023-07-13T15:46:48+00:00"},{"identifier":"2b03e2e8-fce6-4f93-a499-69e98c70113c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2b03e2e8-fce6-4f93-a499-69e98c70113c","fullStatement":"Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. (7.PS3.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"aa899f9d-0cb2-43d5-abc1-92de353e6911","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/aa899f9d-0cb2-43d5-abc1-92de353e6911","fullStatement":"Use graphical displays (e.g., maps, charts, graphs, tables) of large data sets to identify temporal and spatial relationships.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"326f3063-8616-471d-88a1-f1dab1ae8f9e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/326f3063-8616-471d-88a1-f1dab1ae8f9e","fullStatement":"Distinguish between causal and correlational relationships in data.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"b282e6f6-9ef3-496a-a571-d82e27ccfc57","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b282e6f6-9ef3-496a-a571-d82e27ccfc57","fullStatement":"Analyze and interpret data to provide evidence for phenomena using logical reasoning. (3.LS3.1, 3.LS4.1, 4.ESS2.2, 6.ESS3.2, 7.LS2.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"702c5c16-41a6-4304-aafd-cc875509fa29","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/702c5c16-41a6-4304-aafd-cc875509fa29","fullStatement":"Analyze concepts of statistics and probability (mean, median, mode, and variability) to analyze and characterize data, using digital tools when feasible.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"3ffcfa3c-7ea3-4560-a1fe-a02c2b2968da","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3ffcfa3c-7ea3-4560-a1fe-a02c2b2968da","fullStatement":"Consider limitations of data analysis (e.g., measurement error, sample selection) and/or see to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials).","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"66c6ce6a-e16b-4fd6-a49b-146efa7234c5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/66c6ce6a-e16b-4fd6-a49b-146efa7234c5","fullStatement":"Analyze and interpret data to determine similarities and differences in findings. (6.ESS2.3, 7.PS1.2, 8.LS4.1, 8.LS4.3, 8.ESS1.3)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"92f2e203-1efb-455a-ab35-ebefd2a5bb5c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/92f2e203-1efb-455a-ab35-ebefd2a5bb5c","fullStatement":"Analyze data to define an optimal operational range for a proposed object, tool, process, or system that best meets criteria for success.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"d696b87f-0594-4647-b3b7-5782ea459a30","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d696b87f-0594-4647-b3b7-5782ea459a30","fullStatement":"High School (Grades 9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Analyzing data in 9-12 builds on K-8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.","language":"en","lastChangeDateTime":"2023-07-13T15:46:59+00:00"},{"identifier":"38b717b3-cb28-401a-8ef5-e16e1137e6fd","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/38b717b3-cb28-401a-8ef5-e16e1137e6fd","fullStatement":"Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (PS.PS2.1, PH.PS2.1, ES.ESS2.2, ES.ESS2.4, EN.ESS2.2, EN.ESS2.4)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"1813dfa8-7b09-4fce-ad0d-7991fa5983a2","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1813dfa8-7b09-4fce-ad0d-7991fa5983a2","fullStatement":"Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient to linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (B.LS3.3, B.LS4.3)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"bb69a050-1f22-4c6f-9c1c-ba3147ccd97a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bb69a050-1f22-4c6f-9c1c-ba3147ccd97a","fullStatement":"Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"5fa263a6-3450-4580-8e9c-b16110461ae9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5fa263a6-3450-4580-8e9c-b16110461ae9","fullStatement":"Compare and contrast various types of data sets (e.g., self-generated, archival) to examine consistency of measurements and observations.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"3e4a452a-496b-40bb-bb4c-54ef90e6481c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3e4a452a-496b-40bb-bb4c-54ef90e6481c","fullStatement":"Evaluate the impact of new data on a working explanation and/or model of a proposed process or system.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"878ef0b1-4362-4f27-a4b5-0924a4726a51","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/878ef0b1-4362-4f27-a4b5-0924a4726a51","fullStatement":"Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"acc228ee-7a63-4398-8d37-a1f1dd85ad87","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/acc228ee-7a63-4398-8d37-a1f1dd85ad87","fullStatement":"Asking Questions and Defining Problems","CFItemType":"Science and Engineering Practice","CFItemTypeURI":{"title":"Science and Engineering Practice","identifier":"417c7dcd-4917-4e3a-a035-ae072b5966ab","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/417c7dcd-4917-4e3a-a035-ae072b5966ab"},"notes":"A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed worlds work and which can be empirically tested.\n\nEngineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists also ask questions to clarify ideas.","language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"af0a282b-36f5-42fb-b644-f2cb5efde89f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/af0a282b-36f5-42fb-b644-f2cb5efde89f","fullStatement":"Primary School (Grades K-2)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Asking questions and defining problems in K-2 builds on prior experiences and progresses to simple descriptive questions that can be tested.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"f9783d49-6a2a-4062-8395-7a89744f7a51","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f9783d49-6a2a-4062-8395-7a89744f7a51","fullStatement":"Ask questions based on observations to find more information about the natural and/or designed world(s). (K.ESS3.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"eb8c8b15-d33c-42f5-b5e8-f2bb1f6a6c41","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/eb8c8b15-d33c-42f5-b5e8-f2bb1f6a6c41","fullStatement":"Ask and/or identify questions that can be answered by an investigation.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"c70ca030-431c-4501-99fb-d5bc3857c921","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c70ca030-431c-4501-99fb-d5bc3857c921","fullStatement":"Define a simple problem that can be solved through the development of a new or improved object or tool.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"ae38239a-cd3c-4a93-bb1a-5774dbcf5a0a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ae38239a-cd3c-4a93-bb1a-5774dbcf5a0a","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Asking questions and defining problems in 3-5 builds on K-2 experiences and progresses to specifying qualitative relationships.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"751b41bc-3283-4d91-bffd-dbb2c374a241","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/751b41bc-3283-4d91-bffd-dbb2c374a241","fullStatement":"Ask questions about what would happen if a variable is changed.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"93a77852-744c-4e00-94a8-3f58c1025238","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/93a77852-744c-4e00-94a8-3f58c1025238","fullStatement":"Identify scientific (testable) and nonscientific (non-testable) questions.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"060b9031-b85c-40dc-9fa3-e02272a4e1c7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/060b9031-b85c-40dc-9fa3-e02272a4e1c7","fullStatement":"Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. (3.PS2.3, 4.PS3.3)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"b135b730-4ba2-4b0d-861d-b5fe70a1554b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b135b730-4ba2-4b0d-861d-b5fe70a1554b","fullStatement":"Use prior knowledge to describe problems that can be solved.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"279330b5-def7-46ab-99e1-52d37572a042","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/279330b5-def7-46ab-99e1-52d37572a042","fullStatement":"Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3.PS2.4)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"0823b1f2-455b-4c78-b615-c711193fbee4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0823b1f2-455b-4c78-b615-c711193fbee4","fullStatement":"Middle School (Grades 6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Asking questions and defining problems in 6-8 builds on K-5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"8110a4d3-71ef-474f-b62f-5b079b761a05","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8110a4d3-71ef-474f-b62f-5b079b761a05","fullStatement":"Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"bee16a7c-c941-4b8e-9622-84d9ee3d04a0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bee16a7c-c941-4b8e-9622-84d9ee3d04a0","fullStatement":"Ask questions to identify and/or clarify evidence and/or the premise(s) of an argument.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"5e77de55-8c0a-4f31-a566-e777e0e33cb6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5e77de55-8c0a-4f31-a566-e777e0e33cb6","fullStatement":"Ask questions to determine relationships between independent and dependent variables and relationships in models.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"9c8199c6-bf5f-434a-981a-58801f12e3da","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9c8199c6-bf5f-434a-981a-58801f12e3da","fullStatement":"Ask questions to clarify and/or refine a model, an explanation, or an engineering problem.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"04a2159e-32f1-4faf-9d30-321f5c41821e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/04a2159e-32f1-4faf-9d30-321f5c41821e","fullStatement":"Ask questions that require sufficient and appropriate empirical evidence to answer.