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Essential Elements Science For Students with Significant Cognitive Disabilities

K–12 Standards

Grade 11
Other Iowa Essential Elements for Science sets
Grade 5
Grade 8 linked and Grades 6-8 grade banded

Physical

PS1.
PS1: Matter and Its InteractionsPS1
1. A
  Structure and Properties of MatterPS1.A
  2
  Target Level: Make a claim supported by evidence to explain patterns of chemical properties that occur in a substance during a common chemical reaction.EE.HS-PS1-2
  2
  Precursor Level: Identify the changes that have occurred during a chemical reaction.EE.HS-PS1-2
  2
  Initial Level: Recognize that a change has occurred during a chemical reaction.EE.HS-PS1-2
PS2.
PS2: Motion and Stability: Forces and InteractionsPS2
1. A
  Forces and MotionPS2.A
  3
  Target Level: Evaluate the effectiveness of safety devices and design a solution that could minimize the force of a collision.EE.HS-PS2-3
  3
  Precursor Level: Use data to compare the effectiveness of safety devices to determine which best minimizes the force of a collision.EE.HS-PS2-3
  3
  Initial Level: Identify safety equipment devices that minimize force of a collision.EE.HS-PS2-3
PS3.
PS3: EnergyPS3
1. B
  Conservation of Energy and Energy TransferPS3.B
  4
  Target Level: Investigate and predict the temperatures of two liquids before and after combining to show uniform energy distribution.EE.HS-PS3-4
  4
  Precursor Level: Compare the temperatures of two liquids of different temperatures before and after combining.EE.HS-PS3-4
  4
  Initial Level: Compare relative difference in temperature (warmth, coldness) of two liquids.EE.HS-PS3-4

Life

4
Waves and Their Applications in Technologies for Information TransferPS4
1. A
  Wave PropertiesPS4.A
  5
  Target Level: Make a claim supported by evidence that shows how some devices use light and sound waves to transmit and capture information.EE.HS-PS4-5
  5
  Precursor Level: Identify common devices which use light or sound waves to transmit information.EE.HS-PS4-5
  5
  Initial Level: Identify how common technological devices are used for different purposes.EE.HS-PS4-5
LS1.
LS1: From Molecules to Organisms: Structures and ProcessesLS1
1. A
  Structure and FunctionLS1.A
  2
  Target Level: Use a model to illustrate the organization and interaction of major organs into systems in the body to provide specific functions.EE.HS-LS1-2
  2
  Precursor Level: Identify which organs work for a specific function.EE.HS-LS1-2
  2
  Initial Level: Recognize that different organs have different functions.EE.HS-LS1-2
2. B
  Growth and Development of OrganismsLS1.A
  4
  Target Level: Use a model to illustrate how growth occurs when cells multiply.EE.HS-LS1-4
  4
  Precursor Level: Use a model to relate the number of cells to the size of a body.EE.HS-LS1-4
  4
  Initial Level: Recognize that organisms are composed of cells.EE.HS-LS1-4
2
Ecosystems: Interactions, Energy, and Dynamics LS2
1. A
  Interdependent Relationships in EcosystemsLS2.A
  2
  Target Level: Use a graphical representation to explain the dependence of an animal population on other organisms for food and their environment for shelter.EE.HS-LS2-2
  2
  Precursor Level: Recognize the relationship between population size and available resources for food and shelter from a graphical representation.EE.HS-LS2-2
  2
  Initial Level: Identify food and shelter needs for familiar wildlife.EE.HS-LS2-2
LS3.
LS3: Heredity: Inheritance and Variation of TraitsLS3
1. B
  Variation of TraitsLS3.B
  2
  Target Level: Defend why reproduction may or may not result in offspring with different traits.EE.HS-LS3-2
  2
  Precursor Level: Make a claim supported by evidence that parents and offspring may have different traits.EE.HS-LS3-2
  2
  Initial Level: Compare traits of parents and offspring.EE.HS-LS3-2
4
Biological Evolution: Unity and DiversityLS4
1. C
  AdaptationLS4.C
  2
  Target Level: Explain how the traits of particular species that allow them to survive in their specific environments.EE.HS-LS4-2
  2
  Precursor Level: Identify factors in an environment that require special traits to survive.EE.HS-LS4-2
  2
  Initial Level: Match particular species to their various environments.EE.HS-LS4-2