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"ee0816ed-347f-4e8d-b477-23fa7666634c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ee0816ed-347f-4e8d-b477-23fa7666634c","fullStatement":"Ask questions that can be investigated within the scope of the classroom, outdoor environment, museums, and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. (8.PS2.3)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"e8b17e11-baf7-4e76-8054-33473563d7ab","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e8b17e11-baf7-4e76-8054-33473563d7ab","fullStatement":"Ask questions that challenge the premise(s) of an argument or the interpretation of a data set","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"5f64f22c-faf0-474d-bb17-dbdf2cf3be04","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5f64f22c-faf0-474d-bb17-dbdf2cf3be04","fullStatement":"Define a design problem that can be solved through the development of an object, tool, process, or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"fe836c66-a8cd-4170-abda-6d4387c44e70","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/fe836c66-a8cd-4170-abda-6d4387c44e70","fullStatement":"High School (Grades 9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Asking questions and defining problems in 9-12 builds on K-8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"b9e721cf-f601-4fd5-a430-9f28388d7a61","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b9e721cf-f601-4fd5-a430-9f28388d7a61","fullStatement":"Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"cdd18bc8-7365-45fd-aa24-8940a9c095e8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/cdd18bc8-7365-45fd-aa24-8940a9c095e8","fullStatement":"Ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships. (B.LS3.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"eadc0aae-5d84-48e7-ba21-0ad48681f6f0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/eadc0aae-5d84-48e7-ba21-0ad48681f6f0","fullStatement":"Ask questions to determine relationships, including quantitative, between independent and dependent variables.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"eb24cc61-d45f-4409-a079-859823cbb600","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/eb24cc61-d45f-4409-a079-859823cbb600","fullStatement":"Ask questions to clarify and refine a model, an explanation, or an engineering problem.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"1fc2bf32-fc80-447a-9ced-9bc6542cfd96","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1fc2bf32-fc80-447a-9ced-9bc6542cfd96","fullStatement":"Evaluate a question to determine if it is testable and relevant.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"5b7de9c3-4847-4620-adbb-645501c70df4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5b7de9c3-4847-4620-adbb-645501c70df4","fullStatement":"Ask questions that can be investigated within the scope of the school laboratory, research facilities, or outdoor environment with available resources and, when appropriate, frame a hypothesis based on a model or theory.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"c51c998f-7990-469d-b167-7bcb60992fe6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c51c998f-7990-469d-b167-7bcb60992fe6","fullStatement":"Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. (PS.PS4.2, PH.PS4.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"6db0fca5-f39e-45ac-8cd8-740f5eb1f30c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6db0fca5-f39e-45ac-8cd8-740f5eb1f30c","fullStatement":"Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"4e2fa80d-dc64-4c81-ac2c-5cda87e2f618","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4e2fa80d-dc64-4c81-ac2c-5cda87e2f618","fullStatement":"Constructing Explanations and Designing Solutions","CFItemType":"Science and Engineering Practice","CFItemTypeURI":{"title":"Science and Engineering Practice","identifier":"417c7dcd-4917-4e3a-a035-ae072b5966ab","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/417c7dcd-4917-4e3a-a035-ae072b5966ab"},"notes":"The goal of science is the construction of explanations for the causes of phenomena. An explanation includes a claim that relates how a variable or set of variables relate to another variable or set of variables, is often made in response to a question, and is based on observations students have made or models they have developed. The best explanation has multiple lines of evidence and greater explanatory power (ability to effectively explain the subject) of phenomena than previous explanations. The goal of engineering is to solve problems. Designing solutions to problems is a systematic process that involves defining the problem, then generating, testing, and improving solutions. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solution meets criteria and constraints.","language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"5accc9eb-1e9b-4826-91f2-95c482bbf223","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5accc9eb-1e9b-4826-91f2-95c482bbf223","fullStatement":"Primary School (Grades K-2)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Constructing explanations and designing solutions in K-2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"64ff3e39-8f57-4eaf-b0fa-4d8e934d8ceb","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/64ff3e39-8f57-4eaf-b0fa-4d8e934d8ceb","fullStatement":"Use information from observations (firsthand and from media) to construct an evidence-based account for natural phenomena. (1.LS3.1, 1.PS4.2, 2.PS1.3, 2.ESS1.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"f02be07a-bc93-45ff-8158-4de45a94ea36","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f02be07a-bc93-45ff-8158-4de45a94ea36","fullStatement":"Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"adfb1b0c-79e2-472d-8041-79e132852755","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/adfb1b0c-79e2-472d-8041-79e132852755","fullStatement":"Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem. (K.PS3.2, 1.PS4.4, 1.LS1.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"d100199c-6c8e-46fc-bcae-315e1a5aceaf","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d100199c-6c8e-46fc-bcae-315e1a5aceaf","fullStatement":"Generate and/or compare multiple solutions to a problem.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"4b82572a-5911-4299-8392-f4d1406a1a68","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4b82572a-5911-4299-8392-f4d1406a1a68","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Constructing explanations and designing solutions in 3-5 builds on K-2 experiences and progresses to the use of evidence in constructing explanations that specific variables that describe and predict phenomena and in designing multiple solutions to design problems.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"88d97403-0d94-46a1-a00c-a9f20a28fd56","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/88d97403-0d94-46a1-a00c-a9f20a28fd56","fullStatement":"Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"f7485651-7903-4a6c-a90b-99e804b18306","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f7485651-7903-4a6c-a90b-99e804b18306","fullStatement":"Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students' own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (4.PS3.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"07efa8ef-f818-4e1b-bf2f-684bf889c2ac","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/07efa8ef-f818-4e1b-bf2f-684bf889c2ac","fullStatement":"Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real-world phenomena, examples, or events. (3.LS4.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"667005ec-2bae-474a-b5bd-055ccc806370","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/667005ec-2bae-474a-b5bd-055ccc806370","fullStatement":"Identify the evidence that supports particular points in an explanation. (4.ESS1.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"8a940903-bc2f-478c-8ad5-6a2a8d3a8ce0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8a940903-bc2f-478c-8ad5-6a2a8d3a8ce0","fullStatement":"Use evidence (e.g., observations, patterns) to support an explanation. (3.LS3.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"38eb64aa-b58d-445b-a701-40027904cf64","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/38eb64aa-b58d-445b-a701-40027904cf64","fullStatement":"Apply scientific ideas to solve design problems. (4.PS3.4)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"f6ab526e-4580-42a7-866a-668adc9c3043","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f6ab526e-4580-42a7-866a-668adc9c3043","fullStatement":"Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. (4.PS4.3, 4.ESS3.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"7cbd732d-c7bd-43d8-a541-22666f7c9c89","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7cbd732d-c7bd-43d8-a541-22666f7c9c89","fullStatement":"Middle School (Grades 6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"6268d3cd-edca-4dfc-a4b1-38a3b5e5b184","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6268d3cd-edca-4dfc-a4b1-38a3b5e5b184","fullStatement":"Construct an explanation that included qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena. (7.LS2.2, 8.LS4.4)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"218a90b5-b87c-49b2-b69c-087cd0d7be26","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/218a90b5-b87c-49b2-b69c-087cd0d7be26","fullStatement":"Construct an explanation using models or representations.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"e22366ca-8492-4985-bd34-e571e7de4487","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e22366ca-8492-4985-bd34-e571e7de4487","fullStatement":"Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (6.ESS1.4, 6.ESS2.2, 7.LS1.6, 8.LS1.5, 8.LS4.2, PS.PS1.2, CH.PS1.2, B.LS1.1, B.LS2.3, B.LS4.2, B.LS4.4, ES.ESS2.1, ES.ESS3.5, EN.ESS3.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"690b51c5-f3d9-4985-a32f-4b9176f110af","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/690b51c5-f3d9-4985-a32f-4b9176f110af","fullStatement":"Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. (7.ESS3.1, PS.PS2.3)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"05585ef1-65c5-4582-a424-eb610f59ec6b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/05585ef1-65c5-4582-a424-eb610f59ec6b","fullStatement":"Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"55c53089-bd81-4088-aac8-dc3418e5a230","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/55c53089-bd81-4088-aac8-dc3418e5a230","fullStatement":"Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process, or system. (6.PS3.3, 7.ESS3.3, 8.PS2.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"634dac5a-ced6-4e61-8b25-14bdea45ca29","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/634dac5a-ced6-4e61-8b25-14bdea45ca29","fullStatement":"Undertake a design project, engaging in the design cycle to construct and/or implement solution that meets specific design criteria and constraints. (7.PS1.6)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"5bd247d1-97b9-4789-a4a7-a7eae1304113","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5bd247d1-97b9-4789-a4a7-a7eae1304113","fullStatement":"Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and retesting.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"db9bc89d-3dde-411b-99c0-74eb6c7288c6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/db9bc89d-3dde-411b-99c0-74eb6c7288c6","fullStatement":"High School (Grades 9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Constructing explanations and designing solutions in 9-12 builds on K-8 experiences and progresses to explanations and designed that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"989e8f7d-92c2-4cfc-a806-7ed5fcf3cbd7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/989e8f7d-92c2-4cfc-a806-7ed5fcf3cbd7","fullStatement":"Make quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"72a2c85f-21c8-44d2-b48c-d9971448ff4f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/72a2c85f-21c8-44d2-b48c-d9971448ff4f","fullStatement":"Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem, (B.LS1.6, ES.ESS1.3)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"d853a87b-2aaf-49dc-be99-e3583f94f3a4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d853a87b-2aaf-49dc-be99-e3583f94f3a4","fullStatement":"Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. (PS.PS1.5, CH.PS1.5, ES.ESS1.6)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"e9560441-5230-4759-9ace-75158978ad08","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e9560441-5230-4759-9ace-75158978ad08","fullStatement":"Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (PS.PS3.3, CH.PS1.6, CH.PS3.3, PH.PS2.3, PH.PS3.3, EN.LS2.7, EN.ESS3.4)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"87536e07-f720-4ba7-bcbb-d53e0c949c9f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/87536e07-f720-4ba7-bcbb-d53e0c949c9f","fullStatement":"Developing and Using Models","CFItemType":"Science and Engineering Practice","CFItemTypeURI":{"title":"Science and Engineering Practice","identifier":"417c7dcd-4917-4e3a-a035-ae072b5966ab","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/417c7dcd-4917-4e3a-a035-ae072b5966ab"},"notes":"A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions, and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs.","language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"a301c8cb-86e9-485f-b433-826ec25507d0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a301c8cb-86e9-485f-b433-826ec25507d0","fullStatement":"Primary School (Grades K-2)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Modeling in K-2 build on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"28bb6a94-3cd6-4a03-8eb8-66f0bc05ea2d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/28bb6a94-3cd6-4a03-8eb8-66f0bc05ea2d","fullStatement":"Distinguish between a model and the actual object, process and/or events the model represents.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"5a724d17-5c08-4de1-9de4-44f908ff2b9c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5a724d17-5c08-4de1-9de4-44f908ff2b9c","fullStatement":"Compare models to identify common features and differences.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"2ce9ee87-aed4-4bbc-bb43-b9a5a3461948","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2ce9ee87-aed4-4bbc-bb43-b9a5a3461948","fullStatement":"Develop and/or use models to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). (K.ESS3.1, 2.ESS2.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"e0a1f0e0-d506-4f1e-8b28-e49b5480b8af","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e0a1f0e0-d506-4f1e-8b28-e49b5480b8af","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Modeling in 3-5 builds on K-2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"19d46443-27ad-4a74-a6bd-bdc48fe99778","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/19d46443-27ad-4a74-a6bd-bdc48fe99778","fullStatement":"Identify limitations of models.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"bae4626b-88a0-445f-9f26-8864afaf70e3","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bae4626b-88a0-445f-9f26-8864afaf70e3","fullStatement":"Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"5629d889-69a2-4463-b2f7-c05398c8ff7c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5629d889-69a2-4463-b2f7-c05398c8ff7c","fullStatement":"Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution. (4.PS4.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"e5bc230f-5443-4355-8f83-daf20b5fc122","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e5bc230f-5443-4355-8f83-daf20b5fc122","fullStatement":"Develop and/or use models to describe and/or predict phenomena. (3.LS1.1, 4.PS4.2, 5.PS1.1, 5.PS3.1, 5.LS2.1, 5.LS2.2, 5.ESS2.1, 6.PS1.4, 6.PS4.2, 6.LS1.2, 6.ESS2.1, 6.ESS2.6, 7.PS3.2, 7.LS1.7, 7.LS2.3, 8.LS3.1, 8.LS3.2, 8.ESS1.1, 8.ESS1.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"158d518e-9812-4e83-a30a-eb7ffd30a782","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/158d518e-9812-4e83-a30a-eb7ffd30a782","fullStatement":"Develop a diagram or simple physical prototype to convey a proposed object, tool, or process. (2.LS2.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"ffbc1ab3-4098-4db1-8da8-a50508d481b0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ffbc1ab3-4098-4db1-8da8-a50508d481b0","fullStatement":"Use a model to test cause and effect relationships or interactions concerning the functioning of natural or designed systems. (4.LS1.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"f67fe287-4cfc-46fa-a7a3-dfc94fbe0f14","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f67fe287-4cfc-46fa-a7a3-dfc94fbe0f14","fullStatement":"Middle School (Grades 6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"6326cf8c-222f-4c08-8794-9be0515d2340","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6326cf8c-222f-4c08-8794-9be0515d2340","fullStatement":"Evaluate limitations of a model for a proposed object or tool.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"8edf0f2c-d905-4a79-be44-394a7f731ff3","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8edf0f2c-d905-4a79-be44-394a7f731ff3","fullStatement":"Develop or modify a model-based on evidence to match what happens if a variable or component of a system is changed.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"1994b464-d70c-4a2c-85e3-09cbb059d33f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1994b464-d70c-4a2c-85e3-09cbb059d33f","fullStatement":"Use and/or develop a model of simple systems with uncertain and less predictable factors.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"d8fda386-5eba-4909-86ee-028c6c016533","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d8fda386-5eba-4909-86ee-028c6c016533","fullStatement":"Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"35b92402-1e81-46f8-badd-9e076029ea4f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/35b92402-1e81-46f8-badd-9e076029ea4f","fullStatement":"Develop and/or use a model to predict and/or describe unobservable mechanisms. (6.ESS2.4, 7.PS1.5)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"2fabaa02-6aae-4189-b8c9-5e179f235a51","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2fabaa02-6aae-4189-b8c9-5e179f235a51","fullStatement":"Develop and/or use a model to generate data to test ideas about phenomena in a natural or designed system, including those representing inputs and outputs, and those at unobservable scales.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"acae4c77-e15c-42eb-9d65-b773e2d0a9e9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/acae4c77-e15c-42eb-9d65-b773e2d0a9e9","fullStatement":"High School (Grades 9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Models in 9-12 builds on K-8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s).","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"8c0f1149-1ff5-4826-975c-9b4311e6016c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8c0f1149-1ff5-4826-975c-9b4311e6016c","fullStatement":"Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism, or system in order to select or revise a model that best fits the evidence or design criteria.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"ff490e45-5c72-41a8-8e2b-276af13f583a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ff490e45-5c72-41a8-8e2b-276af13f583a","fullStatement":"Design a test of a model to ascertain its reliability.