Earth and Space

ESS1.
ESS1: Earth's Place in the UniverseESS1
1. B
  Earth and the Solar SystemESS1.B
  4
  Target Level: Use a model of Earth and the Sun to show how Earth's tilt and orbit around the Sun cause changes in seasons.EE.HS-ESS1-4
  4
  Precursor Level: Use a model of Earth and Sun to show how Earth’s positions in its orbit around the Sun correspond with the four seasons.EE.HS-ESS1-4
  4
  Initial Level: Identify characteristics of the seasons.EE.HS-ESS1-4
2
Earth's SystemsESS2
1. A
  Earth's Materials and SystemsESS2.A
  1
  Target Level: Use a model to show how constructive forces (e.g., volcanoes) and destructive mechanisms (e.g., weathering, coastal erosions) change Earth's surface. EE.HS-ESS2-1
  1
  Precursor Level: Recognize if processes that change Earth's surface are constructive or destructive.EE.HS-ESS2-1
  1
  Initial Level: Recognize changes (e.g., mountain formation, erosion, and glacial changes) that occurred on Earth's surface.EE.HS-ESS2-1
ESS3.
ESS3: Earth and Human ActivityESS3
1. A
  Natural ResourcesESS3.A
  1
  Target Level: Construct an explanation based on evidence for how natural hazards have influenced human activity.EE.HS-ESS3-1
  1
  Precursor Level: Recognize how natural hazards (e.g., floods, earthquakes, tornadoes) influence human activity.EE.HS-ESS3-1
  1
  Initial Level: Recognize characteristics of natural hazards.EE.HS-ESS3-1
2. D
  Weather and ClimateESS2.D
  4
  Target Level: Using a model, recognize how the effects of changes in climate can impact human lives.EE.HS-ESS2-4
  4
  Precursor Level: Recognize climate changes have occurred (e.g., a change in average temperature, precipitation patterns, glacial ice volumes, sea levels).EE.HS-ESS2-4
  4
  Initial Level: Recognize the differences between geographical climates (e.g., Minnesota versus Florida, desert versus rainforest).EE.HS-ESS2-4
3
Earth and Human ActivityESS3
1. A
  Natural ResourcesESS3.A
  1
  Target Level: Construct an explanation based on evidence for how natural hazards have influenced human activity.EE.HS-ESS3-1
  1
  Precursor Level: Recognize how natural hazards (e.g., floods, earthquakes, tornadoes) influence human activity.EE.HS-ESS3-1
  1
  Initial Level: Recognize characteristics of natural hazards (e.g., floods, earthquakes, tornadoes). EE.HS-ESS3-1
  2
  Target Level: Construct an argument for a strategy to conserve, recycle, or reuse resources.EE.HS-ESS3-2
  2
  Precursor Level: Describe the factors that would favor one strategy to conserve, recycle, or reuse resources over another. EE.HS-ESS3-2
  2
  Initial Level: Recognize strategies to manage objects (e.g., dispose, repurpose, or recycle).EE.HS-ESS3-2
2. C
  Human Impacts on Earth SystemsESS3.C
  3
  Target Level: Analyze data to determine the effects of a conservation strategy on the level of a natural resource.EE.HS-ESS3-3
  3
  Precursor Level: Organize data on the effects of conservation strategies (e.g., using less energy, using rechargeable batteries, recycling or repurposing materials).EE.HS-ESS3-3
  3
  Initial Level: Gather data on the effects of a local (e.g., class or school-wide) conservation strategy.EE.HS-ESS3-3

Frequently asked questions

What grade levels do these standards cover?: Grade 11
Where can I read the official document?: Essential Elements Science For Students with Significant Cognitive Disabilities

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