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"8a8166d0-3ee5-40db-a6d0-e0181b92aace","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8a8166d0-3ee5-40db-a6d0-e0181b92aace","fullStatement":"Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components in a system. (7.PS1.1, PS.PS1.1, PS.PS3.2, CH.PS1.1, CH.PS1.4, CH.PS1.8, PH.PS1.8, PH.PS3.2, PH.PS3.5, B.LS1.2, B.LS1.4, B.LS1.5, B.LS1.7, B.LS2.5, ES.ESS2.1, ES.ESS2.3, ES.ESS2.6, EN.ESS2.1, EN.ESS2.3, EN.ESS2.6)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"e62f327f-8943-4cf6-9fe4-4bd97740fb14","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e62f327f-8943-4cf6-9fe4-4bd97740fb14","fullStatement":"Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"db97a905-adc1-474d-840f-7aca09d60782","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/db97a905-adc1-474d-840f-7aca09d60782","fullStatement":"Develop a complex model that allows for manipulation and testing of a proposed process or system.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"ffbdcfce-c613-4ede-896d-45f5dabc0746","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ffbdcfce-c613-4ede-896d-45f5dabc0746","fullStatement":"Develop and/or use a model (including mathematical and computation) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems. (ES.ESS1.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"096e9c88-d44e-4060-bd30-b1972981a762","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/096e9c88-d44e-4060-bd30-b1972981a762","fullStatement":"Engaging in Argument from Evidence","CFItemType":"Science and Engineering Practice","CFItemTypeURI":{"title":"Science and Engineering Practice","identifier":"417c7dcd-4917-4e3a-a035-ae072b5966ab","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/417c7dcd-4917-4e3a-a035-ae072b5966ab"},"notes":"Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.","language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"cc57bb68-660b-4157-9a2f-00f2720c699c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/cc57bb68-660b-4157-9a2f-00f2720c699c","fullStatement":"Primary School (Grades K-2)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Engaging in argument from evidence in K-2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"0b5d8b0f-78e2-4006-bcc5-9497e145e361","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0b5d8b0f-78e2-4006-bcc5-9497e145e361","fullStatement":"Identify arguments that are supported by evidence.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"c4d73118-e3c5-4be6-be99-710184157b25","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c4d73118-e3c5-4be6-be99-710184157b25","fullStatement":"Distinguish between explanations that account for all gathered evidence and those that do not.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"2cd77e5d-c980-4466-a845-63efa22861d8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2cd77e5d-c980-4466-a845-63efa22861d8","fullStatement":"Analyze why some evidence is relevant to a scientific question and some is not.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"648dee9f-af98-4607-b26d-4b41a08ee616","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/648dee9f-af98-4607-b26d-4b41a08ee616","fullStatement":"Distinguish between opinions and evidence in one's own explanations.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"01123d5e-dbc8-4f2d-9be9-b5be3d44cd8c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/01123d5e-dbc8-4f2d-9be9-b5be3d44cd8c","fullStatement":"Listen actively to arguments to indicate agreement or disagreement based on evidence and/or to retell the main points on the argument.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"44e134a8-46de-4b0f-a5f7-5455eecd1aad","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/44e134a8-46de-4b0f-a5f7-5455eecd1aad","fullStatement":"Construct an argument with evidence to support a claim. (K.ESS2.2, 2.PS1.4)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"66c9838a-e6ba-445a-88a7-8134eeb18299","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/66c9838a-e6ba-445a-88a7-8134eeb18299","fullStatement":"Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence. \tMake a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem (3.LS4.4, 3.ESS3.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"0b953845-25d7-4d01-9677-67cf8af7d70b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0b953845-25d7-4d01-9677-67cf8af7d70b","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Engaging in argument from evidence in 3-5 builds on K-2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"0b3fc327-21f2-49df-aef1-f86f15f6aebb","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0b3fc327-21f2-49df-aef1-f86f15f6aebb","fullStatement":"Compare and refine arguments based on an evaluation of the evidence presented.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"df60a456-cb5c-4d6d-a838-d60f1c5ae16c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/df60a456-cb5c-4d6d-a838-d60f1c5ae16c","fullStatement":"Distinguish among facts, reasoned judgement based no research findings, and speculation in an explanation.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"7e75b62c-37ca-4efc-8528-23f3939775c6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7e75b62c-37ca-4efc-8528-23f3939775c6","fullStatement":"Respectfully provide and receive critiques from peers about a proposed procedure, explanation or model by citing relevant evidence and posing specific questions.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"04f4ee24-b74c-4159-9cd9-31b3e4e6fd98","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/04f4ee24-b74c-4159-9cd9-31b3e4e6fd98","fullStatement":"Construct and/or support an argument with evidence, data, and/or a model. (3.LS2.1, 3.LS4.3, 4.LS1.1, 5.PS2.1, 5.LS1.1, 5.ESS1.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"a14049f7-3a0c-4ca2-8707-c4b11987cf9f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a14049f7-3a0c-4ca2-8707-c4b11987cf9f","fullStatement":"Use data to evaluate claims about cause and effect.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"60fb545b-6da5-49c4-97c7-6b536b2e78a1","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/60fb545b-6da5-49c4-97c7-6b536b2e78a1","fullStatement":"Middle School (Grades 6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Engaging in argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"12821db3-3b66-49f7-9e66-880bcd418f1a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/12821db3-3b66-49f7-9e66-880bcd418f1a","fullStatement":"Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"4acae540-8ce5-46e4-b2eb-1c7d2d6a6a8f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4acae540-8ce5-46e4-b2eb-1c7d2d6a6a8f","fullStatement":"Respectfully provide and receive critiques about one's explanations, procedures, models, and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"80cd2c91-f68b-4a18-995d-d245b9265601","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/80cd2c91-f68b-4a18-995d-d245b9265601","fullStatement":"Construct, use and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (6.LS1.3, 7.PS3.5, 7.LS2.4, 7.ESS3.4, 8.PS2.4, 8.LS1.4)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"e5139e3f-71ee-4568-ab91-1381c9fa6b8d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e5139e3f-71ee-4568-ab91-1381c9fa6b8d","fullStatement":"Make an oral or written argument that supports or refutes the advertised performance of a device, process, or system, based on empirical evidence concerning whether or not the technology meets relevant criteria and constraints.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"01865243-a5ad-4059-807a-dc7a1ee71fac","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/01865243-a5ad-4059-807a-dc7a1ee71fac","fullStatement":"Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (7.LS2.5)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"a47b60b9-659d-4c9b-9d33-bfed14beb57c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a47b60b9-659d-4c9b-9d33-bfed14beb57c","fullStatement":"High School (Grades 9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Engaging in argument from evidence in 9-12 builds on K-8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"9cf338d9-d90a-4bad-bc8e-326ab24ace9e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9cf338d9-d90a-4bad-bc8e-326ab24ace9e","fullStatement":"Compare and evaluate competing arguments or design solutions in light of currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and ethical issues.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"6a39dbec-7367-43a4-8f92-010f67a55d1f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6a39dbec-7367-43a4-8f92-010f67a55d1f","fullStatement":"Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merit of arguments. (CH.PS4.3, B.LS2.6, B.LS2.8, B.LS4.5, ES.ESS1.5, EN.LS2.6)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"7c353a7a-1a49-4a34-8ce9-ada8291c4389","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7c353a7a-1a49-4a34-8ce9-ada8291c4389","fullStatement":"Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence and challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining what additional information is required to resolve contradictions.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"d750b721-ea4b-42d4-8b49-f130480cd6c0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d750b721-ea4b-42d4-8b49-f130480cd6c0","fullStatement":"Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence. (PH.PS4.3, ES.ESS2.7, EN.ESS2.7)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"114c7d16-4369-44c4-a279-27633f0c2fb8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/114c7d16-4369-44c4-a279-27633f0c2fb8","fullStatement":"Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence. (B.LS3.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"680c8329-d347-49d4-a1ba-9eecc00198d8","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/680c8329-d347-49d4-a1ba-9eecc00198d8","fullStatement":"Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g., economic, societal, environmental, ethical considerations). (ES.ESS3.2, EN.ESS3.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"655071e1-56de-4726-8d2b-e801c76e2d44","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/655071e1-56de-4726-8d2b-e801c76e2d44","fullStatement":"Mathematics and Computational Thinking","CFItemType":"Science and Engineering Practice","CFItemTypeURI":{"title":"Science and Engineering Practice","identifier":"417c7dcd-4917-4e3a-a035-ae072b5966ab","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/417c7dcd-4917-4e3a-a035-ae072b5966ab"},"notes":"In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations, solving equations exactly or approximately, and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions.","language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"23e70802-8f3c-40e6-9987-8a4886f5bc6d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/23e70802-8f3c-40e6-9987-8a4886f5bc6d","fullStatement":"Primary School (Grades K-2)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Mathematical and computational thinking in K-2 builds on prior experiences and progresses to recognizing that mathematics can be used to describe the natural and designed world(s).","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"88bbf4e8-555e-43bd-b2e1-79ec895d5294","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/88bbf4e8-555e-43bd-b2e1-79ec895d5294","fullStatement":"Describe when to use qualitative vs. quantitative data.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"4c476297-4a1d-4063-a1bf-7204d55e080d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4c476297-4a1d-4063-a1bf-7204d55e080d","fullStatement":"Using counting and numbers to identify and describe patterns in the natural and designed world(s).","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"8c5d9e6e-3b57-40c1-9d09-84406e7d0c36","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8c5d9e6e-3b57-40c1-9d09-84406e7d0c36","fullStatement":"Describe measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"179abee3-ac62-4519-9ae9-a957aae0e71b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/179abee3-ac62-4519-9ae9-a957aae0e71b","fullStatement":"Use quantitative data to compare two alternative solutions to a problem.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"6850e735-984b-4cd9-b04d-5234197b0461","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6850e735-984b-4cd9-b04d-5234197b0461","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Mathematical and computational thinking in 3-5 builds on K-2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"af5864e8-fe84-4662-a79e-6abe755a55e7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/af5864e8-fe84-4662-a79e-6abe755a55e7","fullStatement":"Describe if qualitative or quantitative data are best to determine whether a proposed object or tool meets criteria for success.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"85b2029b-831b-4db7-a75a-f17f25a688db","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/85b2029b-831b-4db7-a75a-f17f25a688db","fullStatement":"Organize simple data sets to reveal patterns that suggest relationships. (5.PS1.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"6ce05bd0-fd70-4a1f-a2a9-be5eea24bd34","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6ce05bd0-fd70-4a1f-a2a9-be5eea24bd34","fullStatement":"Describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems. (5.ESS2.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"51ea20fc-444b-4641-b357-90647f7b359a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/51ea20fc-444b-4641-b357-90647f7b359a","fullStatement":"Create and/or use graphs and/or charts generated from simple algorithms to compare alternative solutions to an engineering problem.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"894503f4-3750-47bb-9eaa-e2001b2d1135","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/894503f4-3750-47bb-9eaa-e2001b2d1135","fullStatement":"Middle School (Grades 6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Mathematical and computational thinking in 6-8 builds on K-5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"021977e4-fb3d-4ea9-b150-0d557fb32743","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/021977e4-fb3d-4ea9-b150-0d557fb32743","fullStatement":"Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"b0291d49-b96c-47d9-9af4-3dbda497cdb6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b0291d49-b96c-47d9-9af4-3dbda497cdb6","fullStatement":"Use mathematical representation to describe and/to support scientific conclusions and design solutions. (8.PS4.1, 8.LS4.6, B.LS2.2, B.LS2.4, EN.LS2.2, EN.LS2.4)\tUse mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations. (PS.PS1.7, PS.PS2.2, PS.PS4.1, CH.PS1.7, CH.PS4.1, PH.PS2.2, PH.PS2.4, PH.PS4.1, B.LS2.1, EN.LS2.1, ES.ESS1.4)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"e339b018-fc9c-4a0f-94c2-a97d901ab63a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e339b018-fc9c-4a0f-94c2-a97d901ab63a","fullStatement":"Create algorithms to solve a problem.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"84f2699c-dc81-45b7-87db-b1ef311a6e41","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/84f2699c-dc81-45b7-87db-b1ef311a6e41","fullStatement":"Apply mathematical concepts and/or process (such as ratio, rate, percent, basic operations, and simple algebra) to scientific and engineering questions and problems.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"dac9bede-c485-45f2-b756-3017ca9e3480","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/dac9bede-c485-45f2-b756-3017ca9e3480","fullStatement":"Use digital tools and/or mathematical concepts and arguments to test and compare proposed solutions to an engineering design problem.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"21819f65-36f4-4368-ab9b-8fdbf5a262c9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/21819f65-36f4-4368-ab9b-8fdbf5a262c9","fullStatement":"High School (Grades 9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Mathematical and computational thinking in 9-12 builds on K-5 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions, including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and use based on mathematical models of basic assumptions.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"d6647f8e-d3c8-4fbf-923c-43380b840b81","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d6647f8e-d3c8-4fbf-923c-43380b840b81","fullStatement":"Create and/or revise a computational model or simulation of a phenomenon, designed device, process, or system. (PS.PS3.1, PH.PS3.1, EN.ESS3.3)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"c1c636d6-5871-4ce0-9a00-107b6407a229","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c1c636d6-5871-4ce0-9a00-107b6407a229","fullStatement":"Apply techniques of algebra and functions to represent and solve scientific and engineering problems.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"71f364c5-18e5-439b-b32e-5b67269a18ef","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/71f364c5-18e5-439b-b32e-5b67269a18ef","fullStatement":"Use simple limit cases to test mathematical expressions, computer programs, algorithms, or simulations of a process or system to see if a model \"makes sense\" by comparing the outcomes with what is known about the real world.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"686bffea-111d-4f6a-ab48-61d6922d4975","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/686bffea-111d-4f6a-ab48-61d6922d4975","fullStatement":"Apply ratios, rates, percentages, and unit conversions in the content of complicated measurement problems involving quantities with derived and compound units (such as mg/mL, acre-feet, etc.)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"f4d55ddb-7ade-4b3f-b929-e778b7e18f9b","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f4d55ddb-7ade-4b3f-b929-e778b7e18f9b","fullStatement":"Obtaining, Evaluating, and Communicating Information","CFItemType":"Science and Engineering Practice","CFItemTypeURI":{"title":"Science and Engineering Practice","identifier":"417c7dcd-4917-4e3a-a035-ae072b5966ab","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/417c7dcd-4917-4e3a-a035-ae072b5966ab"},"notes":"Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs.","language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"6c183b6a-482b-46d9-aa2e-18a69a2fd8b2","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6c183b6a-482b-46d9-aa2e-18a69a2fd8b2","fullStatement":"Primary School (Grades K-2)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Obtaining, evaluating, and communicating information in K-2 builds on prior experiences and uses observations and texts to communicate new information.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"f26c6772-7818-46d9-99af-0666b2c51666","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f26c6772-7818-46d9-99af-0666b2c51666","fullStatement":"Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s). (1.LS1.2)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"ef769eef-7c6c-4e25-99dc-cfc641b9da43","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ef769eef-7c6c-4e25-99dc-cfc641b9da43","fullStatement":"Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"3313db66-4e08-4e13-83a1-7bd7b455b31e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/3313db66-4e08-4e13-83a1-7bd7b455b31e","fullStatement":"Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or support a scientific claim. (2.ESS2.3)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"47551bbe-08df-46cc-a777-1b8108aa4e49","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/47551bbe-08df-46cc-a777-1b8108aa4e49","fullStatement":"Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide details about scientific ideas, practices, and/or design ideas. (1.ESS3.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"1ed786b8-6352-4048-9e11-3d3f7b2538c9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1ed786b8-6352-4048-9e11-3d3f7b2538c9","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Obtaining, evaluating, and communicating information in 3-5 builds on K-2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"43c0141d-bac2-4136-a4ca-d339fc48e871","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/43c0141d-bac2-4136-a4ca-d339fc48e871","fullStatement":"Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence. (6.LS1.8)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"71184737-f52b-4cf0-a373-79769fc59d56","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/71184737-f52b-4cf0-a373-79769fc59d56","fullStatement":"Compare and/or combine across complex texts and/or other reliable media to support the engagement in other scientific and/or engineering practices.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"376cc245-20f3-420e-9f2c-5264bfdf85b5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/376cc245-20f3-420e-9f2c-5264bfdf85b5","fullStatement":"Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"d7260da4-7b61-4f2a-8363-b96f37d3a0d9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d7260da4-7b61-4f2a-8363-b96f37d3a0d9","fullStatement":"Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (3.ESS2.2, 4.ESS3.1, 5.ESS3.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"e9579d87-33ea-4e61-8820-968253cf1d49","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e9579d87-33ea-4e61-8820-968253cf1d49","fullStatement":"Communicate scientific and/or technical information orally and/or in written formats, including various forms of media, as well as tables, diagrams, and charts.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"b7ca484e-bb8f-4f80-952b-37254933b801","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b7ca484e-bb8f-4f80-952b-37254933b801","fullStatement":"Middle School (Grades 6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"0cc471b9-dcb2-4b85-8f66-c71b15e31014","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0cc471b9-dcb2-4b85-8f66-c71b15e31014","fullStatement":"Critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific and/or technical information to describe patterns in and/or evidence about the natural and designed world(s).","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"9ad8aa22-6613-477a-a219-56e907b99010","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/9ad8aa22-6613-477a-a219-56e907b99010","fullStatement":"Integrate qualitative and/or quantitative scientific and/or technical information in written text with that contained in media and visual displays to clarify claims and findings. (8.PS4.3)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"f3abbd6a-a1e1-455f-a3fb-1587e9cb752c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f3abbd6a-a1e1-455f-a3fb-1587e9cb752c","fullStatement":"Gather, read, synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported be evidence. (7.PS1.3, 7.ESS3.5, 8.LS4.5)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"79557135-0f54-4329-8d3e-ef1ab7ba2a68","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/79557135-0f54-4329-8d3e-ef1ab7ba2a68","fullStatement":"Evaluate data, hypotheses, and/or conclusions in scientific and technical texts in light of competing information or accounts.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"23688b0a-3f60-4859-b854-0e6f5653479d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/23688b0a-3f60-4859-b854-0e6f5653479d","fullStatement":"Communicate scientific and/or technical information (e.g., about a proposed object, tool, process, system) in writing and/or through oral presentations.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"0133898e-0192-49f5-97fc-3110a18866b4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0133898e-0192-49f5-97fc-3110a18866b4","fullStatement":"High School (Grades 9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Obtaining, evaluating, and communicating information in 9-12 builds on K-8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.","language":"en","lastChangeDateTime":"2023-07-13T15:56:16+00:00"},{"identifier":"562414fa-c8e6-4a70-af51-961db7ed2eb6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/562414fa-c8e6-4a70-af51-961db7ed2eb6","fullStatement":"Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler yet accurate terms.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"2f9bf18b-0ff1-442d-a3b5-81545bafe5d7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2f9bf18b-0ff1-442d-a3b5-81545bafe5d7","fullStatement":"Compare, integrate, and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"c1ab3ea6-ebb8-4371-b098-4a8f580ae4d2","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c1ab3ea6-ebb8-4371-b098-4a8f580ae4d2","fullStatement":"Gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"b1393d1e-be62-41a2-a2f1-9f6df0471937","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b1393d1e-be62-41a2-a2f1-9f6df0471937","fullStatement":"Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. (PS.PS4.4, PH.PS4.4)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"877ff947-2231-422c-8373-f6ca1248cbef","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/877ff947-2231-422c-8373-f6ca1248cbef","fullStatement":"Communicate scientific and/or technical information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (CH.PS2.6, PH.PS4.5, B.LS4.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"e1ced018-f287-4aa5-8a9d-2e58d2135914","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e1ced018-f287-4aa5-8a9d-2e58d2135914","fullStatement":"Planning and Carrying Out Investigations","CFItemType":"Science and Engineering Practice","CFItemTypeURI":{"title":"Science and Engineering Practice","identifier":"417c7dcd-4917-4e3a-a035-ae072b5966ab","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/417c7dcd-4917-4e3a-a035-ae072b5966ab"},"notes":"Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions.","language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"ce31bb56-fcd4-4078-9aa5-9a830223ec7a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ce31bb56-fcd4-4078-9aa5-9a830223ec7a","fullStatement":"Primary School (Grades K-2)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Planning and carrying out investigations to answer questions or test solutions in K-2 builds on prior experiences and progress to simple investigations, based on fair tests, which provide data to support explanations or design solutions.","language":"en","lastChangeDateTime":"2023-07-13T15:56:41+00:00"},{"identifier":"d1df3214-fce2-44cc-8791-433be5cec984","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d1df3214-fce2-44cc-8791-433be5cec984","fullStatement":"With guidance, plan and conduct an investigation in collaboration with peers. (K.PS2.1, 4.ESS2.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"09c13fab-63e5-4bfc-840d-01b5f9b00f35","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/09c13fab-63e5-4bfc-840d-01b5f9b00f35","fullStatement":"Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (1.PS4.1, 1.PS4.3, 2.PS1.1, 2.LS2.1).","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"76234380-33e0-4069-937c-e2c07ffa82e9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/76234380-33e0-4069-937c-e2c07ffa82e9","fullStatement":"Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"a66c5990-9b45-43ad-ac99-5aeb5be08768","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a66c5990-9b45-43ad-ac99-5aeb5be08768","fullStatement":"Make observations (first hand or from media) and/or measurements to collect data that can be used to make comparisons. (K.PS3.1, 1.ESS1.2, 2.LS4.1)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"0e6f0588-95ff-42bd-9ee9-479afcf9d8d9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/0e6f0588-95ff-42bd-9ee9-479afcf9d8d9","fullStatement":"Make observations (first hand or from media) and/or measurements of a proposed object, tool, or solution to determine if it solves a problem or meets a goal.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"62222fd0-670a-4395-9004-202d3a74fda5","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/62222fd0-670a-4395-9004-202d3a74fda5","fullStatement":"Make predictions based on prior experiences.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"e56df3b0-e5ed-4e4c-acee-e4aabe74b2b9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e56df3b0-e5ed-4e4c-acee-e4aabe74b2b9","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Planning and carrying out investigations to answer questions or test solutions in 3-5 builds on K-2 experiences and progress to include investigations that control variables and provide evidence to support explanations or design solutions.","language":"en","lastChangeDateTime":"2023-07-13T15:56:54+00:00"},{"identifier":"58940a0d-c817-457d-b12e-5f295b00c479","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/58940a0d-c817-457d-b12e-5f295b00c479","fullStatement":"Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests, in which variables are controlled and the number of trails is considered. (3.PS2.1, 5.PS1.4)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"ee36ba0b-d816-4dad-a25f-64375abf7337","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ee36ba0b-d816-4dad-a25f-64375abf7337","fullStatement":"Evaluate appropriate methods and/or tools for collecting data.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"f643a5fc-3473-45c5-8529-64dbad2e5a49","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f643a5fc-3473-45c5-8529-64dbad2e5a49","fullStatement":"Make observation and/or measurements to produce data to serve as the basis for evidence for an explanation of phenomenon or test a design solution. (3.PS2.2, 4.PS3.2, 5.PS1.3)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"8bb6decb-ee22-495a-b5c6-67abeb10fb84","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8bb6decb-ee22-495a-b5c6-67abeb10fb84","fullStatement":"Make predictions about what would happen if a variable changes.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"c73cf0d0-74bd-42b5-9a5c-bd68166bf356","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c73cf0d0-74bd-42b5-9a5c-bd68166bf356","fullStatement":"Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"d6a91259-4ea4-4f3b-887d-bbc6f8361481","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d6a91259-4ea4-4f3b-887d-bbc6f8361481","fullStatement":"Middle School (Grades 6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"notes":"Planning and carrying out investigations to answer questions or test solutions in 6-8 builds on K-5 experiences and progress to include investigations that use multiple variables and provide evidence to support explanations or solutions.","language":"en","lastChangeDateTime":"2023-07-13T15:57:07+00:00"},{"identifier":"b835359e-1144-4dea-9077-859c8d683030","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/b835359e-1144-4dea-9077-859c8d683030","fullStatement":"Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 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(PS.PS2.5, CH.PS1.3, CH.PS3.4, PH.PS2.5, PH.PS3.4)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-06T20:19:45+00:00"},{"identifier":"92580119-6166-4184-90ff-d475710b9449","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/92580119-6166-4184-90ff-d475710b9449","fullStatement":"Plan and conduct an investigation or test a design solution in a safe and ethical manner including considerations of environmental, social, and personal impacts.","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance 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given object is moving the more energy is possesses. (4.PS3.1)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"dda7dade-67c1-429e-8a25-03e5bb3a9b26","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/dda7dade-67c1-429e-8a25-03e5bb3a9b26","fullStatement":"Energy can be moved from place to place by moving through sound, light, or electric currents. (4.PS3.2, 4.PS3.3)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"4f770aa9-8ef9-4d59-ab1f-344539804700","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/4f770aa9-8ef9-4d59-ab1f-344539804700","fullStatement":"Middle School (6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","lastChangeDateTime":"2023-07-13T15:57:43+00:00"},{"identifier":"aa0ad40e-a199-4c09-b2bf-87bebe0d3668","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/aa0ad40e-a199-4c09-b2bf-87bebe0d3668","fullStatement":"Temperature is a measure of the average kinetic energy of particles of matter. (6.PS3.3, 6.PS3.4)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"c53ac4cf-d106-4f21-a7fd-f45da50b51af","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c53ac4cf-d106-4f21-a7fd-f45da50b51af","fullStatement":"The relationship between the temperature and the total energy of the system depends on the types, states, and amounts of matter present. (6.PS3.3, 6.PS3.4)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"1600f9cb-0bd3-442a-aa82-20d4288aebea","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1600f9cb-0bd3-442a-aa82-20d4288aebea","fullStatement":"The term \"heat\" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. 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(6.PS1.4)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"7f06aed6-54a8-49c6-8bec-f77612441eb9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7f06aed6-54a8-49c6-8bec-f77612441eb9","fullStatement":"Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. 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(7.PS3.1, 7.PS3.2)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"15daf35a-9860-4f47-a0cb-56eda1e36a7a","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/15daf35a-9860-4f47-a0cb-56eda1e36a7a","fullStatement":"A system of objects may also contain stored (potential) energy, depending on their relative positions. (7.PS3.2)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"7e1f1165-a2d3-4b19-a43b-33ce61baa9e6","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7e1f1165-a2d3-4b19-a43b-33ce61baa9e6","fullStatement":"High School (9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","lastChangeDateTime":"2023-07-13T15:57:43+00:00"},{"identifier":"644afbc3-d9f4-4845-a208-8fb7752f8a49","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/644afbc3-d9f4-4845-a208-8fb7752f8a49","fullStatement":"A the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. 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(PS.PS3.1, PS.PS3.2, PH.PS3.1, PH.PS3.2)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"849ccaff-9b48-40ea-a1f2-674553901785","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/849ccaff-9b48-40ea-a1f2-674553901785","fullStatement":"These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases, the relative position energy can be thought of as stored in fields (which mediate interactions between particles). 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(4.PS3.2, 4.PS3.3)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"42f973bf-d4a7-452f-a815-61441dc9e8e4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/42f973bf-d4a7-452f-a815-61441dc9e8e4","fullStatement":"Light also transfers energy from place to place. (4.PS3.2)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"7c9d9ba6-5fb3-45e1-8233-60a6e582ec35","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/7c9d9ba6-5fb3-45e1-8233-60a6e582ec35","fullStatement":"Energy can also be transferred form place to place by electric currents, which can be used locally or to produce motion, sound, heat, or light. (4.PS3.2, 4.PS3.4)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"cccb178b-60ec-4622-968b-7642bde8373e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/cccb178b-60ec-4622-968b-7642bde8373e","fullStatement":"The current may have been produced to begin with by transforming the energy of motion into electrical energy. (4.PS3.4)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"d89a6f87-311e-42c1-99b7-16cbe51354f9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d89a6f87-311e-42c1-99b7-16cbe51354f9","fullStatement":"Middle School (6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","lastChangeDateTime":"2023-07-13T15:57:43+00:00"},{"identifier":"2f9726cb-208f-419b-88dd-ef94a453e9dd","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2f9726cb-208f-419b-88dd-ef94a453e9dd","fullStatement":"Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (6.PS3.3)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"6e02adaa-129c-4fe2-b0ab-02d0bc34436c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/6e02adaa-129c-4fe2-b0ab-02d0bc34436c","fullStatement":"The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (6.PS3.4)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"1040fc40-e1e8-434a-929c-6403136e2940","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1040fc40-e1e8-434a-929c-6403136e2940","fullStatement":"When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (7.PS3.5)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"621342b5-8977-4142-89ee-1ef2e135e040","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/621342b5-8977-4142-89ee-1ef2e135e040","fullStatement":"High School (9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","lastChangeDateTime":"2023-07-13T15:57:43+00:00"},{"identifier":"a08b7dcd-72c6-43b0-b023-0ee59252f11c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a08b7dcd-72c6-43b0-b023-0ee59252f11c","fullStatement":"Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. (PS.PS3.1, PS.PS3.4, CH.PS3.4, PH.PS3.1, PH.PS3.4)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"69fc97ad-1359-4912-8310-11bd3c41a931","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/69fc97ad-1359-4912-8310-11bd3c41a931","fullStatement":"Uncontrolled systems always evolve toward more stable states - that is, toward amore uniform energy distribution (e.g., water flows downhill, objects hotter than surrounding environments cool down). (PS.PS3.4, CH.PS3.4, PH.PS3.4)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"e6e0c76c-ab69-46f7-973a-dcd71715c6ac","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e6e0c76c-ab69-46f7-973a-dcd71715c6ac","fullStatement":"Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. 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(PS.PS3.1, PH.PS3.1)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"cf124bb2-3dba-4dd8-9c2a-a004f1f38e24","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/cf124bb2-3dba-4dd8-9c2a-a004f1f38e24","fullStatement":"The availability of energy limits what can occur in any system. 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(8.PS2.2)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"5624f825-e3d3-407c-a414-c12bd7fc443c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5624f825-e3d3-407c-a414-c12bd7fc443c","fullStatement":"The greater the mass of the object, the greater the force needed to achieve the same change in motion. (8.PS2.2)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"222e82fb-24db-4d78-8356-cfa28e48de9d","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/222e82fb-24db-4d78-8356-cfa28e48de9d","fullStatement":"For any given object, a larger force causes a larger change in motion. 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(PS.PS2.2, PH.PS2.2)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"5348841f-cfc6-4578-9b74-544aace1d7e4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/5348841f-cfc6-4578-9b74-544aace1d7e4","fullStatement":"If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by change in the momentum of objects outside the system. (PS.PS2.2, PS.PS2.3, PH.PS2.2, PH.PS2.3)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"cde01006-9521-4c9d-93b2-77f212d6a766","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/cde01006-9521-4c9d-93b2-77f212d6a766","fullStatement":"Types of Interactions","CFItemType":"Sub-Idea","CFItemTypeURI":{"title":"Sub-Idea","identifier":"7df75c28-670b-49f0-a7c9-a06c58f4ddb0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/7df75c28-670b-49f0-a7c9-a06c58f4ddb0"},"humanCodingScheme":"PS2.B","language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"89c0d18d-3f26-405f-b1aa-8deb816d3274","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/89c0d18d-3f26-405f-b1aa-8deb816d3274","fullStatement":"Primary School (K-2)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:57:43+00:00"},{"identifier":"83d9bbd7-566f-4fcd-8bf0-f95c5c8de53f","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/83d9bbd7-566f-4fcd-8bf0-f95c5c8de53f","fullStatement":"When objects touch or collide, they push on one another and can change motion. (K.PS2.1)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"fb209db0-7821-4df3-bff3-d7439e127bff","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/fb209db0-7821-4df3-bff3-d7439e127bff","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T16:07:08+00:00"},{"identifier":"2ad2d47d-5706-4059-bf30-15a4eb092808","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/2ad2d47d-5706-4059-bf30-15a4eb092808","fullStatement":"Objects in contact exert forces on each other. (3.PS2.1)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"298adf07-df41-494d-9da4-02242ad4887c","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/298adf07-df41-494d-9da4-02242ad4887c","fullStatement":"Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The size of the force, in each situation, depend on the properties of the objects and their distances apart, and for forces between two magnets, on their orientation relative to each other. (3.PS2.3, 3.PS2.4)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"db88d5e6-b0b1-4e39-8373-bf5e4769c0c4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/db88d5e6-b0b1-4e39-8373-bf5e4769c0c4","fullStatement":"The gravitational force of Earth acting on an object near Earth's surface pulls that object toward the planet's center. (5.PS2.1)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"d93ae2d9-b120-4d02-adea-5dec1a3b8663","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d93ae2d9-b120-4d02-adea-5dec1a3b8663","fullStatement":"Middle School (6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","lastChangeDateTime":"2023-07-13T15:57:43+00:00"},{"identifier":"8d97874b-82dd-4076-809f-38dd8cd8a7ed","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/8d97874b-82dd-4076-809f-38dd8cd8a7ed","fullStatement":"Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on their magnitude of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (8.PS2.3)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"e624a4a4-b987-4f6f-9685-5e001e09c5e0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e624a4a4-b987-4f6f-9685-5e001e09c5e0","fullStatement":"Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (e.g., a charged object to a ball). (8.PS2.5)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"e72260b0-4cfd-4fe1-8d5e-b976d0f0e1ff","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e72260b0-4cfd-4fe1-8d5e-b976d0f0e1ff","fullStatement":"Gravitational forces are always attractive. (8.PS2.4)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:27+00:00"},{"identifier":"d8dca95e-5ffc-472f-84ef-f09301b230bd","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d8dca95e-5ffc-472f-84ef-f09301b230bd","fullStatement":"There is a gravitational force between any two masses, but it is very small except when one or both of the objects have a large mass (e.g., Earth and the Sun). 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(1.PS4.3)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T15:50:04+00:00"},{"identifier":"c378c7ae-af65-48e1-88b0-fe6b50a18322","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/c378c7ae-af65-48e1-88b0-fe6b50a18322","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","educationLevel":["KG","01","02"],"lastChangeDateTime":"2023-07-13T16:07:08+00:00"},{"identifier":"84df39a0-b8ab-4b65-b0c9-2d7da13b35c9","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/84df39a0-b8ab-4b65-b0c9-2d7da13b35c9","fullStatement":"An object can be seen when light reflected from its surface enters the eyes. 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(8.LS4.5)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:54+00:00"},{"identifier":"bcca36b7-d799-4e70-a1ec-f8d6ab641af0","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bcca36b7-d799-4e70-a1ec-f8d6ab641af0","fullStatement":"High School (Grades 9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","lastChangeDateTime":"2023-07-13T16:05:08+00:00"},{"identifier":"748de924-5cdb-478b-a73a-f3cb6203812e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/748de924-5cdb-478b-a73a-f3cb6203812e","fullStatement":"Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information - that is, trait variation that leads to differences in performance among individuals. 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(8.LS4.6)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:54+00:00"},{"identifier":"83c7a8f9-3853-45c6-95c6-df0890f2fb79","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/83c7a8f9-3853-45c6-95c6-df0890f2fb79","fullStatement":"Traits that support successful survival and reproduction in the new environment become more common; those that do not, become less common. Thus, the distribution of traits in a population changes. (8.LS4.6)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:54+00:00"},{"identifier":"bc640fb1-2a96-4cc8-b348-256076ea4393","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/bc640fb1-2a96-4cc8-b348-256076ea4393","fullStatement":"High School (Grades 9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","lastChangeDateTime":"2023-07-13T16:05:08+00:00"},{"identifier":"856782bf-e9d3-4354-84f4-b6a9921e8db4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/856782bf-e9d3-4354-84f4-b6a9921e8db4","fullStatement":"Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. 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(B.LS4.3)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:54+00:00"},{"identifier":"09ab19af-00d4-4333-b3fd-d92523b39784","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/09ab19af-00d4-4333-b3fd-d92523b39784","fullStatement":"Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline and sometimes extinction of some species. (B.LS4.4, B.LS4.5)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:54+00:00"},{"identifier":"d76b565a-1bdb-4ae1-b344-a8e1e36c0d72","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/d76b565a-1bdb-4ae1-b344-a8e1e36c0d72","fullStatement":"Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species' adaptation over time is lost. (B.LS4.5)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:54+00:00"},{"identifier":"e37e3969-179d-4595-88b3-6338935a48e4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/e37e3969-179d-4595-88b3-6338935a48e4","fullStatement":"Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. 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(2.LS4.1)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:54+00:00"},{"identifier":"f135a70e-078d-4eb0-adae-d0a89220cf51","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/f135a70e-078d-4eb0-adae-d0a89220cf51","fullStatement":"Elementary School (Grades 3-5)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","lastChangeDateTime":"2023-07-13T16:05:34+00:00"},{"identifier":"1f07441e-771c-4636-8dbc-a10ef238e741","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/1f07441e-771c-4636-8dbc-a10ef238e741","fullStatement":"Populations live in a variety of habitats and change in those habitats affects the organisms living there. (3.LS4.4)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:54+00:00"},{"identifier":"538f9c76-6118-4137-bc91-6eff6027da78","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/538f9c76-6118-4137-bc91-6eff6027da78","fullStatement":"Middle School (Grades 6-8)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","lastChangeDateTime":"2023-07-13T16:04:57+00:00"},{"identifier":"91737178-b6ab-42bd-a3f6-20f7925d9483","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/91737178-b6ab-42bd-a3f6-20f7925d9483","fullStatement":"Changes in biodiversity can influence humans' resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on - for example, water purification and recycling. (7.LS2.5)","CFItemType":"Grade-Level Sub-Idea","CFItemTypeURI":{"title":"Grade-Level Sub-Idea","identifier":"318421c5-6afc-4c40-b12b-483d3abec360","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/318421c5-6afc-4c40-b12b-483d3abec360"},"language":"en","lastChangeDateTime":"2023-07-07T11:25:54+00:00"},{"identifier":"ff27a8df-1ce1-4807-b501-5a42a92cb811","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/ff27a8df-1ce1-4807-b501-5a42a92cb811","fullStatement":"High School (Grades 9-12)","CFItemType":"Grade Band","CFItemTypeURI":{"title":"Grade Band","identifier":"e7f1ec9f-374c-4fe7-b737-3ac46547c690","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/e7f1ec9f-374c-4fe7-b737-3ac46547c690"},"language":"en","lastChangeDateTime":"2023-07-13T16:05:08+00:00"},{"identifier":"a3bf2390-0ca6-4638-8d02-fbefd289653e","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/a3bf2390-0ca6-4638-8d02-fbefd289653e","fullStatement":"Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). 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(PS.PS1.5, PS.PS4.4, CH.PS1.5, PH.PS4.4, PH.PS4.5)","CFItemType":"Performance Expectation","CFItemTypeURI":{"title":"Performance Expectation","identifier":"fc266ef7-f3ca-4825-8461-d21004718cb7","uri":"https://satchelcommons.com/ims/case/v1p0/CFItemTypes/fc266ef7-f3ca-4825-8461-d21004718cb7"},"language":"en","lastChangeDateTime":"2023-07-07T11:50:14+00:00"},{"identifier":"91d27a2c-9a92-48a6-af9c-d59d9d2bcef4","uri":"https://satchelcommons.com/ims/case/v1p0/CFItems/91d27a2c-9a92-48a6-af9c-d59d9d2bcef4","fullStatement":"Systems can be designed to cause a desired effect. 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